# Exact ACARA v9 / Queensland Prep Design and Technologies crosswalk

The [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 29 September 2026, is SHA-pinned in [source-snapshot.json](source-snapshot.json). The local import removes workbook markup without altering description wording. The current [QCAA v9 Design and Technologies page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-technologies/design-and-technologies) and [combined Prep Technologies alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_prep_as_cd_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](STUDENT-CHECKS.md) and [separate public teacher key](teacher/KEY-AND-NEXT.md) 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.