# 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) mention listening, composing, performing, elements and safe practice; they offer suggestions rather than a prescribed sequence. Our two-phrase examples, role cards and sound cues are original.

| Exact code and strand | Official content description | Opportunity here | Evidence boundary |
| --- | --- | --- | --- |
| **AC9AMUFE01** · Exploring and responding | “explore how and why the arts are important for people and communities” | Day 49 can ask a named maker's or authorised source's account of a real work, if chosen and permitted locally. | Synthetic tones and fictional role cards establish no community music or meaning. Hold this row until a genuine encounter is recorded. |
| **AC9AMUFD01** · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Children play with an echo, changed reply, quiet place, role hand-off and optional sound-source plan. | A score shows planning; actual listening, timing and production need separate observation. |
| **AC9AMUFC01** · Creating and making | “create arts works that communicate ideas” | Children make an original two-phrase call/answer plan with a chosen musical intention. | A paper draft shows an authored structural idea, not proof of acoustic communication or a listener's interpretation. |
| **AC9AMUFP01** · Presenting and performing | “share their arts works with audiences” | A child may voluntarily show an original score or approved sound to a genuinely willing person. | Log recipient, permission and medium. Rehearsal, pass, imagined audience and unreceived offer do not evidence sharing; paper share is not sounded 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 encounter can offer this without asking about home. Check O/P are low-stakes formative prompts, not an achievement judgment.

**Version note:** A [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 a letter O in one table. The dedicated current alignment prints **AC9AMUFC01** with zero; this pack uses the dedicated row. The example plan is illustrative, not a required order or repertoire.