# Exact-row curriculum crosswalk · checked 29 September 2026

The current primary source is [QCAA Australian Curriculum v9 Prep Visual Arts achievement standard aligned to content descriptions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_visual_arts_prep_as_cd.alignment.pdf). The [QCAA Visual Arts v9 page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/visual-arts) confirms the **Queensland Prep** entry and C-standard reporting context. [ACARA's current Visual Arts examples of knowledge and skills](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/visual_arts_examples_of_knowledge_and_skills) are suggested, not a prescribed sequence. Foundation is Prep in Queensland; do not apply Years 1–2 band codes here.

| Exact code and strand | Official content description | Evidence these ten starts can offer | Boundary |
| --- | --- | --- | --- |
| **AC9AVAFE01** · Exploring and responding | “explore how and why the arts are important for people and communities” | Day 9 asks about the maker, setting and possible purposes of an authorised real work; children can name what they observe. | Our geometric prints cannot prove why a real person or community makes art. Actual first-authority works and context are held for school selection. |
| **AC9AVAFD01** · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Every day changes or compares one line, shape, space, surface or pattern decision. | A paper plan shows idea play; physical tool/material control requires observation with suitable media. |
| **AC9AVAFC01** · Creating and making | “create arts works that communicate ideas” | Children make small original images or directed arrangements with a stated fictional purpose. | One diagram is early evidence, not automatically a resolved art work; preserve the child's own decisions. |
| **AC9AVAFP01** · Presenting and performing | “share their arts works with audiences” | Day 9 and optional Day 10 sharing with a real willing person can be recorded. | Puppet-only rehearsal or pass does not show actual-audience sharing; no public exhibition is required by this pack. |

The Foundation achievement standard says students describe experiences, observations, ideas and/or feelings about arts works encountered at school, home and/or in the community, and use play/imagination/arts knowledge/processes/skills to create and share works in different forms. A child need not disclose a home work or a feeling. [QCAA Prep non-performing arts techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/assessment/ac9_arts_non_perform_tc_prep.pdf) gives examples of line, shape, space, colour, pattern and relevant processes such as drawing, painting, collage and sculpture. Our public checks are teaching probes, not prescribed or secure assessment tasks.

**Source erratum:** On the QCAA alignment PDF's first repeated row, `AC9ADVAFE01` appears with an extra **D**; its key and later row give **AC9AVAFE01**, and that is the code used here. We do not silently copy the typo or invent a fifth code.