# Foundation Music / Queensland Prep · exact current source crosswalk

**Checked 30 September 2026.** Exact core descriptions from the official [ACARA v9 curriculum workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), compared against the pinned local import `data/frameworks/acara-v9.json` (import 29 September 2026). Fresh direct GET: HTTP 200, 2,049,917 bytes, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`, identical to the local import's source. These are **Foundation generic Arts descriptions under Music codes**, not invented age-specific repeat/accompaniment standards. Official descriptions are © ACARA 2010–present under [its terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); no ACARA endorsement.

| Exact code / strand | Workbook row / exact official description | This pack's evidence opportunity / limit |
|---|---|---|
| AC9AMUFE01 · Exploring and responding | 21218 · explore how and why the arts are important for people and communities | **Partial, conditional:** Days 151/156 encounter the actual supplied Page Turn score/source and observe a child's response to its documented teaching purpose. A **computer-created teaching model** is accurately named; no human composer/performer, cultural tradition, community importance or benefit is invented. This is narrow author-model exploration only. Wider people/community contexts require varied appropriate actual works and sources; Day 159 wider inquiry is **Held** until approved actual source/encounter/response. Listing/teacher monologue/copying alone is insufficient. |
| AC9AMUFD01 · Developing practices and skills | 21227 · use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | **Partial opportunity:** own repeated A backing with changing B across two rounds; short A/B/both rehearsals and revision Days 152–154/157–158, fresh comparison/revision Days 155/160. Exact chosen planning can be observed silently; aural experience, maintained beat and independently realised parts require separate accessible actual observation. |
| AC9AMUFC01 · Creating and making | 21237 · create arts works that communicate ideas | **Partial opportunity:** child chooses a tiny accompaniment for an invented paper book/show/toy scene or music alone, specifies two-part repeat/change, proposed purpose/title or not stated, and keeps/revises a preferred version. Copying Page Turn is an encountered model; own choices and actual work must be observed before claiming own creation. Communicated intention is not proven listener meaning. |
| AC9AMUFP01 · Presenting and performing | 21246 · share their arts works with audiences | **Held** until child chooses an actual willing recipient and own work is actually shared through an accessible medium. Silent score sharing can evidence actual sharing; an imagined recipient/invitation/private keeping cannot. Child performance, adult-directed realization and actual audience receipt remain distinct. No compulsory public solo/upload. |

## Queensland relationship and source limits

The official [QCAA Prep Music alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_music_prep_as_cd_alignment.pdf) aligns describing encountered work with FE01/FP01, and creating/sharing with all four codes. The indexed official PDF gives the same Foundation/Prep descriptions and two standard aspects: describing encountered arts experiences/observations/ideas/feelings; and using play, imagination and arts practices to create/share in different forms. This ten-session sample does not establish the whole achievement standard, a grade or equivalent C-standard judgment. Source © State of Queensland (QCAA) 2023, [copyright/exceptions](https://www.qcaa.qld.edu.au/copyright), CC BY 4.0; embedded ACARA material retains its terms.

**Fetch boundary:** direct PDF GET was HTTP **403**; no PDF downloaded/archived. Official **indexed** search text read on this review date supplies alignment/wording/copyright. [QCAA Music v9 page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) also returned direct 403; official indexed page confirms the v9 resource list. Implementation memo direct GET returned 403; no current sector adoption date is asserted. [Receipts](SOURCE-RECEIPTS.json) preserve these method distinctions. Local school/system verifies version, timetable, age/access fit and judgment requirements; week labels are SubjectNest sequence choices.

The freshly read official [Arts overview](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts) describes Music as **aurally based**. Exact no-sound plans and source responding cannot establish aural/listening skills or independently made sound. Actual cleared listening/making opportunities are documented separately; varied culturally appropriate works remain necessary across the wider program. No required emotion, family knowledge or universal sound access is assumed. First Nations knowledge requires applicable protocols and authority, never a fabricated “community” label on this original model.

## Coverage labels

**Authored** = script/resource exists. **Computer-checked** = timing, rows, positions, files and checks verified. **Observed** = educator records an actual child event/access/support. **Partial** = limited opportunity toward the description. **Held/unobserved** = required event/access/authority missing. Independent educator review, human listening, device/local volume approval and classroom pilot are all held. Source match is not effectiveness, official approval or full-standard attainment.