# Exact Foundation / Queensland Prep curriculum crosswalk

The exact descriptions and rows come from the [official ACARA Australian Curriculum v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 29 September 2026 and hash-pinned in [source-snapshot.json](source-snapshot.json). The locally imported plain text removes workbook markup without changing description wording. The [QCAA v9 Design and Technologies entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-technologies/design-and-technologies) and [combined Prep Technologies achievement-standard/content-description alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_prep_as_cd_alignment.pdf) establish the Queensland Prep context. They do not prescribe this unit.

| Exact code | Workbook row | Area · subject · level | Verbatim official content description | This fortnight's sample and evidence limit |
| --- | ---: | --- | --- | --- |
| AC9TDEFK01 | 19725 | Technologies · Design and Technologies · Foundation Year | explore how familiar products, services and environments are designed by people | **Partial/conditional.** Days 1–5 and 9 compare labelled invented product/service/environment examples and ask who made a choice and why. A real familiar local source is an educator insertion point; without that approved observation, do not claim the child explored an actual familiar school or community example. |
| AC9TDEFP01 | 19733 | Technologies · Design and Technologies · Foundation Year | generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose | **Partial/conditional.** Days 3–10 invite two ideas, an explained choice, a safe adult-approved paper plan, and actual folding/placing/testing where permitted. Record the result that occurred, including failure/not tried. A drawing or fictional predicted result alone cannot establish material use, safe making or evaluated performance. Child-directed adult making is participation but is recorded distinctly from independent physical handling. |

**Achievement-standard boundary:** The QCAA Prep alignment connects these descriptions to identifying familiar designs, creating/communicating/choosing ideas and safely making a solution for a **school-selected context**. The school must select or approve the real context and judge evidence according to its plan. This introductory fortnight cannot establish complete achievement, all technologies content, a full weekly allocation or a validated material outcome. The [public formative checks](STUDENT-CHECKS.md) are fresh relative to routine examples, not secure exams; the [teacher key](teacher/KEY-AND-NEXT.md) is also public by URL. Record first child-controlled responses before feedback.

**Making claim gate:** Actual observed material action is required for a making/testing claim. A plan, paper diagram, author rehearsal or adult-only build can inform discussion but cannot substitute for that observation.