The official ACARA v9 workbook is pinned by its SHA-256 in source-snapshot.json. The locally imported plain text removes workbook markup without changing description wording. The QCAA Digital Technologies entry and QCAA Prep alignment document confirm the Queensland Prep entry point. Check the locally adopted curriculum, device rules and accessibility arrangements before use.
| Exact code | Workbook row | Area · subject · level | Verbatim official content description | This fortnight's observable sample and limit |
|---|---|---|---|---|
| AC9TDIFK01 | 20098 | Technologies · Digital Technologies · Foundation Year | recognise and explore digital systems (hardware and software) for a purpose | Conditional. Days 3 and 7 offer supervised exploration of an approved, actually running offline system. Record child-controlled input, display, software and purpose. A print drawing, teacher demonstration or paper switch leaves actual exploration not observed. |
| AC9TDIFK02 | 20105 | Technologies · Digital Technologies · Foundation Year | represent data as objects, pictures and symbols | Partial. Across Days 1–7 and 9–10, a child uses broad physical object stand-ins, original pictures and agreed symbols for small fictional lists. On-screen drawn tokens alone are pictures of tokens; retain physical token evidence for the object form. Two public checks sample transfer to different invented sources. This is not whole-year coverage. |
| AC9TDIFP01 | 20111 | Technologies · Digital Technologies · Foundation Year | identify some data that is personal and owned by them | Partial. Days 4–5 and 8–10 identify blank own-name, own-face-photo or own-voice category placeholders without actual values. Category identification does not prove ownership law, safe handling of real data or broader digital safety. |
Evidence distinction: representational paper work may support K02 and a privacy category choice may sample P01. Only an observed encounter with a real approved digital system can support the exploration part of K01. Record adult prompts separately; a screen's existence or one unexplained click is insufficient. The three routes are switchable means to the same daily target, not fixed learner labels. The checks and public teacher key are formative, not secure exams. This pack does not claim the complete Foundation achievement standard, all curriculum content, a full weekly allocation or validation with children.
Source erratum: The QCAA Prep alignment PDF prints AC9TDI2K02 for the data-representation row. That string has a 2 where the Foundation F belongs. The current ACARA workbook row 20105 gives AC9TDIFK02, which this pack uses; the typo is not treated as a fourth outcome.