# 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 directly fetched for this pack review: **HTTP 200, 2,049,917 bytes**, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. This matches the 29 September 2026 pinned official import in `products/curriculum-studio/data/frameworks/acara-v9.json`. The four exact Foundation Music content records below were compared at rows **21218, 21227, 21237, 21246**. Covered core wording is retained under its own licence; teaching interpretation is ours.

[QCAA's official Prep Music alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_music_prep_as_cd_alignment.pdf) was read as **official indexed web-search text** on 30 September 2026. Direct PDF and [Music page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) HTTP requests returned **403**. No current PDF download is claimed. Indexed text confirms the four codes and Prep/Foundation naming; describing encountered works relates to FE01/FP01, and creating/sharing in different forms relates to all four. The [retrieval ledger](SOURCE-RECEIPTS.json) distinguishes successful bytes, indexed text and inaccessible direct requests. This is not QCAA's sample assessment plan or a current local adoption/timetable decision.

| Exact code · official strand · workbook row | Official content description | Pack opportunity / boundary |
| --- | --- | --- |
| **AC9AMUFE01** · Exploring and responding · **21218** | explore how and why the arts are important for people and communities | Optional Day 149 locally permitted real work, source-described maker/context/use and child's actual response. An invented paper show or generated tone cannot establish a real community's musical 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 | Explore one or two sequential events inside each fixed beat; compose, rehearse and alter an own rhythm. No-sound planning can show subdivision/beat-event reasoning. Actual aural discrimination, pulse control or child sound-making must be separately accessible and observed. **Partial.** |
| **AC9AMUFC01** · Creating and making · **21237** | create arts works that communicate ideas | Child makes a tiny original four-beat opening/ending/standalone piece and chooses a version/purpose. A paper score is a composition plan; adult-directed sound shows compositional directions, not the child's playing. Heard realization and received meaning are separate. **Partial.** |
| **AC9AMUFP01** · Presenting and performing · **21246** | share their arts works with audiences | Optional Day 149 actual child-chosen showing/sounding to an actually willing recipient; record medium/receipt only after the event. A fictional role, invitation, adult model or private keeping is insufficient for actual audience 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 explains Music's aural practices, flexible inclusive adjustments, local implementation and appropriate First Nations protocols. ONE/PAIR are original classroom graphic symbols, not new official codes, formal note names or culturally representative patterns. These ten sessions/two checks sample only part of the broader Foundation standard. Neither paper nor computer checks establish heard/played skill, full-standard achievement or learning gains.

Queensland **Prep** is the first school year after kindergarten; QKLG is a separate pathway. Direct request to the [QCAA implementation memo](https://www.qcaa.qld.edu.au/downloads/memos/23/043-23.pdf) returned 403 here; no current adoption-date claim follows. Educator/system staff must verify approved version/timetable, exact local sound/access/material safety, privacy/consent and cultural authority. Integrated mathematics repeating patterns, English literary sound and physical design testing require their own specific observations; ONE/PAIR planning does not certify them.