# 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). 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](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 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) 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.