# Curriculum, current guidance and factual-source boundaries Checked 9 October 2026. This fortnight selects Foundation Digital Technologies learning from Australian Curriculum Version 9.0 and current Queensland Prep guidance. It is not an F–2 band, a requirement to teach formal programming, an all-state endorsement or a complete annual assessment program. Other jurisdictions need their current syllabus, local sequence and assessment policies reviewed separately before claiming alignment. ## Complete retained national scope The retained 29 September 2026 canonical/workbook pair supplies forty complete selected Foundation Technologies records: twenty Digital Technologies records, nineteen Design and Technologies records and one joint Technologies achievement standard. All forty full meanings, three achievement standards and full retained raw cells/headers are available in the owned fixed predecessor input. The preceding closed proposal independently reconciled each selected canonical body and each original raw XML cell/attributes to that read-only parent, not a fresh downloaded workbook. Actual forty-row raw scope is 462 worksheet-column slots, 203 present XML cells (196 nonempty, seven present-empty), 259 absent cells. Absence and present-empty remain different. These are selected Technologies records, not an entire curriculum workbook or proof of teaching coverage. The complete Digital introduction builds on EYLF/prior experience, provides opportunities to represent ideas/actions with objects/pictures/symbols understood by others, explore acquiring/recording data, create content, recognise owned/public data and use guided play with digital systems for purposes. Its examples are illustrative, not required quotas. An example involving family photographs, flags, cultural stories or community recordings does not grant permission to collect or reproduce that material. This source uses original fictional/nonpersonal content instead; actual cultural knowledge would need its own appropriate permission and protocols. **AC9TDIFK01:** recognise and explore digital systems (hardware and software) for a purpose. Actual Choice Show input/display/use can provide a selected opportunity; account-reading, an adult's operation, a paper trace or one unexplained tap does not automatically establish the learner's purposeful familiarity. Familiar system hardware/software/purpose, child decisions, actual operator/help and visible outcome are recorded when genuinely encountered. Paper model/role play remains a legitimate illustrative opportunity but is not relabelled actual running software. **AC9TDIFK02:** represent data as objects, pictures and symbols. Child-chosen meanings, keyed pictures/words/symbols and actual suitable broad object representations provide selected opportunities. A pictured object remains a picture. The child need not complete all three forms in each task. No symbol is treated as universal; a representation is not the data itself. Artwork quality and compulsory colour identification are not criteria. **AC9TDIFP01:** identify some data that is personal and owned by them. The teaching protects identifying details, teaches generic private categories and offers optional recognition after an actual own contribution. Generic sorting, fictional-maker reasoning or recognising a supplied adult picture alone does not prove actual learner personal/owned-data recognition. Never demand an address/photo/password as evidence. **Full Digital achievement standard:** By the end of Foundation students show familiarity with digital systems and use them for a purpose. They represent data using objects, pictures and symbols and identify examples of data that is owned by them. The Design and joint Technologies standards are retained as contextual records, not extra Digital assessment targets. The entire forty-week organiser remains unchanged; selected descriptor coverage cannot be equated with mastery or a complete teacher year. Two-rule coding is a useful enrichment serving selected purpose/representation opportunities; Foundation has no separate algorithm/coding descriptor in these three descriptions. ## Current Queensland primary guidance - [Prep achievement-standard/content-description alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_digital_prep_as_cd_alignment.pdf): entire one-page/42-line body read; © State of Queensland (QCAA) 2023. Its printed `AC9TDI2K02` alongside the Foundation representation description is a discrepancy. Use the national Foundation code `AC9TDIFK02`, not the printed Year 2 code. - [Prep standards elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_digital_se_prep.pdf): entire four-page/102-line body read, November 2023. AP/MC/WW/EX/BA descriptions inform broader folio/professional judgment. These original component checks are not automated QCAA level awards or an A–E rubric. - [Prep assessment techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_digital_technique_cond_prep.pdf): entire three-page/76-line body read, October 2023. A project/investigation can contain multiple components and sittings; quality is not determined by response length. Local teacher judgment chooses technique, scope and access. These timings and four-question offers are original teaching decisions, not mandated conditions. - [Current Digital assessment-resource page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-technologies/digital-technologies/digital-technologies-assessment-resources) and [QCAA copyright](https://www.qcaa.qld.edu.au/copyright): current Version 9 route and operative rights/exclusions checked. The resource page is dated 2 June 2025; copyright page updated 23 September 2024. Report body-reading date separately from document publication date. Relevant teaching summaries are **Modified from © State of Queensland (QCAA) 2023**, under CC BY 4.0 subject to full exceptions. No QCAA endorsement or official instrument claim. Preserve this credit in relevant curriculum/adult-criteria summaries and their derived readers, not as a blanket claim that all original navigation or art is QCAA material. ## Two useful narrow factual cards **Local service fact:** [Rockhampton Regional Council library website](https://www.rockhamptonregion.qld.gov.au/FacilitiesRecreation/Library), read 9 October 2026, provides a catalogue link. The child menu uses invented BOOK/MUSIC categories; it is not a catalogue result. No title availability, account behaviour, current hours, branch visit or successful search is supplied. No logo, outside picture or live API is imported. **Privacy fact:** [eSafety personal-information guidance](https://www.esafety.gov.au/kids/I-want-help-with/personal-information-online), current body read 9 October 2026, page last updated 13 May 2024, lists categories including full name, address, school, credentials and identifying photo context; it advises asking before sharing others' images and respecting refusal. This source paraphrases only those narrow points. Its older “13” social-media sentence is not adopted as current age-law guidance. Children need no account, personal photo or real identifying example. The outside page, imagery and design are not copied or relicensed. ## A teacher's local replacement slip This source offers a truly empty adult capture, not a prefilled fictional field record. Fields: my practical question; primary provider/source URL or document; source publication/update date; actual check date; exact fact/paraphrase with units/place/limits; what is unknown; source-data versus invented teaching example; actual action/visit/search, if it happened, separately; ownership/permission/allowed use; child-safe nonpersonal version; full words alternative; next review date. Leave all answer areas blank. A completed supplied fact card and this blank capture remain visibly different. Adult workflow: choose one relevant modest fact (e.g. the existence of a local catalogue link), manually read the primary provider, compare page scope/date and any conflicting primary source, retain unknowns, check sharing rights and remove identifiers, then create a plainly labelled fictional example or a precise factual card. A URL existing is not evidence that a claim is true. No automatic source refresh, browser retrieval, successful visit, public-resource currency forever or cultural permission is promised. Recheck before use or replacing a fact; retain earlier reviewed edition and offer a changed edition for review. ## Real contribution route [SubjectNest contribution guidance](https://neuroforge.io/subjectnest/contribute/), current body read 9 October 2026, asks for resource/version, proposed change, reason, relevant source/local context and ownership/sharing rights. Its short online message is limited to 2,000 characters; longer editable proposals can use the published `hello@neuroforge.io` email. Use generic examples, not identifying learner work. The prefilled contact route is linked there; a direct attempt through this web reader was unavailable, so follow the current visible form instructions. Saving/copying/exporting a local proposal is not submission. Proposals enter review, do not automatically publish and do not transfer licence merely by sending. Copying a draft is not submission. Modified from [Prep Digital alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_digital_prep_as_cd_alignment.pdf), [Prep standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_digital_se_prep.pdf) and [Prep techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_digital_technique_cond_prep.pdf), © State of Queensland (QCAA) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to [copyright and exceptions](https://www.qcaa.qld.edu.au/copyright). Original task criteria are not official level awards. No endorsement or learner/cultural permission is inferred.