# Exact national source; partial teaching opportunities

Foundation is the first school year; Queensland calls it Prep. This optional fortnight leaves current state/territory implementation, school calendar, local syllabus/reporting and the wider course open. The existing map's principal Media Arts placement is preserved.

The complete six canonical records and all 31 present raw cells, including three empty values in their actual six rows were read and matched, including each attribute and the complete introduction/shared standard. Raw introduction HTML, code and NBSP description wording are unchanged in the educator witnesses. This is selected semantic source reading, not reading every workbook record or all elaborations.

## Whole shared Foundation Arts achievement standard

By the end of the Foundation year, students describe experiences, observations, ideas and/or feelings about arts works they encounter at school, home and/or in the community.

Students use play, imagination, arts knowledge, processes and/or skills to create and share arts works in different forms.

This is shared Foundation The Arts, not a privately invented Media-specific annual standard. Different forms, contexts, repertoire, cultures and whole-year evidence remain broader than this message studio. No end-of-year judgment follows from a single worksheet.

## Full Foundation Media Arts introduction: plain-text rendering

In Foundation, learning in The Arts builds on the Early Years Learning Framework and each student’s prior learning and experiences. The curriculum allows for play-based approaches that integrate arts learning experiences across the 5 Arts subjects and/or specialist teaching. There are examples in the content elaborations for each subject and examples that span across the subjects. In Foundation, Arts learning fosters students’ understanding of how the arts enrich their lives and the lives of all people. Engagement with the arts strengthens students’ sense of wellbeing and develops their connections with the world. Arts learning involves exploration and purposeful, creative play, together with structured learning appropriate for their level of development. In The Arts, students work individually and collaboratively with peers and teachers, drawing on their imaginations, stimulus materials such as images or works of fiction, and real-life experiences. Students explore the arts in their lives and communities. They learn that the arts are central to all cultures and explore the diversity of arts works across cultures. They build empathy and understanding that what is familiar to one person can be new to somebody else. Students use arts knowledge and skills to make arts works that represent their ideas about the world and share their work with peers in informal settings. They experience being an audience. As they make and respond, students learn about safe practices in the arts. In Foundation, learning in Media Arts can involve students: using available technologies to capture and sequence images, sounds and text learning to use available equipment such as cameras or materials for constructing print media exploring ways to construct representations that communicate ideas and stories discovering how they and others can use media to communicate feelings and understandings.

These are possible learning experiences. This paper/board source bank samples constructing print media and representations; no child camera/capture/edit/save, recorded sound, digital interaction or independent technology operation is inferred. An optional live cue has its actual operator identified. Wider available technologies and cultural/community repertoire remain open; the curriculum rationale is no evidence of this unpiloted pack's effects.

## Four complete descriptions

| Code | Exact retained raw wording | Proposed opportunity and evidence limits |
|---|---|---|
| AC9AMAFE01 | explore how and why the arts are important for people and communities | Day74/conditional D/local workflow: actual authorised source/work/account and own scoped exploration. Factual recall, adult-only account, invented model and encounter alone are insufficient; text encounter is not viewing a show. |
| AC9AMAFD01 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Daily own purpose, information/relationship/channel choice and development through actual work, creative direction or an accurately named plan. No trial is invented from a specification. |
| AC9AMAFC01 | create arts works that communicate ideas | An actual child-authored made message/part through child operation or actual accepted creative direction with helper fabrication labelled. An unmade plan is not created print work; adult-added details are separate. |
| AC9AMAFP01 | share their arts works with audiences | Day78/conditional E/project78: actual own made work deliberately presented to a real suitable willing recipient through an agreed medium. Permission, plan-sharing, supervision and puppet are not reception of a made work. Reply may be NONE. |

## Actual source coordinates and Queensland check

Media introduction sheet1 D/E20965 (ARTMEDFY); content E/J20967/20976/20986/20995; shared Arts sheet2 A–F12 with blank subject/pathway/sequence B–D12. Complete canonical IDs, collections, record types, source rows, attributes and plain_text are preserved.

Fresh current web-reader reading covered all 53 lines of QCAA's one-page Prep Media Arts alignment230422/2023 and all 157 lines of the three-page Prep Non-Performing Arts techniques/conditions230141-01/October2023. They support image sequence/storyboard development, practical production, varied responses, component timing, attributed scribing/prompts and local safety. They informed original formative choices, not an official grade. No QCAA standard-elaborations body/A–E scale or native PDF layout was read. Direct PDF requests returned retained403; reader access succeeded. Those methods are distinct.

Exact witnesses are educator-held, outside ordinary/learner downloads. See SOURCE-AND-RIGHTS for dated methods and the complete portable notice for separate source terms. National exact wording plus Queensland guidance does not certify all Australian states, whole-year attainment or actual child outcomes.

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