# Exact-row curriculum crosswalk · checked 30 September 2026

Codes and wording follow the [QCAA Australian Curriculum v9 Prep Music achievement standard and content description alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_music_prep_as_cd_alignment.pdf), checked against the official document on 30 September 2026. [QCAA Music v9](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) confirms **Prep** as Queensland's Foundation year. [ACARA's Music examples of knowledge and skills](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/music_examples_of_knowledge_and_skills) discuss pitch, listening, composing and safe practice as suggested approaches; no four-tone sequence is prescribed. The contours and tones below 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” | On Day 69 a child may ask about a real work's maker and source-described use, if locally selected and permitted. | Fictional contours and electronic tones are not a real community's work. Hold this code until a genuine encounter and response occur. |
| **AC9AMUFD01** · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Children test same/up/down pitch relationships and revise one marked tone. | Graphic plans do not prove aural discrimination, vocal/instrument control or accurate pitch production. |
| **AC9AMUFC01** · Creating and making | “create arts works that communicate ideas” | A child creates a four-place contour with a stated musical intention and records a first/revised version. | Paper shows an authored plan, not what it sounds like to a listener or that an actual performance occurred. |
| **AC9AMUFP01** · Presenting and performing | “share their arts works with audiences” | A child may voluntarily present an original score or approved sound to a real willing recipient. | Record actual recipient and medium. A drawn audience, rehearsal, pass or unreceived offer does not count. |

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/arts knowledge/processes/skills to create and share in different forms. A permitted school work can serve inquiry without a child's private family information. S/T are low-stakes formative prompts, not an achievement judgment.

**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 a letter O in one table. The dedicated alignment prints **AC9AMUFC01** with zero; we use that. The example plan is illustrative, not a prescribed sequence or source for these scores.