# School-held real-music source slot

**Why this exists:** AC9AMUFE01 and the Foundation achievement standard involve actual arts works and people/community contexts. Our four synthetic cues are not a repertoire study. The school selects an age-appropriate authorised work, preferably with a first-party maker source; checks lawful listening, reproduction and adaptation permissions; learns the work's specific context from its creator/community; and offers sensory and communication access. If any of those are unknown, hold that work.

The [QCAA Prep Music alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_music_prep_as_cd_alignment.pdf) anchors the content. [ACARA's Music examples of knowledge and skills](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/music_examples_of_knowledge_and_skills) recommends attention to listening, composing, performing, contexts and safe practice. For First Nations work, follow [Creative Australia's cultural and intellectual property protocols](https://creative.gov.au/first-nations-arts/protocols-for-using-first-nations-cultural-and-intellectual-property-in-the-arts) and relevant authority; a stream or webpage does **not** give permission to copy a song, language, rhythm or story. Do not treat one maker as representative of every community.

**Teacher insert record:** creator/authority; title and year; source and exact audio/performance; age suitability; listening/access rights; cultural restrictions; why this music matters to its makers in their own words; safe listening volume/route; one open child question (“What do you notice?”); a no-audio alternative that identifies its evidence limit; and whether any making response is permitted. Do not ask children for a family tradition or language translation to fill a source gap. The pack's own tones contain no sample, lyric, borrowed melody or cultural motif.