# Australian Curriculum v9 and Queensland Prep crosswalk

The [QCAA dedicated Prep Media Arts v9 alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_media_arts_prep_as_cd_alignment.pdf) supplies these exact Foundation rows; Queensland calls Foundation **Prep**. Checked 2026-09-29 with the [QCAA Media Arts v9 page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/media-arts). [ACARA examples](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/media_arts_examples_of_knowledge_and_skills) are illustrative, not extra mandated outcomes.

| Code | Exact wording | Evidence this starter may support | Limit |
| --- | --- | --- | --- |
| AC9AMAFE01 | explore how and why the arts are important for people and communities | Day 39 source-backed maker/purpose inquiry, if a school-approved work is actually encountered | Adult/child invented cards cannot substitute for a real maker or community voice. |
| AC9AMAFD01 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Days 31–40 choose purpose, test invented symbol–meaning pairs, revise a card | A legend has a stipulated meaning within its fictional game, not a universal one. |
| AC9AMAFC01 | create arts works that communicate ideas | Days 36–38 child-made or child-directed original one-panel paper message card | A template or adult choice is not automatically child-authored; no digital production claim. |
| AC9AMAFP01 | share their arts works with audiences | Day 38/39 only if actual willing-person viewing occurs | A hypothetical reader, paper puppet rehearsal or pass is not actual-audience evidence. |

The [QCAA v8.4-to-v9 comparison](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_media_prep_comp.pdf) appears to use `AC9ADA` Dance prefixes in one Media Arts column. We use the dedicated Media Arts alignment’s `AC9AMA` rows. The sessions support only selected beginnings; they do not cover all achievement-standard dimensions or establish achievement. Paper choices evidence message planning; a child-authored finished card is small physical paper media production, not camera/audio/digital production. An actual willing audience and any response must be observed rather than inferred. A **puppet-only rehearsal/pass** cannot be counted as real sharing. Authentic encounter requires **a school-selected, authorised work** and source-backed maker purpose; keep it on hold otherwise.