# Official ACARA v9 Foundation Dance / Queensland Prep crosswalk

[ACARA’s official curriculum workbook](https://www.australiancurriculum.edu.au/downloads) was retrieved 29 September 2026 and stored locally at `products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx`, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Its Foundation Dance source rows are below. The [QCAA official Prep Dance alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_dance_prep_as_cd_alignment.pdf) and [Prep Performing Arts techniques/conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/assessment/ac9_arts_perform_tc_prep.pdf) were checked in official indexed sources on 30 September 2026. QCAA distinguishes project/choreography, performance and short response; schools consider age, capability and context. These checks are not QCAA instruments.

| Exact code / official workbook row | Exact content description | This fortnight’s partial opportunity | Hold/verify before claiming |
| --- | --- | --- | --- |
| AC9ADAFE01 / 20513 | explore how and why the arts are important for people and communities | Day 29 invites a real-work encounter only after the authorised source gate. | A named real maker/work, actual encounter, rights and cultural authority where relevant, and the child’s own description. Fictional scores do not satisfy it. |
| AC9ADAFD01 / 20522 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Child chooses compact/broad scale, relative level, repeat and revision. | Observe child’s own choices, not only adult model. A paper score does not prove physical skill. |
| AC9ADAFC01 / 20532 | create arts works that communicate ideas | A child-authored abstract movement score or opted-in physical phrase with stated intention. | Record work and support. Intended meaning is not observed audience meaning. |
| AC9ADAFP01 / 20541 | share their arts works with audiences | Voluntary private or small-group sharing route. | Actual work shared with a willing real audience under local safety/access rules; a paper puppet or imagined viewer is not enough. |

**Queensland Prep achievement standard in QCAA alignment:** “By the end of the Foundation year, students describe experiences, observations, ideas and/or feelings about arts works they encounter at school, home and/or in the community. Students use play, imagination, arts knowledge, processes and/or skills to create and share arts works in different forms.” This is a year-end standard, not a ten-day pass threshold. A paper score is useful composition evidence but neither complete Dance achievement nor observed movement. Schools make assessment judgements with local observation and safe, accessible opportunities.

**Jurisdiction limit:** National Foundation and Queensland Prep are pinned here. NSW Kindergarten, Victorian Foundation, ACT Kindergarten, Tasmanian Prep, SA Reception, WA Pre-primary and NT Transition year names/implementation have **not** been independently checked for this pack; other state-year mappings are unverified. EYLF and international systems are out of this pack’s verified mapping.

**Subject distinction:** Integrated Week 5’s real living-feature observations and Week 6’s real material tests cannot be met through invented dance marks. The abstract score is an arts work, not science/design evidence.