National scope
The inherited source includes all 19 selected records and all 96 present typed values with literal source XML: 94 nonempty and two present-empty cells. The actual workbook was fetched 8 October 2026 UTC / 9 October AEST, 2,049,917 bytes, SHA256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The full raw file is retained unchanged in intake/published35-36/national/RAW-SELECTION.json. This proposal claims no new workbook, synchronised feed or fresh workbook-byte verification.
AC9TDEFP01 is the principal partial focus: own purpose/form alternatives, communication/choice/evaluation, actual locally suitable material actions, and a meaningful next check. P01 E1–E5 help explain these opportunities. Elaborations are examples, not additional mandated tasks; all six remain below. A paper display does not automatically cover all fabrication techniques or materials.
AC9TDEFK01 is offered through a genuinely familiar approved display in Days 192/199 and selected D components. Fictional familiarity, a new drawing, a museum note or a source answer cannot fill actual learner familiarity. Practical creation and safe use of materials/equipment need real observed learner opportunities. A no-object plan or faithful adult operation has its own useful but narrower scope.
Queensland Prep
The complete 1-page alignment, 4-page November 2023 standard elaborations and 3-page October 2023 techniques/conditions were read as indexed primary PDF text on 12 October 2026. No new raw PDF bytes or rendered-page inspection is claimed. Prep is the Foundation year before Year 1. School-selected context and locally suitable practical work remain school decisions. Written, spoken/signed, practical and multimodal routes can contribute evidence. Teachers can select short components across lessons and record faithful reading/scribing/support. Response length alone does not demonstrate quality.
The official AP/MC/WW/EX/BA judgements concern qualities in a folio across a year/band and teacher on-balance judgement. Our 32 original formative prompts are not calibrated official bands or causal progress measures. Schools select evidence they have actually taught and observed. Direct practical observation and genuine familiar exploration remain visible gaps where missing. Every source component has a specific criterion and an unrelated next-teaching account in the staff panels.
Session contribution
| Day | Relationship offered | Selected check-ins | Scope |
|---|---|---|---|
| 191 | Purpose → face/view | A1/A3 | P01 design communication |
| 192 | Genuine familiar feature, noticing / maker account | D2/D3 after teaching | K01 actual opportunity separately |
| 193 | Meaningful alternatives and choice | A2/A3 | P01 |
| 194 | Material, actor, exact first/next step | A4/B1/B2 | P01; real making observed separately |
| 195 | One useful part | Individually taught A/B parts | P01, no whole-set quota |
| 196 | Purpose-linked check, event/result boundary | B3/B4 | P01 evaluation |
| 197 | Show/stored relationship and content | C1–C4 after teaching | P01 representation/steps |
| 198 | Keep/change reason, unknown effect | B4/C4 | P01 evaluation |
| 199 | Useful explanation, source/recipient limits | Taught D1–D4 | P01; K01 opportunity separately |
| 200 | Actual matching later evidence, next learning | Genuinely eligible A–D parts | Partial evidence, no yearly certification |
Current primary limits
The ACARA terms were read through sections 2–17 on 12 October 2026. Covered core curriculum uses CC BY 4.0 with complete attribution/change detail. Logos, website design, third-party works and excluded support/media have separate restrictions. Inherited cell text stays unchanged; extraction, organisation, formatting and mapping are distinct additions. Literal cultural elaboration text is curriculum reference, not permission for community-held designs, stories or languages. No First Nations motif or translation is generated here.
The QCAA copyright notice, operative page dated 23 September 2024, was read on 12 October 2026 with exceptions for marks, third-party/alternative notices, student images/work/audio/video and glossary definitions. Modified-from credit appears on affected guidance. Original fictional stories, criteria and pictures do not become QCAA material by linking to guidance.
The CARA overview was read on 12 October 2026. It describes the Queensland state-school risk process and locally applied minimum guidelines. This proposal is not an activity approval. Staff check actual actions, context, support and current procedures before making. No full CARA procedure or activity-specific guideline review is claimed here.
Current Council copyright doors could not be retrieved; failures are retained. The tiny factual provider notes are independently worded factual compilations with source/date/link/limits. No provider expression, photograph, logo, map, artwork, media or display layout is imported or offered under a blanket reuse grant. No entry hours, exhibition dates or recycling quantities are relied on.
Original and outside ownership
Original planning, stories, prompts, criteria, briefs, full alternatives and independent factual compilations are © NeuroForgeIO Pty Ltd 2026, created with Codex assistance, CC BY 4.0 with creator/source/version/change credit. Historical annual planning is original SubjectNest work with separately attributed ACARA inputs, not wholly ACARA-owned. Outside inputs retain their actual grants/exclusions. Original software uses Apache 2.0 separately; the complete LICENSE-SOFTWARE.txt is bundled. Child work remains theirs; this proposal authorises no publication of it. Families may choose competent language support; no verified translation or recorded narration exists.
This generated source edition contains original lesson pages,20SVG aids with complete text alternatives and an implemented temporary Display Play Bench. Author reconstruction/finite handler and whole art checks are separate from different whole source/art judgement, actual Browser/native print, deployment, classroom validation, all-state coverage and whole-year completion.
Modified from Prep alignment, Prep standard elaborations and Prep techniques and conditions, © State of Queensland (QCAA) 2023, CC BY 4.0, subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.
Dated factual starters
F1 · The official Rockhampton Museum of Art exhibition-page indexed extract describes a changing exhibition programme. Checked through the primary-site index on 12 October 2026; the search result was marked crawled six days earlier. Direct current-page requests failed. No publication/update date for the general statement was supplied. Primary page. This dated provider note can start a question about displays; it supplies no learner visit, maker explanation, model performance, artwork copying grant, current venue status or cultural permission.
F2 · The official Council yellow-lid page lists paper and cardboard categories and asks for accepted recyclables to be loose and clean. Its indexed primary text was read on 12 October 2026. Primary page. The listing does not approve every item, our actual school bin, material/action suitability or a display’s function. No disposal activity is required. No update date was supplied for this narrow category statement.
All 19 literal national meanings
Complete national Foundation Design selection
All19 selected records are preserved. Full cell values below are literal unchanged data; two present-empty cells remain explicit in the typed raw file. Actual retrieval8October2026UTC/9October2026AEST, workbook2,049,917bytes SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. This is the inherited checked selection, not a new download or a synchronised feed.
Workbook row 19722
A19722 · type s
Technologies
B19722 · type s
Design and Technologies
C19722 · type s
Foundation Year
D19722 · type s
Learning in Design and Technologies builds on the Early Years Learning Framework, and each student’s prior learning and experiences.
By the end of Foundation students should have had the opportunity to create at least one type of designed solution for one of the technologies contexts or one identified by the school. There are rich connections to Digital Technologies, and other learning areas, including Science and Humanities and Social Sciences.
Students should have opportunities to experience designing and producing a product, service or environment. They explore technologies – materials and equipment – through play experiences in a context and generate ideas to design a solution for a purpose. Students develop an awareness of how people design products, services and environments. They evaluate design ideas and choose the most suitable idea. Students use a range of methods to communicate design ideas, including drawings or models, for example changing perspectives from front view to plan view. They explore working with materials such as cardboard, fabric and other common household items and using equipment such as scissors, glues, trowels or kitchen utensils. Students learn techniques to safely make a designed solution.
E19722 · type s
TECTDEFY
Workbook row 19723
A19723 · type s
Technologies
B19723 · type s
Design and Technologies
C19723 · type s
Foundation Year
E19723 · type s
TECTDEFY_1KNO
H19723 · type s
Knowledge and understanding
Workbook row 19724
A19724 · type s
Technologies
B19724 · type s
Design and Technologies
C19724 · type s
Foundation Year
E19724 · type s
TECTDEFYKNO_1
I19724 · type s
Technologies and society
Workbook row 19725
A19725 · type s
Technologies
B19725 · type s
Design and Technologies
C19725 · type s
Foundation Year
E19725 · type s
AC9TDEFK01
J19725 · type s
explore how familiar products, services and environments are designed by people
Workbook row 19726
A19726 · type s
Technologies
B19726 · type s
Design and Technologies
C19726 · type s
Foundation Year
E19726 · type s
AC9TDEFK01_E1
K19726 · type s
identifying how First Nations Australians have long designed and produced domestic items including clothing, tools and shelter, for example the Lamalama Peoples of the eastern Cape York Peninsula weave the reddish coloured fibres from Acacia latifolia alternately with white coloured fibres from Brachychiton diversifolium to produce a striped woven bag
Workbook row 19727
A19727 · type s
Technologies
B19727 · type s
Design and Technologies
C19727 · type s
Foundation Year
E19727 · type s
AC9TDEFK01_E2
K19727 · type s
exploring how local delivery services meet different needs of people, for example describing how gift packages can be sent to and from people who live in different locations and how online shopping items arrive at a person’s home
Workbook row 19728
A19728 · type s
Technologies
B19728 · type s
Design and Technologies
C19728 · type s
Foundation Year
E19728 · type s
AC9TDEFK01_E3
K19728 · type s
exploring how an environment such as a local playground may have shade structures to protect users and be designed to allow access for all
Workbook row 19729
A19729 · type s
Technologies
B19729 · type s
Design and Technologies
C19729 · type s
Foundation Year
E19729 · type s
AC9TDEFK01_E4
K19729 · type s
describing how community gardens, public swimming pools and parks are designed to help people stay healthy
Workbook row 19730
A19730 · type s
Technologies
B19730 · type s
Design and Technologies
C19730 · type s
Foundation Year
E19730 · type s
AC9TDEFK01_E5
K19730 · type s
asking questions about the design of products from the local store, for example why certain packaging materials might have been selected, and how people design the text and images on the packaging to attract people’s attention
Workbook row 19731
A19731 · type s
Technologies
B19731 · type s
Design and Technologies
C19731 · type s
Foundation Year
E19731 · type s
TECTDEFY_2PRO
H19731 · type s
Processes and production skills
Workbook row 19732
A19732 · type s
Technologies
B19732 · type s
Design and Technologies
C19732 · type s
Foundation Year
E19732 · type s
TECTDEFYPRO_1
I19732 · type s
Designing and making
Workbook row 19733
A19733 · type s
Technologies
B19733 · type s
Design and Technologies
C19733 · type s
Foundation Year
E19733 · type s
AC9TDEFP01
J19733 · type s
generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose
Workbook row 19734
A19734 · type s
Technologies
B19734 · type s
Design and Technologies
C19734 · type s
Foundation Year
E19734 · type s
AC9TDEFP01_E1
K19734 · type s
identifying a purpose for designing and making a solution, for example the sand keeps blowing out of the sandpit, the birds keep flying into the waste bin and taking food scraps or people with disability need to know where they can park at school
Workbook row 19735
A19735 · type s
Technologies
B19735 · type s
Design and Technologies
C19735 · type s
Foundation Year
E19735 · type s
AC9TDEFP01_E2
K19735 · type s
exploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs for bee hotels to attract native bees to the school garden and choosing one to make, and changing perspectives from front view to plan view
Workbook row 19736
A19736 · type s
Technologies
B19736 · type s
Design and Technologies
C19736 · type s
Foundation Year
E19736 · type s
AC9TDEFP01_E3
K19736 · type s
evaluating what they have made using personal preferences, for example using a smiley face Likert scale
Workbook row 19737
A19737 · type s
Technologies
B19737 · type s
Design and Technologies
C19737 · type s
Foundation Year
E19737 · type s
AC9TDEFP01_E4
K19737 · type s
exploring how available materials can be used or re-used in construction play, for example using blocks and rain gutters or cardboard to make a ramp to roll a ball or toy car down
Workbook row 19738
A19738 · type s
Technologies
B19738 · type s
Design and Technologies
C19738 · type s
Foundation Year
E19738 · type s
AC9TDEFP01_E5
K19738 · type s
practising a range of technical skills safely using equipment, for example joining techniques when making a product from materials, such as a greenhouse to keep a seedling warm or a trellis for holding up tomato plants
Workbook row 19739
A19739 · type s
Technologies
B19739 · type s
Design and Technologies
C19739 · type s
Foundation Year
E19739 · type s
AC9TDEFP01_E6
K19739 · type s
assembling components of systems and checking they function as planned, for example making and testing a bowling, stacking or obstacle game with discarded food containers or packaging
Workbook row 246
A246 · type s
Technologies
B246 · type s
Design and Technologies
C246 · type s
(Present empty value; retained as empty in RAW-SELECTION.json.)
D246 · type s
(Present empty value; retained as empty in RAW-SELECTION.json.)
E246 · type s
Foundation Year
F246 · type s
By the end of Foundation students identify familiar products, services and environments. They create a designed solution for a school-selected context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution.
Typed values and original cell XML · Full source notice
Complete inherited ACARA notice and platform paragraph
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed 9 October 2026) and was not modified.
The material is licensed under CC BY 4.0 Attribution 4.0 International Deed. Version updates are tracked in the ‘Curriculum version history’ section on the 'About the Australian Curriculum' page of the Australian Curriculum website.
ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA.
It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).
Separate literal modification statement: the core cell text was not modified. Extraction, selection/organisation, readable presentation and new original mapping were added. The complete access/notice above follows the predecessor's actual workbook receipt, not a new 9 October workbook campaign.
“It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user’s device synchronises with the platform.” This bank is a dated offline selection. Current terms sections 2–17 and version history have been read; no ACARA media/logo/site design, excluded implementation support or community-held derivative knowledge is imported.