# Exact-row curriculum crosswalk · checked 30 September 2026

The authoritative code list is [QCAA Australian Curriculum v9 Prep Music achievement standard aligned to content descriptions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_music_prep_as_cd_alignment.pdf). The [QCAA v9 Music entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) confirms the Queensland **Prep** context. ACARA's [Music examples of knowledge and skills](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/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](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/planning/ac9_arts_music_prep_cap_example.pdf) 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.