The official ACARA v9 curriculum workbook is SHA-pinned to the local project import in source-snapshot.json. The QCAA v9 Visual Arts page, Prep alignment PDF and Prep non-performing Arts techniques/conditions give Queensland entry/response context, not a prescribed fortnight or endorsement of our checks.
30 September 2026 source check: fresh ACARA download has the same SHA. QCAA official indexed alignment text and assessment-resource listing were inspected; direct primary entry/PDF fetches returned 403. The current techniques PDF body therefore remains unverified here. Receipts and rights/source notes distinguish downloaded, indexed and blocked evidence. Local Queensland planning/reporting conditions remain a school review gate.
| Exact code | Workbook row | Subject / level | Verbatim official content description | Pack evidence and limit |
|---|---|---|---|---|
| AC9AVAFE01 | 21465 | Visual Arts · Foundation Year | explore how and why the arts are important for people and communities | Optional Day 69 response to a real rights-cleared work with reliable maker and documented importance to named people. Imagined boat/plant illustrations do not substitute. |
| AC9AVAFD01 | 21474 | Visual Arts · Foundation Year | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Days 61–70 compare mark length, direction, spacing and source-aware art choices. A precise plan evidences an idea, not physical making. |
| AC9AVAFC01 | 21484 | Visual Arts · Foundation Year | create arts works that communicate ideas | Days 62–65/66–70 when a child actually authors/makes or directs a made original work; record adult marking support. Adult models and unmade plans are distinct. |
| AC9AVAFP01 | 21493 | Visual Arts · Foundation Year | share their arts works with audiences | Optional Day 69 actual voluntary share with a willing viewer and observed response. A named possible viewer or rehearsal is not that event. |
Integrated Week 13 separately practices AC9HSFS05, workbook row 1251, “share narratives and observations, using sources and terms about the past and places”; AC9HSFK01, row 1213, “the people in their family, where they were born and raised, and how they are related to each other,” needs appropriate private real-person evidence and is not met by this fictional art task. Integrated Week 14 separately practices AC9SFI03, row 18562, “represent observations in provided templates and identify patterns with guidance”; AC9SFU01, row 18517, “observe external features of plants and animals and describe ways they can be grouped based on these features,” needs actual approved external-feature observation and cannot be inferred from fictional paper leaves or mark changes. The Science teacher handles dated views, predictions, grouping and evidence; this pack records art choices.
Official-source erratum: the first repeated QCAA Prep alignment row prints AC9ADVAFE01 with an extra D; its code key/later row and ACARA workbook give AC9AVAFE01. We use the verified code. This fortnight samples descriptions only, not the entire achievement standard, reporting grade, cultural permission or improvement in any subject. Mark real artwork, plant and audience events not observed unless they happened under local approval.