# Exact ACARA v9 / QCAA Queensland Prep Visual Arts crosswalk

The [official ACARA v9 curriculum workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) is SHA-pinned to the project's local import in [source-snapshot.json](source-snapshot.json). 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), [Prep alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_visual_arts_prep_as_cd.alignment.pdf) and [Prep Arts techniques/conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/assessment/ac9_arts_non_perform_tc_prep.pdf) are primary Queensland entry points. QCAA describes possible evidence modes, teacher support and safety conditions; it does not prescribe our fortnight. The public checks are original formative samples, not QCAA instruments.

| Exact code | Workbook row | Subject / level | Verbatim official content description | Evidence and limit in this pack |
| --- | ---: | --- | --- | --- |
| AC9AVAFE01 | 21465 | Visual Arts · Foundation Year | explore how and why the arts are important for people and communities | Optional Day 59 response to a real rights-cleared work with documented maker, purpose and importance to particular people. Invented two-maker art cannot replace the source encounter. |
| AC9AVAFD01 | 21474 | Visual Arts · Foundation Year | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Days 51–60 explore scale, orientation, placement, whole image and attributed contributions. A precise plan evidences an idea, not a physically made work. |
| AC9AVAFC01 | 21484 | Visual Arts · Foundation Year | create arts works that communicate ideas | Days 52/54–55/57–60 only when a child actually makes or authors/directs a made original work; record maker and adult handling. Teacher source diagrams are not child works. |
| AC9AVAFP01 | 21493 | Visual Arts · Foundation Year | share their arts works with audiences | Optional actual, voluntary Day 59 share to a willing person with observed response. A fictional maker, intended viewer or rehearsal does not satisfy it. |

The integrated [Week 11](../../../term-2/week-11-ten-ways-to-see.md) and [maths lessons](../../../mathematics/term-2/weeks-11-12/README.md) separately address **AC9MFN01** workbook row **17151** (“name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals”) and **AC9MFN04** row **17166** (“partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts”). The supplied ten-mark art source does **not** independently assess those descriptions. Integrated [Week 12](../../../term-2/week-12-sharing-tools-and-space.md) separately addresses **AC9MFN06** row **17176** (“represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies”), **AC9HPFP02** row **3170** (“practise personal and social skills to interact respectfully with others”) and **AC9HPFP04** row **3182** (“explore how to seek, give or deny permission respectfully when sharing possessions or personal space”). A fictional art permission answer or equal-looking arrangement is not an observed result in those subjects.

**Official-source erratum:** the QCAA Prep alignment's first repeated row prints `AC9ADVAFE01` with an extra **D**. Its code key/later row and the ACARA workbook give **AC9AVAFE01**. This pack uses the verified code. These partial practice samples do not establish the entire Foundation Visual Arts achievement standard, reporting grade, mathematical understanding, real permission conduct or audience comprehension. Record each unobserved event as **not observed**.