# Exact sources, partial practice and actual evidence

**Australian Curriculum Version 9.0 / Foundation Year / Visual Arts; Queensland Prep. Checked 30 September 2026.** The official [workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) 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](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_visual_arts_prep_as_cd.alignment.pdf) 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](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/visual-arts) and [current assessment resources](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/visual-arts/visual-arts-assessment-resources) identify the current version 9 Prep resources.

**Complete three-page official indexed text** of [Prep Non-Performing Arts techniques/conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/assessment/ac9_arts_non_perform_tc_prep.pdf) 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](source-fetch-receipts.json). School must check current full official documents/local implementation before reporting.

## Integrated context — separate evidence

[W21](../../../term-3/week-21-shapes-we-find-and-make.md) names familiar shapes in an invented room collage. [W22](../../../term-3/week-22-find-our-way.md) 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](https://www.qcaa.qld.edu.au/copyright).