The authoritative current code list is QCAA Australian Curriculum v9 Prep Music achievement standard aligned to content descriptions. The QCAA Music v9 landing page confirms the Queensland Prep entry. ACARA's current Music examples of knowledge and skills identifies listening, composing, performing, elements and safe practice as suggested—not exhaustive—planning supports. Foundation is called Prep in Queensland; these are not Years 1–2 band or senior codes.
| Exact code and strand | Official content description | What these ten starts offer | Boundary |
|---|---|---|---|
| AC9AMUFE01 · Exploring and responding | “explore how and why the arts are important for people and communities” | Day 9 asks who made an actual work and why people might choose to share music | Invented tones cannot establish a real community's reasons. The school must select authorised, age-appropriate, culturally situated music and source voices. |
| AC9AMUFD01 · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Every day asks children to try or revise an original sound/rest, duration, pitch-label or pattern choice | A card route shows idea exploration; it cannot show auditory discrimination or sound-production control. |
| AC9AMUFC01 · Creating and making | “create arts works that communicate ideas” | Children assemble short original graphic scores for a fictional purpose and may render them through sound | A three-box sketch is early compositional evidence, not automatically a finished music work. |
| AC9AMUFP01 · Presenting and performing | “share their arts works with audiences” | A child may share their own score or optional sound with a willing educator/small group | Sharing with a real willing person gives limited evidence; puppet-only rehearsal or a pass does not. A silent score share is not evidence of audible performance. No public solo is required by this pack. |
The Foundation achievement standard refers to describing experiences, observations, ideas and/or feelings about arts works encountered at school, home and/or in the community, and using play/imagination/knowledge/processes/skills to create and share in different forms. No child needs to disclose a personal or family music practice. The educator can arrange authorised school encounters and accept observations or ideas without demanding a feeling. Two public checks here guide next teaching, not a C-standard judgment.
Source-version note: The QCAA May 2026 sample Prep Music curriculum plan contains AC9AMUFCO1 (letter O) in one table. The current QCAA alignment PDF gives AC9AMUFC01 (zero), which this pack uses. The sample plan is an example, not a prescribed unit sequence; its proposed personal/family song activities are not required here.