The official ACARA v9 download (Foundation Year, Drama) was retrieved 29 September 2026 and pinned locally at products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. QCAA Prep Drama alignment was inspected on 30 September 2026; it maps the same Foundation descriptions to Queensland Prep achievement-standard aspects. QCAA Prep performing-arts techniques/conditions distinguishes project/devising, performance and short response and advises schools to select modes under local context, age and capability. Its techniques are not QCAA instruments supplied here.
| Exact ACARA v9 code | Exact content description | What this pack can provide | Evidence still needed |
|---|---|---|---|
| AC9ADRFE01 | explore how and why the arts are important for people and communities | A prompt and record slot on Day 29. | Named real maker/work, rights/cultural authority, actual encounter and child description. Fictional paper scenes cannot satisfy this. |
| AC9ADRFD01 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Child chooses an aim, obstacle response, alternate action and interpretation across Days 21–30. | Observe the child’s own decision; adult-supplied plans do not count as independent. |
| AC9ADRFC01 | create arts works that communicate ideas | A child-authored three-moment paper scene may evidence creating and an intended idea. | Inspect actual child work or directed arrangement and record support. Intended audience meaning is not observed meaning. |
| AC9ADRFP01 | share their arts works with audiences | An opt-in route to share with a willing teacher, pair or other approved audience. | Actual, locally approved voluntary sharing observed separately; a paper visitor is imaginary. |
Queensland Prep achievement standard, QCAA official alignment: “By the end of the Foundation year, students describe experiences, observations, ideas and/or feelings about arts works they encounter at school, home and/or in the community. Students use play, imagination, arts knowledge, processes and/or skills to create and share arts works in different forms.” This is a year-end standard, not a ten-day pass/fail threshold. Paper devising alone provides only part of it. School safety, observation, differentiation and assessment judgement remain with educators. This pack has no real child observations and is not a QCAA instrument.
State coverage: National Foundation and Queensland Prep are the only verified mappings in this pack. NSW Kindergarten, Victorian Foundation, ACT Kindergarten, Tasmanian Prep, SA Reception, WA Pre-primary and NT Transition names and implementation details are unverified here; do not relabel without current state authority checking. EYLF/preschool and overseas systems are likewise out of this pack’s verified scope.
Sequence: Weeks 1–2 stage/role/action; Weeks 3–4 prop/reveal/position; Weeks 5–6 aim/obstacle/role response and changed action. Integrated Science Week 5 requires actual observation of living things; integrated Science/Design Week 6 requires actual material tests. Our invented paper scenes cannot satisfy either.