# Exact curriculum crosswalk · Foundation / Queensland Prep

The [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) is pinned by its SHA-256 in [source-snapshot.json](source-snapshot.json). The locally imported plain text removes workbook markup without changing description wording. The [QCAA Digital Technologies entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-technologies/digital-technologies) and [QCAA Prep alignment document](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_digital_prep_as_cd_alignment.pdf) 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.