Foundation / Queensland Prep · Visual Arts W19–20 · checked 30 September 2026. The official Australian Curriculum v9.0 workbook was freshly fetched with status recorded in receipts; its SHA matches stored official workbook/import and snapshot. Official ACARA downloads. Exact descriptions below are attributed curriculum material, not original SubjectNest wording. A code marks partial/conditional practice, not complete achievement.
National Visual Arts
| Code · exact workbook row | Exact ACARA content description | Pack evidence / hold |
|---|---|---|
| AC9AVAFE01 · 21465 | explore how and why the arts are important for people and communities | Day99 conditional actual maker/work encounter, particular maker’s purpose and child response. Supplied drawings are process sources; actual encounter/community breadth is not supplied. Without encounter record not observed. |
| AC9AVAFD01 · 21474 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Days91–100 crossing play, original visual intentions, actual small trial or honest untried plan, composition and maker-card choices. Record support and actual process. |
| AC9AVAFC01 · 21484 | create arts works that communicate ideas | Actual child-made/directed original panel, drawing, flat collage or maker card communicates a choice/idea. Unmade plans show development rather than completed making; adult physical contribution is explicit. |
| AC9AVAFP01 · 21493 | share their arts works with audiences | Days98–99 optional actual willing viewer/recipient/private display, agreed scope and exact response/status. Self-review, intention and imagined recipient do not establish sharing; no actual audience means not observed. |
Queensland primary overlay and verification limits
Use QCAA Visual Arts entry, Prep alignment and Prep Non-Performing Arts techniques/conditions. School confirms current local adoption and range/balance across its year programme.
Official indexed alignment text observed today connects responding to encountered works and creating/sharing different forms. Its first repeated row has extra-D AC9ADVAFE01; national workbook, code key and later row give canonical AC9AVAFE01, which we retain. Direct alignment open was restricted; no current PDF-layout inspection is claimed.
Complete three-page official indexed techniques text observed via web open today identifies development/making, making/sharing and short response. The October2023 text permits components across lessons, proportional response length, read-aloud instructions, scribing/prompts with support recorded and judgement preserved, teacher observation of practical work and school safety responsibilities. Our short source responses/process record are partial contributions. Checks can pause/follow up; 25-minute sessions are our planning choice, not QCAA completion mandates. No grading threshold or whole-standard achievement is invented.
Independent HTTPS entry/alignment/techniques requests returned 403 (see receipts); all three PDF screenshot requests failed. Thus complete indexed techniques wording was observed, while current PDF bytes/layout remain unverified. Current full documents and local assessment conditions require school review. © State of Queensland (QCAA) 2023; QCAA copyright/terms. Curriculum text © ACARA 2010–present under its copyright conditions.
Integrated weekly context — separate evidence
These exact national descriptions explain connections and limits. They are not additional outcomes automatically earned by VA.
| Code · row | Exact ACARA description | Connection / evidence boundary |
|---|---|---|
| AC9SFU02 · 18525 | describe how objects move and how factors including their size, shape or material influence their movement | Integrated W19 actual ramp/ring movement uses its own setup/source. Paper crossing art is not motion-factor evidence or strength proof. |
| AC9SFI03 · 18562 | represent observations in provided templates and identify patterns with guidance | W19 actual/invented try labels belong in their own scientific template. A maker-card drawing is not automatically observation-pattern evidence. |
| AC9SFI04 · 18569 | compare observations with predictions with guidance | A small art trial can compare this making prediction/event descriptively. It does not replace the guided ramp observations/prediction record or establish a fair test. |
| AC9SFI05 · 18574 | share questions, predictions, observations and ideas with others | Integrated W19/W20 scientific communication requires actual specified scientific source/status. Art sharing alone cannot establish all inquiry aspects. |
| AC9TDEFP01 · 19733 | generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose | An actual original guide/art-for-purpose may provide partial design practice only when purpose, safe steps, trial/evaluation and actual solution are recorded. PLAN ONLY is not made solution; no container/load capacity promised. |
| AC9EFLY07 · 99 | create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume | Optional short signed/spoken art explanation is access to VA meaning. English speaking/voice/peer reporting requires separate observed English evidence; AAC/drawing is not substituted for voice outcomes. |
| AC9HSFS05 · 1251 | share narratives and observations, using sources and terms about the past and places | W20 past/place narrative source is separate. Fictional art chronology is not actual past/place or a real midyear narrative. |
| AC9MFN01 · 17151 | name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals | Number names/order/representation to at least20 requires separate numerical source/observations. Three card fields do not establish this scope. |
| AC9MFN03 · 17160 | quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning | Counting/quantifying/comparing collections to at least20 and reasoning require separate actual maths evidence. Numbered art stages are insufficient. |
| AC9AMUFC01 · 21237 | create arts works that communicate ideas | W20 original four-beat music is separate; repeated paper bands alone are not music-making evidence. |
| AC9AMUFP01 · 21246 | share their arts works with audiences | Music work needs its own actual audience/response. Sharing VA art does not establish music sharing. |
Integrated W19 · Integrated W20 · source/rights · actual encounter/use gate. An art test is not automatically a fair science comparison. Artwork is not a physical strength result, past place record, functional basket or cultural tradition claim. Route/status/next teaching are recorded without stereotypes, diagnosis assumptions or whole-year attainment inference.