# Exact-row Music 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). [QCAA Music v9](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) identifies **Prep** as Queensland's Foundation year. [ACARA's Arts/Music overview](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts) names timbre and texture among musical elements and voice, instruments and digital tools among available making materials. Its [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 and safe practice as suggested approaches. Neither prescribes this A/B sequence.

| 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 79, ask about a locally authorised real work, its maker and source-described use if available. | Our synthetic samples are not a real community's work. Hold this code until an authorised encounter and child response occur. |
| **AC9AMUFD01** · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Children test an A/B source key, compare actual cues if approved, and design source choices. | A printed key does not prove timbre hearing, source identification by ear, vocal technique or instrument handling. |
| **AC9AMUFC01** · Creating and making | “create arts works that communicate ideas” | Child authors a four-event source plan with a stated musical reason, including an ending contrast. | A paper score is a plan; actual sound and listener interpretation need separate observations. |
| **AC9AMUFP01** · Presenting and performing | “share their arts works with audiences” | Child may choose to show their original plan or approved sound to a real willing recipient. | Record recipient and medium only after actual receipt. Rehearsal, offer, puppet or pass alone does not establish an audience. |

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 locally permitted school work can provide this without private family music. U/V are low-stakes formative tasks, 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 is illustrative, not a prescribed fortnight.