The authoritative code list is QCAA Australian Curriculum v9 Prep Music achievement standard aligned to content descriptions. The QCAA v9 Music entry confirms the Queensland Prep context. ACARA's Music examples of knowledge and skills describe listening, composing, performing, musical elements and safe practice as suggested, not prescribed, supports. This sequence is ours; it is not the QCAA example plan or a mandated weekly order.
| Exact code and strand | Official content description | Evidence this starter can offer | Still needed / limit |
|---|---|---|---|
| AC9AMUFE01 · Exploring and responding | “explore how and why the arts are important for people and communities” | Day 19 asks who made an approved real musical work and what its named maker or authorised source says about its use. | An invented pulse and a guessed community story cannot establish why music matters to real people. The educator must select, permit and contextualise an actual work. |
| AC9AMUFD01 · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Daily pulse/accent/tempo/response comparisons and original revisions can show explorative musical planning. | Card placement alone cannot show aural discrimination, steady timed execution or instrument control. |
| AC9AMUFC01 · Creating and making | “create arts works that communicate ideas” | Children make a four-place graphic score and choose an intended musical contrast or response. | A short paper sketch is emerging compositional evidence, not automatically a complete music work or proof an audience understood it. |
| AC9AMUFP01 · Presenting and performing | “share their arts works with audiences” | An educator may record actual optional sharing of the child's original score and/or sound with a willing person. | Paper puppet rehearsal, passing or an imagined viewer are not actual-audience evidence. A shared score is not audible performance. |
The Foundation achievement standard includes 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. A child can discuss an approved school encounter; no personal/family music disclosure is demanded. The two checks here direct next teaching, not a formal achievement-standard grade. Other subjects' people/help and rolling/sliding ideas are optional fictional contexts only, with no cross-subject attainment claimed.
Version detail: A May 2026 sample Prep Music curriculum plan displays AC9AMUFCO1 (letter O) in one table. This pack follows the dedicated QCAA alignment's AC9AMUFC01 (zero). That example plan is illustrative, not this starter's source material.