# 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) lists its [Prep 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 alignment PDF returned access restriction (HTTP 403) at this review; exact wording below is verified against the official 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`, Music rows 21218, 21227, 21237 and 21246. [ACARA's Arts v9 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) provide element, listening, making and safe-practice context; neither prescribes OPENING · DIFFERENT · RETURN.

| Exact code and strand | Official content description | Opportunity and evidence boundary |
| --- | --- | --- |
| **AC9AMUFE01** · Exploring and responding | “explore how and why the arts are important for people and communities” | Conditional Day 109 real-work inquiry: name authorised work/maker/source and source-supported use, then record the child's response. Made-up tones are not community work. **Held until actual encounter.** |
| **AC9AMUFD01** · Developing practices and skills | “use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas” | Children test and compare two-event sections, exact returns and different endings by cards or approved sound. Paper shows structural understanding; aural recognition needs a separate observed trial. **Partial.** |
| **AC9AMUFC01** · Creating and making | “create arts works that communicate ideas” | Child authors six event places with an opening, a different middle and an exact return, then states an intended idea. A score plan alone cannot prove actual sound or received meaning. **Partial.** |
| **AC9AMUFP01** · Presenting and performing | “share their arts works with audiences” | Child may choose to share a score or approved sound with an actual willing recipient. Record recipient and medium only after receipt; an offer or adult rehearsal is insufficient. **Held until actual sharing.** |

The Foundation achievement standard involves describing experiences/observations/ideas and/or feelings about encountered arts works and creating/sharing in different forms. These two checks sample *one structural idea*, not the whole standard. Queensland calls Foundation **Prep**. Local schools must review timetable, access, source permission and safety; other state/territory and overseas equivalence is not assumed.