The official ACARA v9 workbook, retrieved 29 September 2026, is SHA-pinned in source-snapshot.json. The local import removes workbook markup without altering description wording. The current QCAA v9 Design and Technologies page and combined Prep Technologies alignment PDF place these Foundation rows in Queensland Prep and specify a school-selected context. They do not prescribe or endorse our cue-stand brief.
| Exact code | Workbook row | Area · subject · level | Verbatim official content description | This fortnight's partial/conditional sample |
|---|---|---|---|---|
| AC9TDEFK01 | 19725 | Technologies · Design and Technologies · Foundation Year | explore how familiar products, services and environments are designed by people | Days 31–35 and 39 ask who designed a fictional cue/sign, for what user and why. The real familiar component requires a school-approved actual product/service/environment, source provenance and child observation; fictional practice alone does not establish it. |
| 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 | Days 32–40 elicit two layout/stand ideas, purpose-linked selection and evaluation, safe fold steps, optional real broad-paper trial and revision. Actual observed material action, uprightness and readability are conditional. A child drawing/adult-only fold cannot prove the child safely made a solution. |
The public Day 35/40 checks and separate public teacher key are formative, not secure exams. A stand falling flat or a label being hard to see is useful design evidence, not child failure. Week 7 official sign meaning and protective behaviour, and Week 8 repeated-pattern mathematical/Arts achievement, are outside what these two Design rows alone establish. This partial fortnight does not establish complete Foundation Technologies achievement, a full weekly allocation, classroom effect or QCAA endorsement.