# Current exact sources and bounded art evidence

**Foundation Year / Visual Arts / Australian Curriculum Version 9.0; Queensland Prep · checked 30 September 2026.** Independent [official workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) fetch HTTP 200, 2,049,917 bytes, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Actual Learning areas E/J cells, stored workbook and import agree. These are exact descriptions, not a theme inference.

| Exact code / workbook row | Exact description | Opportunity | Evidence boundary |
| --- | --- | --- | --- |
| AC9AVAFE01 / 21465 | explore how and why the arts are important for people and communities | Day 114 and fresh checks: encounter actual original graphic and documented purpose; optional authorised actual work. | Child response and bounded why-for-this-work; digital source is not a human painter/community encounter. Narrow classroom purpose, not full breadth. |
| AC9AVAFD01 / 21474 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Days 111–120: play with mark/turn/gap/line, optional trial, keep/change. | Actual child decisions and event/NOT TRIED. Honest plans can evidence development, not actual physical printing. |
| AC9AVAFC01 / 21484 | create arts works that communicate ideas | Days 111–120: original practical picture or director-supported actual work. | Actual artifact communicates child intent; actual drawing versus unmade represented print and adult contribution separate. PLAN ONLY does not establish created artwork. |
| AC9AVAFP01 / 21493 | share their arts works with audiences | Days 118–120: optional actual private sharing/display or willing recipient. | Actual child work and freely agreeing audience event only. Private self-review/intended use alone is not audience evidence. |


[QCAA Visual Arts entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/visual-arts) · [Prep alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_visual_arts_prep_as_cd.alignment.pdf) · [Prep assessment techniques/conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/assessment/ac9_arts_non_perform_tc_prep.pdf). Fresh complete official indexed one-page alignment (**230434**, ©2023) and **Complete three-page** techniques text (**230141-01, October 2023**) inspected. Alignment relates encountered-art responses and playful creation/sharing to the descriptions above. First-table `AC9ADVAFE01` has an extra D; national workbook, alignment key and later table use canonical **AC9AVAFE01**, retained here. Techniques supports development/making projects, make/share projects and short responses, material-appropriate art conventions/processes, observed evidence and accessible modes. Components may span lessons; longer responses are not necessarily better. Document neutral prompts/scribing and apply current local practical safety rules.

Independent direct requests to all three QCAA URLs returned **403**. Indexed text is separately available; **current PDF bytes/layout unverified**, no usable screenshot pixels inspected. Do not treat this as a successful current PDF download/layout audit. Source receipts/pins are local; school must check current full documents and implementation before reporting. This original adaptation is partial practice, not endorsement or full achievement-standard coverage.

## Integrated contexts — separate actual evidence

[W23](../../../term-3/week-23-a-story-we-can-place-in-time.md) considers event sources; an invented gathering picture does not evidence a real significant family-shared celebration. [W24](../../../term-3/week-24-feelings-and-help.md) keeps real self-feeling/help evidence separate from fiction. Art uses invented/abstract meaning, never a colour/emotion key or safety message. No child must disclose a personal event or feeling.

| Exact code / row | Exact description | Boundary |
| --- | --- | --- |
| AC9EFLE03 / 52 | recognise different types of literary texts and identify features including events, characters, and beginnings and endings | Context only: art idea is not literary text identification/features assessment; no source-backed event retell claim from own invented picture. |
| AC9EFLY02 / 72 | interact in informal and structured situations by listening while others speak and using features of voice including volume levels | Context only: any actual listening/spoken interaction is separately observed. AAC/dictation art access is not automatically evidence of this spoken interaction description. |
| AC9HSFK02 / 1217 | the celebrations and commemorations of significant events shared with their families and others | NOT OBSERVED from invented gathering. Authentic willingly sourced significant family/other shared celebration or commemoration needs its own local review/source/significance evidence; no cultural authority invented. |
| AC9HPFP03 / 3175 | express and describe emotions they experience | NOT OBSERVED from inferred/fictional art mood. Actual voluntary ordinary self-emotion expression/description needs separate evidence; no disclosure required, no diagnosis from marks/colour. |


No prescribed AB/counting/calendar pattern or mathematics attainment from repeated marks; neatness/speed are not art goals. A stamp tool is not its transferred impression; drawing/plan is not physical printing. Actual medium/maker/support, source access and own intention remain separate. P01 audience, real emotion, community importance and paint trials remain **not observed / NOT TRIED** unless actual events support them. Use several dated work samples; school reviews the balanced programme.

Australian Curriculum © ACARA 2010–present, CC BY 4.0 under current terms; Queensland material © State of Queensland (QCAA) 2023, CC BY 4.0 with [copyright exceptions](https://www.qcaa.qld.edu.au/copyright). Original pack licence does not replace source rights.