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

The [QCAA Music v9 page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) links a [Prep Music achievement-standard/content-description alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_music_prep_as_cd_alignment.pdf); the PDF fetch returned HTTP 403 in this review. Exact wording below was checked 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 Arts overview](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts) identifies Music as aurally based and describes flexible, inclusive access. [Music knowledge/skills examples](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/music_examples_of_knowledge_and_skills) inform element language; neither page prescribes this sequence.

| 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 129 encounter with a locally permitted real work and source-described maker/use, plus child's response. Invented tones and paper 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 and alter four-event time-gap plans while pitch, source and planned level stay fixed. Paper shows intended sequence; safe actual listening/performing must be separately observed. **Partial.** |
| **AC9AMUFC01** · Creating and making | “create arts works that communicate ideas” | Child creates four-event steady/gather/spread score ideas and can state their own purpose. A paper score is a compositional plan; realization and received meaning need actual evidence. **Partial.** |
| **AC9AMUFP01** · Presenting and performing | “share their arts works with audiences” | Optional child-chosen showing to an actually willing reader/listener, with recipient/medium recorded only after receipt. Invitation, hypothetical person or adult demonstration is insufficient. **Held until actual sharing.** |

The Foundation achievement standard is broader than two gap-planning checks. Paper does not prove heard time intervals, performed accuracy or a listener's feeling. Queensland names Foundation **Prep**. States/territories choose implementation and local access; no national weekly timetable or official one-to-one translation is claimed. Safe movement, device use and other learning areas have separate evidence and local policy gates.