# Curriculum, evidence, dated sources and reuse ## Actual national selection and new scope Preserve the full inherited Foundation Design selection: all 19 records, 96 present cells including two present-empty cells, typed values and original cell XML; the full separate achievement-standard record; the complete unchanged annual plan for context. Actual inherited workbook receipt: 8 October 2026 UTC / 9 October AEST, 2,049,917 bytes, SHA256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The accepted proposal verified the retained fixed Git input bodies, not a new workbook download. Do not substitute a guessed current feed or narrow code-only list. The complete literal values are retained in [RAW-SELECTION.json](../national/RAW-SELECTION.json) and the [whole national reader](../national/WHOLE-NATIONAL.html), with the [full source notice](../SOURCE-NOTICE.html). The selection contains the level description, strand/substrand entries, **AC9TDEFK01**, its five complete elaborations, **AC9TDEFP01**, its six complete elaborations and the full achievement standard. There is no Foundation P02 in this selection. The principal content descriptions are the alignment basis; elaborations illustrate possible contexts and do not each create a mandated additional assessment requirement. **P01 partial focus:** communicate an own drawing/message purpose, ready arrangement, meaningful alternative/choice, actual/proposed materials and specific steps, optional observed suitable making, and honest evaluation. The new context is a small product/service/environment arrangement and guide supporting a school-selected ordinary drawing/message job. The readiness/handover/finished-work/next-start relationships extend earlier design ideas rather than represent a new mandated strand. No actual manufacture, use or safe performance is certified by a plan, adult fabrication or fictional source answer. **K01 opportunity:** only where the actual learner explores a genuinely familiar people-designed product, service or environment. A known drawing setup or guide routine may provide that opportunity when actually offered. A new diagram, another adult's familiarity, correct fictional attribution, dated Council feature list or declined/empty response does not establish this child's real familiarity. The ordinary real-experience doorway is optional for useful own P01 work; K01 evidence stays open without it. The whole achievement standard includes familiar products/services/environments, a designed solution in a school-selected context, creating/communicating/choosing ideas and following steps with materials/equipment to make safely. A communicated guide alone cannot fill all those elements. This fortnight does not establish a whole year, all technologies contexts, all states, retained transfer or classroom impact. The historical annual plan remains unchanged as context; it is not silently rewritten to say these exact new sessions were previously scheduled or completed. ### Session opportunities - 181 own purpose/ready feature; 182 actual familiar-feature exploration where offered, separate source attribution. - 183 meaningful alternative and choice; 184 ready/use/pause/return procedure and optional actual suitable making. - 185 selected A/B first components only after actual prerequisite teaching. - 186 check question and actor/action/result/unknown boundary; 187 finished-work/return relation and optional actual return. - 188 own evaluation/revision without assumed improvement; 189 handover and source/reply limits plus optional real familiar exploration. - 190 own useful retained guide and selected matching later components only after targeted teaching; C/D later may be beyond this sequence. ## Queensland Prep guidance and actual folio boundaries Current primary Prep alignment, November 2023 standard elaborations and October 2023 techniques/conditions were read in their complete indexed text on 9 October 2026. Their guidance supports aligning a school-selected design context to intended evidence, judging learners on opportunities actually taught, balancing a folio across time, breaking assessments into appropriate components and recording access/support with practical teacher observation. This paragraph and the task guidance adapt that material; SubjectNest fiction, routes, criteria and teaching stories are original. Prep uses AP, MC, WW, EX and BA; WW represents the achievement standard. The broader teacher's on-balance folio judgment is separate from these original source-specific formative criteria. Do not turn 32 prompts or a product count into an official band, diagnostic label or whole-year score. Faithful reading/scribing/usual communication can reduce irrelevant literacy demands; record design hints separately. Practical evidence needs actual observed learner work. Response length, speed, handwriting, touch, sociability and compliance are not design-quality measures. Different cases and changed access/context are not calibrated equal difficulty or proof of causal progress. **Required attribution on every actually adapted teacher/help/assessment/source companion and curriculum page:** Modified from [Prep achievement-standard alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_design_prep_as_cd_alignment.pdf), [Prep standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_se_prep.pdf) and [Prep techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_technique_cond_prep.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to item exceptions. Guidance summaries are adapted; SubjectNest stories, choices, tasks, criteria and visuals are original. No endorsement. Use 2023 from the actual documents, not the website attribution example's 2024 year. Document metadata must identify mixed original/adapted items honestly. Navigation-only menus and original fiction/art are not automatically QCAA adaptations merely because they link to guidance. QCAA exceptions include logos, third-party/alternatively noticed material, student work/media and glossary definitions; none is imported here. Linked support remains under its own actual grant. No right to publish a child's work follows from this proposal. [Whole19 national meanings](../national/WHOLE-NATIONAL.html) · [All96 exact typed cells/XML](../national/RAW-SELECTION.json) · [Historical annual plan](../national/ANNUAL-ORIGINAL.html). Modified from [Prep alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_design_prep_as_cd_alignment.pdf), [Prep standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_se_prep.pdf) and [Prep techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_technique_cond_prep.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to item exceptions. Original stories, tasks, criteria and pictures are SubjectNest work. No endorsement. [Sources and reuse](../SOURCE-NOTICE.html). Original educational work © NeuroForgeIO Pty Ltd 2026, CC BY4.0; learner work and outside material retain their own rights.