Checked30 September2026. Four exact Foundation Music core descriptions from official ACARA v9 workbook, compared to pinned local import data/frameworks/acara-v9.json (29September2026). Fresh direct GET HTTP200,2,049,917bytes, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3, same source hash. Codes use generic Foundation Arts wording under Music, not invented cue/conducting/accompaniment attainment requirements. Source © ACARA2010–present under official terms; no ACARA endorsement.
| Exact code / strand | Workbook row / exact official description | Pack opportunity / boundary |
|---|---|---|
| AC9AMUFE01 · Exploring and responding | 21218 · explore how and why the arts are important for people and communities | Partial, conditional: Days161/167 actual Again, Then Finish score/source encounter and observed child response to documented educational purpose. Original computer-created teaching model, no named human performer/composer/community tradition/importance/effect. Narrow author-model exploration only; broader people/community coverage needs varied appropriate actual sources. Wider Day167/169 inquiry Held until approved actual work/context/response. Listing/copying/teacher monologue alone not evidence. |
| AC9AMUFD01 · Developing practices and skills | 21227 · use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | Partial opportunity: own IDEA/different ENDING, cue-led one/two-idea form, agreed rehearsal and ending revision; fresh form order/revision165/170. Silent recipe/cue planning observable, but aural experience, maintained beat, received cues and independent child making need separate accessible actual observations. |
| AC9AMUFC01 · Creating and making | 21237 · create arts works that communicate ideas | Partial opportunity: choose own tiny puppet/picture-show/music-alone purpose or not stated, two successive recipes, short form/cues and favourite/revised version. Actual own choices/work required; copying model only is not independent own creation. Intended cue/use/meaning is not proven performer/listener receipt. |
| AC9AMUFP01 · Presenting and performing | 21246 · share their arts works with audiences | Held until child chooses actual willing recipient and own work actually shared/received through accessible medium. Silent score sharing can evidence actual sharing; private keeping/imaginary recipient/invitation cannot. Child playing, adult-on-direction realization, cue receipt and audience receipt are separate; no public solo/upload required. |
Queensland alignment and current fetch limit
Official QCAA Prep Music alignment maps describing encountered work to FE01/FP01, and creating/sharing to all four codes. Its two standard aspects concern descriptions of encountered arts experiences/observations/ideas/feelings and play/imagination/arts practices to create/share different forms. Limited sample does not establish whole-standard attainment, grade or C-standard judgment. © State of Queensland(QCAA)2023,CC BY4.0 under copyright/exceptions; ACARA portions retain ACARA terms.
Direct GET PDF 403, no PDF downloaded/archived. Fresh official indexed web-search text read for exact four descriptions, Prep aspect mappings and copyright; official indexed Music page resource list read. Music v9 page and implementation memo direct403; no current sector adoption date is asserted. Receipts separate methods. School/system verifies adopted version/timetable/age/access fit/judgment rules; week placement is SubjectNest choice.
Fresh Arts overview and copyright GETs succeeded with unchanged hashes from same-session reviewed text. Official Music is aurally based. No-sound score/source responding/form planning cannot establish hearing, aural skills, received live cues or child performance. Approved actual accessible listening/making and varied culturally appropriate works belong in wider program. First Nations authority/protocols remain separate from original-model licensing; no invented cultural importance or required family knowledge.
Authored=exists; computer-checked=exact content/timing/media verified; observed=actual child event/support/access recorded; Partial=limited opportunity; Held/unobserved=needed event/access/authority absent. Independent educator review, human whole-file listening/device/local-volume and classroom pilot all held. Source match is not effectiveness, endorsement or full attainment.