# Exact curriculum crosswalk and evidence boundaries

**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](source-fetch-receipts.json); its SHA matches stored official workbook/import and [snapshot](source-snapshot.json). [Official ACARA downloads](https://www.australiancurriculum.edu.au/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](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/visual-arts), [Prep alignment](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). 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](https://www.qcaa.qld.edu.au/copyright). Curriculum text © ACARA 2010–present under its [copyright conditions](https://www.australiancurriculum.edu.au/copyright).

## 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](../../../term-2/week-19-what-a-test-tells-us.md) · [Integrated W20](../../../term-2/week-20-teach-someone-else.md) · [source/rights](SOURCE-AND-RIGHTS.md) · [actual encounter/use gate](AUTHENTIC-SOURCE-SLOT.md). 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.