# Exact-row curriculum crosswalk · checked 30 September 2026

Primary source: [QCAA Australian Curriculum v9.0 Prep Drama achievement standard aligned to content descriptions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_drama_prep_as_cd_alignment.pdf). The entry year is **Queensland Prep / Foundation**. [QCAA's Prep Performing Arts techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/assessment/ac9_arts_perform_tc_prep.pdf) distinguishes a drama devising project, an observed performance and a short response; it says practical work needs school safety planning. [ACARA Drama knowledge/skills examples](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/drama_examples_of_knowledge_and_skills) are suggestions, not a mandatory sequence.

| Exact code / strand | Official content description | Potential evidence here | Boundary |
| --- | --- | --- | --- |
| **AC9ADRFE01** / Exploring and responding | “explore how and why the arts are important for people and communities” | Day 19 asks about a named maker, purpose and observation in an authorised real drama encounter. | Invented paper cards cannot establish community purpose or replace a real source; this evidence is held if no approved encounter occurs. |
| **AC9ADRFD01** / Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Days 11–18 vary prop visibility, cue placement and entrance in a small fictional scene. | A paper or adult-directed score shows a devised idea, not the child's body/voice use or live timing. |
| **AC9ADRFC01** / Creating and making | “create arts works that communicate ideas” | Children devise and, if they opt in, enact an original micro-scene with a chosen audience question or focus. | Two frames alone are early compositional evidence, not automatically a complete performed work. Record who made each decision. |
| **AC9ADRFP01** / Presenting and performing | “share their arts works with audiences” | Days 19–20 offer a real willing educator/peer as audience, with medium and event recorded if it happens. | Planned showing, puppet-only rehearsal or pass is not actual-audience sharing; showing a paper score is not child performance. |

QCAA's Prep achievement standard refers to describing experiences, observations, ideas and/or feelings about arts works encountered at school, home or in the community, and using play, imagination, arts knowledge, processes and/or skills to create and share works in different forms. A child may describe an observation without naming a feeling or home work. QCAA's performing-arts advice lists role, character, place, movement, relationships and voice as possible devising elements and warns that performance skill evidence requires observation. Our I/J public checks are informal teaching probes, not QCAA instruments or a C-standard judgment. Broader enacted and authentic-work evidence remains to be gathered when appropriately authorised.