# Exact-row curriculum crosswalk · checked 30 September 2026

The authoritative codes and wording are in [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), checked live on 30 September 2026. [QCAA's Music v9 page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) confirms Queensland **Prep**. [ACARA's Music examples of knowledge and skills](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/music_examples_of_knowledge_and_skills) suggest listening, composing, performing, elements and safe practice; they are not a prescribed sequence. The A/A, A/B and held-ending examples here are original graphic scores.

| Exact code and strand | Official content description | Partial opportunity in this starter | Boundary |
| --- | --- | --- | --- |
| **AC9AMUFE01** · Exploring and responding | “explore how and why the arts are important for people and communities” | Day 39 can ask a named maker's or authorised source's account of a real work, if locally selected and permitted. | Our invented phrases and PCM cues do not establish a real community's music or meaning. Hold this evidence until an authorised encounter occurs. |
| **AC9AMUFD01** · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Children try phrase repeat, order swap and a held-ending variation through score play. | Card work shows planned musical relationships, not listening, timed playing or sound control. |
| **AC9AMUFC01** · Creating and making | “create arts works that communicate ideas” | A child makes an original two-phrase score and states an intended musical effect. | A short graphic draft is emerging creation evidence, not proof of a finished performance or what a listener understood. |
| **AC9AMUFP01** · Presenting and performing | “share their arts works with audiences” | A child may choose to show an original score or approved sound to a willing person. | Actual recipient and medium must be recorded. Puppet rehearsal, pass and paper-only intention do not evidence actual-audience sharing; score share 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 permitted school source can support inquiry without asking for family disclosure. These checks inform next teaching only. Similarity, order and grouping may also arise in Maths, but **no Mathematics content code or achievement is claimed** from this Music pack.

**Version note:** The [May 2026 QCAA example Prep Music plan](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/planning/ac9_arts_music_prep_cap_example.pdf) prints `AC9AMUFCO1` with letter O in one table. The dedicated current alignment prints **AC9AMUFC01** with zero; we use the latter. The QCAA plan is illustrative rather than prescribed and supplies no repertoire or score here.