The current QCAA Music v9 page links its Prep Music achievement-standard/content-description alignment. That PDF returned access restriction (HTTP 403) when fetched for this review. Exact text below is verified against the locally imported official ACARA v9 workbook, source SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3, Music rows 21218, 21227, 21237 and 21246. ACARA's v9 Arts overview and Music examples of knowledge and skills provide element and safe making/listening context, not this prescribed activity.
| 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 119 encounter with locally permitted real work and source-described maker/use, then child response. Synthetic cues and fictional stories do not satisfy this. 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 compare two designed three-event pitch/level plans, explain differences and test options if safely approved. Paper shows planned musical distinctions, not auditory discrimination. Partial. |
| AC9AMUFC01 · Creating and making | “create arts works that communicate ideas” | Child makes two alternative short scores for one fictional prompt and states intended musical ideas. Received interpretation requires a real willing listener. Partial. |
| AC9AMUFP01 · Presenting and performing | “share their arts works with audiences” | Child may choose to show a paper/tactile score or cleared sound to someone actually willing. Record recipient/medium only after receipt; a hypothetical listener or invitation alone is insufficient. Held until actual sharing. |
The Foundation achievement standard concerns responses to encountered arts works and creating/sharing in different forms. Design 1/2 sample only one compositional skill and are not a whole-standard judgment. No score mark proves any child's emotion or need for support; a voluntary statement is a separate source handled under school policy. Queensland calls Foundation Prep. Other state/territory timing, source permissions and access needs require local review; national equivalence is not assumed.