National source: ACARA Version 9 workbook, pinned import retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The official Foundation work sample, checked 30 September, independently confirms representation and purposeful-system scope. We link to that sample; none of its child work or images is copied.
| Code · workbook row | Exact official description | Opportunity and evidence limit |
|---|---|---|
| AC9TDIFK01 · 20098 | recognise and explore digital systems (hardware and software) for a purpose | Day 38's actual approved message studio use, and optional later revisits, under device gate. Conditional, partial; a paper plan does not prove actual use. |
| AC9TDIFK02 · 20105 | represent data as objects, pictures and symbols | Days 31–40 create, compare and revise keyed messages. Props/pictures/symbols are distinct forms; descriptions and adult handling are recorded honestly. Partial opportunities and two formative samples. |
| AC9TDIFP01 · 20111 | identify some data that is personal and owned by them | Days 34/35/39/40 identify empty own-name/voice/image/drawing categories without values. Partial recognition; no actual collection, legal ownership judgement or full digital-safety program. |
Queensland entry: QCAA v9 Digital Technologies and Prep alignment. Direct PDF access was blocked here on 30 September; official indexed alignment text was inspected. It prints AC9TDI2K02 beside representation; the canonical ACARA row has AC9TDIFK02. This is recorded as a source discrepancy, not a new code. Prep is Queensland's Foundation school year, after kindergarten.
The QCAA comparison document places algorithms in the Years 1–2 band for v9. Our ordered message method is therefore not claimed as a prescribed Foundation algorithm outcome. Different symbol-key meanings are a teaching method, not an extra official description. Likewise this pack does not assess repeating-pattern Mathematics or Arts performance.
The Foundation subject achievement standard includes purposeful system use, the three representation forms and examples of owned data. This fortnight samples aspects; use varied observations across the approved school program for an achievement-standard judgement. Our formative rubric is not a QCAA marking instrument or A–E conversion. Other state/territory versions and local implementation need their own current source checks; no automatic national-to-state equivalence is claimed.