# 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 local project import in [source-snapshot.json](source-snapshot.json). The [QCAA v9 Visual Arts 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 non-performing Arts techniques/conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/assessment/ac9_arts_non_perform_tc_prep.pdf) 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](source-fetch-receipts.json) and [rights/source notes](SOURCE-AND-RIGHTS.md) 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](../../../term-2/week-13-people-in-a-story.md) 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](../../../term-2/week-14-looking-again-at-plants.md) 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.