# Exact Australian Curriculum v9 Foundation Drama / Queensland Prep crosswalk

The [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) was retrieved 29 September 2026 and pinned locally with SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`; the [source snapshot](source-snapshot.json) records exact rows. The official [ACARA Drama learning-area explanation](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts) names time, space, symbol and focus among drama elements. The [QCAA v9 Prep Drama alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_drama_prep_as_cd_alignment.pdf) and [Prep performing-arts techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/assessment/ac9_arts_perform_tc_prep.pdf) give Queensland's entry point and distinguish devising, performance and short response. They do not endorse this pack or prescribe its term placement.

| Exact code | Workbook row | Verbatim Foundation content description | Opportunity here | Evidence held |
| --- | ---: | --- | --- | --- |
| AC9ADRFE01 | 20732 | explore how and why the arts are important for people and communities | Day 39 [authentic-source slot](AUTHENTIC-SOURCE-SLOT.md) prompts a response about a *real* authorised maker/work. | **NOT OBSERVED** until an actual named work is encountered with rights and local cultural authority; our fictional pages cannot supply this. |
| AC9ADRFD01 | 20741 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Child tests two scene moments, chooses a clear shift and explores what a returning mark/action may communicate. | Record child's own decision and support; an adult-selected arrangement alone is modelled practice. |
| AC9ADRFC01 | 20751 | create arts works that communicate ideas | Child devises a short two-scene paper, puppet or optional enacted work with a boundary and intended viewer clue. | Keep actual child-authored plan or observed enactment and stated idea; an intended reading is not measured audience meaning. |
| AC9ADRFP01 | 20760 | share their arts works with audiences | Optional invitation on Days 38–40 to show an original work to a willing, approved teacher/peer. | **NOT OBSERVED** from a paper plan or imagined audience. Record actual sharing, audience, mode and consent separately. |

The Queensland Prep year-end standard expects children to describe experiences, observations, ideas and/or feelings about arts works they encounter, and to use play/imagination/arts skills to create and share works in different forms. This fortnight contributes partial opportunities, not a complete judgement. The QCAA guidance lists project/devising, performance and short response as possible techniques and asks schools to select suitable conditions for local context, age and capabilities; our public checks are **not a QCAA instrument**. Paper devising is valid evidence of choices but not child performance or authentic response to a named work.

The integrated [Week 7 safe-sign sequence](../../../term-1/week-07-signs-and-safe-choices.md) requires school-approved **real** signs and adult-supported safety routes; a drawn invented sign here is no HPE or real-sign evidence. The integrated [Week 8 pattern sequence](../../../term-1/week-08-patterns-we-can-share.md) evaluates repeat units elsewhere; a returning dramatic mark alone proves no Mathematics, Music or Dance outcome. State/territory mappings beyond Queensland, local timing, access and assessment interpretation remain **unverified**.