# Australian Curriculum v9 and Queensland Prep crosswalk

The current [QCAA dedicated Prep Media Arts alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_media_arts_prep_as_cd_alignment.pdf) gives these exact Foundation rows. Queensland names Foundation **Prep**. See also the [QCAA Media Arts v9 landing page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/media-arts) and [ACARA Media Arts examples of knowledge and skills](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/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](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_media_prep_comp.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](AUTHENTIC-SOURCE-SLOT.md) and continue the original geometric practice without claiming the encounter happened.