The primary source is QCAA Australian Curriculum v9 Prep Drama achievement standard aligned to content descriptions. The QCAA Drama v9 overview confirms the Queensland Prep entry and C-standard reporting context. ACARA's current Drama examples of knowledge and skills describe role, situation, elements and creating/performing/responding as suggested planning supports, not a fixed order. Prep is the Queensland Foundation year, not the Years 1–2 band.
| Exact code and strand | Official content description | Early evidence these ten starts can offer | Boundary |
|---|---|---|---|
| AC9ADRFE01 · Exploring and responding | “explore how and why the arts are important for people and communities” | Day 9 asks who made a school-approved drama work and why it is shared, using a first-party source. | Our invented scene cards cannot establish why a real community makes drama; a real authorised encounter and maker context are held. |
| AC9ADRFD01 · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Children compare and revise setting, role, action, focus or order in short fictional scenes. | Paper direction evidences devising choices, not enacted role, interaction or physical skill. |
| AC9ADRFC01 · Creating and making | “create arts works that communicate ideas” | Children devise a two- or three-beat original scene plan and may enact it if chosen and locally supported. | A two-frame plan is early compositional evidence, not automatically a completed performed drama work. |
| AC9ADRFP01 · Presenting and performing | “share their arts works with audiences” | An actually enacted mini-scene or explained original scene can be shared with a real willing educator or small group by choice. | Record whether the person received enactment, narration, puppet scene or paper plan; paper-only viewing is not evidence of performed drama. Puppet-only rehearsal/pass is not actual-audience sharing. |
The Foundation achievement standard says students describe experiences, observations, ideas and/or feelings about arts works encountered at school, home and/or in the community, and use play/imagination/knowledge/processes/skills to create and share works in different forms. No child must disclose family life, perform a feeling or say they empathise with a role. Public G/H checks here guide next teaching, not C-standard judgment or a secure instrument. Later suitable role play, observation and authorised drama encounters are required for wider evidence.