# Exact official Foundation Music / QCAA Prep crosswalk · 30 September 2026

The [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) was fetched directly in this review: **HTTP 200, 2,049,917 bytes**, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. It matches the imported official source in `products/curriculum-studio/data/frameworks/acara-v9.json` (29 September 2026 import). Exact Music content rows **21218, 21227, 21237, 21246** were compared locally; wording is retained below under the source licence, with this added teaching interpretation.

The [QCAA Prep Music standard/content alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_music_prep_as_cd_alignment.pdf) was readable as official indexed text in web search on 30 September 2026. Direct HTTP requests to that PDF and [QCAA Music page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) returned **403**, and browser open did not fetch the PDF. **No PDF download or current local implementation approval is claimed.** The indexed source confirms these four codes and the Prep/Foundation naming, and relates describing encountered works to FE01/FP01 and creating/sharing in different forms to all four codes. This pack does not duplicate its assessment plan or weekly timetable. The [retrieval ledger](SOURCE-RECEIPTS.json) records methods and limits.

| Exact code · official strand · workbook row | Official content description | This pack's opportunity and evidence boundary |
| --- | --- | --- |
| **AC9AMUFE01** · Exploring and responding · **21218** | explore how and why the arts are important for people and communities | Day 139 optional actual locally permitted work, attributed source/context and child response. Invented scores do not show community importance. **Held until actual approved encounter; partial after evidence.** |
| **AC9AMUFD01** · Developing practices and skills · **21227** | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Read and explore two-line texture in six shared pulse places; compare together/turns and revise one part. Score-only evidence supports planned relationships. Aural experience, actual synchronized starts and performance skills require separately accessible actual evidence. **Partial.** |
| **AC9AMUFC01** · Creating and making · **21237** | create arts works that communicate ideas | Create own two-line plans and state or indicate a musical intention. The paper score is a composition plan; an optional child reason can help evidence intention. Sound realization and listener reception are separate observations. **Partial.** |
| **AC9AMUFP01** · Presenting and performing · **21246** | share their arts works with audiences | Day 139 child-chosen actual sharing of an own score or reviewed realization with an actually willing recipient; log medium/receipt only after the event. Private keeping, invitations, fictional recipients or adult models cannot provide actual sharing evidence. **Held until actual sharing; partial after evidence.** |

The [live ACARA Arts overview](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts) was successfully read this review. It describes Music as aurally based and supports inclusive adjustments, local implementation choices and appropriate First Nations protocols. A no-sound route is valid access to this pack's **planning** goal; it is not silently reported as aural discrimination. These ten sessions and two checks are a small sample of the broader Foundation achievement standard, not a whole-standard judgment or evidence of learning gains.

Queensland calls Foundation **Prep**, which is after kindergarten; QKLG is not substituted for the school-year codes. A direct request to the [QCAA implementation memo](https://www.qcaa.qld.edu.au/downloads/memos/23/043-23.pdf) also returned 403 here. School/system staff must confirm the applicable approved version, timetable, sound/access/safety policy and local cultural authority before use. No current adoption-date assertion follows from an inaccessible memo. No new official texture sub-code or one-to-one translation is invented.