The current QCAA dedicated Prep Media Arts alignment gives these exact Foundation rows. Queensland names Foundation Prep. See also the QCAA Media Arts v9 landing page and ACARA Media Arts examples of knowledge and skills. The latter examples are illustrative, not additional mandated codes.
| Code | Exact curriculum wording | Evidence this starter may support | Boundary |
|---|---|---|---|
| AC9AMAFE01 | explore how and why the arts are important for people and communities | Days 18–19: maker, purpose and permission questions about a school-selected authorised work | No invented interpretation of a real maker or community; hold until an authorised source is available. |
| AC9AMAFD01 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Days 11–20: compare layer, edge, position, caption and frame choices | A child choosing by AAC or directing an adult still owns the decision. |
| AC9AMAFC01 | create arts works that communicate ideas | Days 11–18: child-made or child-directed original paper sequence with a stated intended idea | Planning cards and a copied adult model are not automatically a child-authored work. |
| AC9AMAFP01 | share their arts works with audiences | Day 19, if a child actually shares with a willing person | Puppet-only rehearsal/pass is access and choice, not evidence of an actual audience. |
The QCAA v8.4-to-v9 comparison PDF appears to print AC9ADA Dance prefixes in one Media Arts code column. We use the dedicated Media Arts Prep alignment’s AC9AMA codes above. The lessons deliberately cover only selected, introductory ways to work towards the rows. They do not certify complete achievement-standard coverage, age or disability norms, camera skill, audio production, or real audience comprehension. Paper choices evidence story planning; actual production and audience contact require separate observation and school practice. A puppet-only rehearsal/pass must be recorded as such.
Real-work inquiry requires a school-selected, authorised work and a verified maker or source statement. The prompt is “Who says this work matters, and why?” If permissions, access, maker information or cultural authority are unresolved, use the hold protocol and continue the original geometric practice without claiming the encounter happened.