Australian Curriculum Version 9.0 / Foundation Year / Visual Arts; Queensland Prep. Checked 30 September 2026. The official workbook was independently fetched HTTP 200: 2,049,917 bytes; SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The stored workbook, actual Learning areas E/J cells and local import agree. Source row pins refer to that exact workbook, not a paraphrased thematic map.
| Exact code / row | Exact content description | Planned opportunities | Evidence boundary |
|---|---|---|---|
| AC9AVAFE01 / 21465 | explore how and why the arts are important for people and communities | Days 104/109/110: encounter the actual original graphic with documented identity/purpose; optional authorised actual work encounter. | Record child experience/observation/idea/feeling about the work and a bounded why-for-that-maker. Supplied diagrams are actual computer-created originals; depicted sculptures are unmade. Narrow classroom purpose only, no human/community/cultural breadth. |
| AC9AVAFD01 / 21474 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Days 101–110: playful broad form/space/view choices and small try/keep/change. | Record child-owned decisions and actual event or NOT TRIED. A plan can evidence development; it cannot establish physical compound modelling. |
| AC9AVAFC01 / 21484 | create arts works that communicate ideas | Days 103–106/108–110: original sculpture, child-directed work, drawing or maker-note artwork. | Actual artwork must communicate child intent; verbal-only PLAN ONLY does not prove made artwork. Child direction/adult physical shaping and actual drawing/unmade represented sculpture are separate. |
| AC9AVAFP01 / 21493 | share their arts works with audiences | Days 108/110: optional willing sharing or actually approved desk display. | Conditional: actual child artwork, freely agreeing audience and actual sharing record. Private/self-review or chosen future use is not audience evidence. |
The one-page QCAA Prep alignment states that Foundation learners describe experiences/observations/ideas/feelings about encountered arts works and use play/imagination/processes/skills to create/share different forms. Fresh official indexed text inspected: document 230434, © QCAA 2023. One first-table code is printed AC9ADVAFE01; national workbook, document key and later table use AC9AVAFE01. We retain the national exact code and document this discrepancy. QCAA Visual Arts entry and current assessment resources identify the current version 9 Prep resources.
Complete three-page official indexed text of Prep Non-Performing Arts techniques/conditions inspected afresh: 230141-01, October 2023. It supports developing/making projects, make/share projects and short responses; Visual Arts conventions/material-appropriate processes include sculpture. Teacher-observed evidence and spoken/signed/practical/multimodal responses may be documented. Components can span lessons; longer responses are not inherently better. Record scribing/prompting without altering the judged goal; adults must apply current local practical safety guidelines. Our two short fresh checks are pieces of a balanced evidence programme, not mandatory timed examinations or a term grade.
Independent direct HTTPS requests to the QCAA entry and both PDFs returned 403; web open initially restricted the techniques URL, then returned complete indexed text through the official search result. No usable screenshot pixels were inspected. Current PDF bytes/layout unverified; indexed text observation and direct-fetch limitation are distinct. See receipts. School must check current full official documents/local implementation before reporting.
Integrated context — separate evidence
W21 names familiar shapes in an invented room collage. W22 uses named references and bounded directions. This independent Visual Arts progression is a new soft modelling process, with tabletop composition and view choices. It does not duplicate the collage or create a real travel route. Context codes are pinned to prevent vague all-subject claims:
| Exact code / row | Exact description | Boundary for this art pack |
|---|---|---|
| AC9MFSP01 / 17199 | sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons | Context only. Plain mound/oval/ridge art language is not full shape sorting/naming/reasoning. A shaded mound drawing does not establish a sphere or every visible boundary. |
| AC9MFSP02 / 17205 | describe the position and location of themselves and objects in relation to other people and objects within a familiar space | Context only. Agree near edge and name relative references. Artwork layout is not a full familiar-space location assessment. |
| AC9EFLY02 / 72 | interact in informal and structured situations by listening while others speak and using features of voice including volume levels | Context only. Optional actual listening/turn-taking may be recorded separately; AAC/dictation art access is not automatically oral interaction evidence. |
| AC9EFLY07 / 99 | create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume | Context only. Optional actual short spoken report can supply separate evidence when goal assessed; no spoken performance required for art. |
| AC9HPFM02 / 3208 | experiment with different ways of moving their body safely and manipulating objects and space | Context only; NOT OBSERVED by screen/drawing plans. Actual safe body/object/space exploration needs its own approved setup and observation. No travel/HPE claim from a looking sequence. |
Progress and judgements
Use several dated actual samples. Fresh AC/AD distinguish given diagram evidence, own decision and method/status. Record not secure, NOT TRIED, VIEW NOT AVAILABLE and attributed reports honestly. No universal colour/emotion meaning, copied cultural motif, public audience requirement, compound success, fine-motor speed or appearance criterion. This pack is partial/conditional practice, not full achievement-standard coverage or cultural/community authority.
Attribution: Australian Curriculum material © ACARA 2010–present, CC BY 4.0 with current terms; QCAA material © State of Queensland (QCAA) 2023, CC BY 4.0 with exceptions in its copyright notice.