Foundation / Queensland Prep · Visual Arts W17–18 · 30 September 2026. Australian Curriculum v9.0 official workbook freshly fetched HTTP 200 today; byte SHA-256 matches the stored 29 September workbook and imported records. Fresh receipts, snapshot, official downloads. A code here identifies partial practice; it does not certify full achievement or local implementation.
National Visual Arts descriptions
| Code · exact workbook row | Exact ACARA content description | Pack evidence and hold |
|---|---|---|
| AC9AVAFE01 · 21465 | explore how and why the arts are important for people and communities | Day 89 conditional actual maker/work encounter: child describes own experience and how/why that maker uses art. Diagram discussion alone is partial responding; actual artist context/community importance is not supplied. Without encounter mark relevant evidence not observed. |
| AC9AVAFD01 · 21474 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Days 81–90 play/imagination, relief composition, optional actual rubbing and selected collage arrangements. Record physical process versus plans and adult-directed work. No fixed aesthetic answer. |
| AC9AVAFC01 · 21484 | create arts works that communicate ideas | Child creates or directs original master/rubbing-paper/drawn-paper collage and explains a visible choice in relation to intent. Unmade plans show development, not completed work. Abstract intent and private work are valid. |
| AC9AVAFP01 · 21493 | share their arts works with audiences | Days 88–89 optional actual willing viewer/recipient, agreed private display/postcard and exact response/status. Imagined recipient and self-review are not audience sharing; if no sharing mark not observed. |
Queensland primary overlay
Use QCAA Visual Arts v9 entry point, Prep achievement-standard alignment and Prep Non-Performing Arts techniques/conditions. Confirm local adoption, range and balance across the school's year programme; this fortnight does not establish them.
Official indexed alignment text inspected today relates responding to actual encountered works and using play/imagination/processes to create/share different forms. Its first repeated row shows AC9ADVAFE01 with an extra D; the national workbook, code key and later repeated row give canonical AC9AVAFE01. We retain the canonical source code and disclose the indexed anomaly.
Official indexed techniques text inspected today names project development/making, project making/sharing and short response, and advises choosing modes/conditions for local context and pupils. Our development/making record and short source responses can contribute partial evidence; actual sharing remains conditional. Direct web opens were restricted and independent HTTPS entry/alignment/techniques fetches each returned 403. The full current techniques PDF body and all response conditions remain unverified. No mandated time limit, grading threshold or five-point standard is invented. School reviews current complete QCAA documents before assessment adoption.
Weekly contexts: separate evidence
These national descriptions belong to integrated subjects. They explain connections and limits, not extra VA outcomes.
| Code · row | Exact ACARA description | Connection / separate evidence hold |
|---|---|---|
| AC9TDIFK02 · 20105 | represent data as objects, pictures and symbols | W17 integrated object/picture/symbol data representations use their own source. A rubbing or collage cannot establish data representation in all three forms. |
| AC9AMAFD01 · 20976 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | W17 six-card framing Media Arts process has distinct evidence. VA relief rubbing is not a media crop task. |
| AC9AMAFC01 · 20986 | create arts works that communicate ideas | Actual media representation/intent is observed in Media Arts; an assembled VA picture is not automatically that evidence. |
| AC9AMAFP01 · 20995 | share their arts works with audiences | Media work needs its own actual audience. A VA private work does not substitute. |
| AC9HSFK03 · 1221 | the features of familiar places they belong to, why some places are special and how places can be looked after | W18 real familiar place/meaning/care needs dated locally approved source and actual record. Courtyard C and shelf Z are invented; art choices are not actual care. |
| AC9HSFK04 · 1226 | the importance of Country/Place to First Nations Australians and the Country/Place on which the school is located | OPEN LOCAL AUTHORITY HOLD. No local Country/Place identity, history, knowledge or community artwork is supplied. Relevant knowledge holders and school protocols govern any addition. |
| AC9HPFM03 · 3215 | participate in a range of activities in natural and outdoor settings and explore the benefits of being physically active | Outdoor participation/benefit requires actually observed chosen approved activity. Seated art indoors, a picture or collage does not establish outdoor participation. |
A missing mark is not proof a feature does not exist. An illustrated setup is not an actual experiment; crayon marks are not ink transferred from card. A care-themed image is not signage authority, actual action, a scientific plant claim or a real map. A child's response/route/support guides next teaching; no learning style, diagnosis, term grade or whole-standard achievement is inferred.
Integrated W17 · Integrated W18 · materials · local encounter gate.