# Exact-row Foundation Music crosswalk · checked 30 September 2026

The current [QCAA Music v9 page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) links its [Prep Music achievement-standard/content-description alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_music_prep_as_cd_alignment.pdf). The exact content-description text below is verified against the locally imported [ACARA v9 curriculum workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), source SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`, rows 21218, 21227, 21237 and 21246. The QCAA PDF is linked on its current page but remote PDF retrieval returned 403 at review; the wording is pinned to the official imported workbook, not represented as a fresh PDF read. [ACARA's v9 Arts overview](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts) and [Music examples of knowledge and skills](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/music_examples_of_knowledge_and_skills) discuss musical elements and safe making/listening examples; neither prescribes this two-take sequence.

| Exact code and strand | Official content description | Opportunity and honest boundary |
| --- | --- | --- |
| **AC9AMUFE01** · Exploring and responding | “explore how and why the arts are important for people and communities” | Conditional Day 99 inquiry into a locally permitted actual arts work, maker and source-supported use. Synthetic A/B files are not a community work. **Held until real encounter and child response.** |
| **AC9AMUFD01** · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Read, compare and trial one deliberate change across pitch, source or level cards. Printed card tracking can evidence planned choices, not aural perception or acoustic control. **Partial.** |
| **AC9AMUFC01** · Creating and making | “create arts works that communicate ideas” | Child makes and revises a short score with an intended idea and a key another reader could follow. Actual sound and communicated meaning need separate observation. **Partial.** |
| **AC9AMUFP01** · Presenting and performing | “share their arts works with audiences” | Child may choose to show their score or approved sound to an actual willing recipient. Record recipient/medium only after receipt; adult rehearsal, offer or private keeping does not meet this code. **Held until actual sharing.** |

The Foundation achievement standard concerns experiences/responses to encountered works and creating/sharing in different forms. Checks Y/Z are low-stakes formative sampling, not a whole standard or school report. A score can show a planned single edit; equipment and listeners may alter acoustic pitch/timbre/level relationships. Queensland calls Foundation **Prep**. Other Australian states and territories may sequence Arts differently, so local adoption requires review of timetable, permitted sources, accommodations and safeguarding rather than automatic equivalence.