The official ACARA v9 curriculum workbook is SHA-pinned to the project import in source-snapshot.json. The QCAA Design and Technologies v9 page lists a Prep Design achievement-standard/content-description alignment PDF. This is a school-selected evidence-guide service and large-paper cue context, not a QCAA-prescribed unit.
| 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 91–92 and 99 consider how people design a prompt service/cue for another user. A fictional service alone is not evidence of a familiar real product/service/environment; an approved actual local example with provenance and child-seen feature remains necessary. |
| 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 92–100 compare two service sequences, create a user-linked cue plan, use adult-approved materials if available, invite a willing listener to try the guide, and evaluate against exact response or an unknown. Actual observed material action is needed for making/testing claims; adult-only making stays adult evidence. |
The Day 95/100 public checks are formative, not secure exams. A fictional try card is not an actual Science motion observation. A source-status cue does not establish mathematics comparison, English explanation, Arts sharing, a real portfolio outcome or a whole standard. A printed reader reply is never evidence of this class's user. This fortnight does not establish complete Foundation Technologies achievement, a report grade, a classroom effect or QCAA endorsement.