The official ACARA v9 workbook was retrieved 29 September 2026, retained with SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3, and checked against the local machine-readable import. Rows below are workbook source locations, not curriculum codes. The current QCAA Dance v9 entry and Prep achievement/content alignment PDF were checked 30 September 2026. The ACARA Foundation work sample corroborates the level and D/C codes but is not copied or performed here. This original fortnight proposes partial opportunities, not endorsement or a full Prep Dance assessment.
| Exact code | Workbook row | Level / subject | Exact official content description | This fortnight's opportunity and boundary |
|---|---|---|---|---|
| AC9ADAFE01 | 20513 | The Arts · Dance · Foundation Year | explore how and why the arts are important for people and communities | Day 19 identifies SubjectNest's own maker intention and, only if performed, considers why the class might share that actual work. This is a very small first-party example. Fictional sources cannot establish what a community values; later school-selected authorised real works and maker/community sources remain essential. |
| AC9ADAFD01 | 20522 | The Arts · Dance · Foundation Year | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Days 11–20 offer child-chosen invitation/answer, revision, timing, quality and pause. Paper shows idea development; physical movement skill is not observed without an actual safe child action. |
| AC9ADAFC01 | 20532 | The Arts · Dance · Foundation Year | create arts works that communicate ideas | A child can develop a short original score or chosen movement phrase with a stated maker purpose. A rough first mark is an exploration, not automatically a finished work; record what the child actually selected and made. |
| AC9ADAFP01 | 20541 | The Arts · Dance · Foundation Year | share their arts works with audiences | Days 14/19 offer a child-controlled share with a willing real person after an original work is made. A paper puppet, planned audience or no-audience choice is rehearsal, not an actual audience. Sharing paper work may show presenting an idea, but does not prove physical dance performance. |
The QCAA alignment connects these four codes to the Foundation/Prep Dance achievement standard. One public check or paper score cannot establish the full standard. Keep maker intention, child composition, actual physical action, actual performed work, audience choice and real response in separate records. Never infer a family's or culture's dance from a fictional card. Schools verify local syllabus application, age suitability, permissions and access before showing external work.