# Exact-row curriculum crosswalk · checked 29 September 2026

**National source:** [ACARA Australian Curriculum v9 Foundation Dance work-sample page](https://www.australiancurriculum.edu.au/resources/work-samples/the-arts/dance/foundation/ws01-snow-play) and **Queensland source:** [QCAA Australian Curriculum v9 Prep Dance achievement standard aligned to content descriptions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_dance_prep_as_cd_alignment.pdf). The [QCAA Dance v9 landing page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/dance) confirms the **Queensland Prep** entry. Queensland schools plan, teach, assess and report using the Australian Curriculum in Prep–Year 10; QCAA says the achievement standard is the C standard or equivalent for a five-point judgment. Two short public checks here do not determine that standard. Foundation is called Prep in Queensland; these are not Year 1–2 band codes or senior Dance codes.

| Exact code and strand | Official content description | Evidence offered in ten starts | Honest boundary |
| --- | --- | --- | --- |
| **AC9ADAFE01** · Exploring and responding | “explore how and why the arts are important for people and communities” | Day 9 asks who made a work and why one might share it; [authentic source slot](AUTHENTIC-SOURCE-SLOT.md) guides teacher selection | Fictional marker stories **cannot** establish how/why actual communities value dance. School must bring authorised, age-appropriate, situated real works and source voices. |
| **AC9ADAFD01** · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Each day offers choice, trial and change with original 3- or 6-count ideas | Paper play evidences idea exploration, **not physical movement skill**. Later suitable observed physical options remain necessary. |
| **AC9ADAFC01** · Creating and making | “create arts works that communicate ideas” | Child chooses path, pause, repetition or contrast for a stated fictional purpose | Early compositional evidence only; no claim that every paper score is a completed dance work. |
| **AC9ADAFP01** · Presenting and performing | “share their arts works with audiences” | Child may share an idea with a chosen willing educator or small group through an approved route; a paper puppet can be used to rehearse | An actual willing person hearing/seeing the child's idea gives limited sharing evidence. Puppet-only rehearsal or a pass is **not** evidence of sharing with an audience. Paper sharing does **not** demonstrate physical dance performance. No public performance is compulsory here. |

The Foundation achievement standard refers to students describing experiences, observations, ideas and/or feelings about arts works encountered at school, home and/or in the community, and using play/imagination/knowledge/processes/skills to create and share arts works in different forms. Do **not** ask children to supply a home dance or personal feeling to satisfy the wording. Offer real authorised works at school and accept observations/ideas. Keep access, safety, consent and local assessment judgments with the school.

QCAA's current [Prep Dance alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_dance_prep_as_cd_alignment.pdf) identifies the four codes above. The [ACARA work sample](https://www.australiancurriculum.edu.au/resources/work-samples/the-arts/dance/foundation/ws01-snow-play) corroborates D/C/P wording. This pack does not reproduce the sample's choreography, imagery or child video.