# Current ACARA v9 / QCAA Prep Music crosswalk · W37–38

**Checked 30 September 2026.** Exact four Foundation Music descriptions/source rows from [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), compared with pinned local import data/frameworks/acara-v9.json (29 September). Fresh direct GET HTTP 200, 2,049,917 bytes, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Foundation generic Arts wording uses Music codes; interlocking event handover is our musical teaching focus, not an invented mandated technical skill/speed. Source © ACARA 2010–present under [terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); no ACARA endorsement.

| Exact Music code / strand | Official workbook row / exact description | Pack opportunity / required actual evidence |
|---|---|---|
| AC9AMUFE01 · Exploring and responding | 21218 · explore how and why the arts are important for people and communities | **Partial, conditional:** actual Share One Rhythm score/source encountered and observed child response Days 181/187, accurate computer-created model/documented educational author purpose. Narrow author-model purpose only, no invented human/community/effect. **Varied appropriate actual sources** required for wider people/community contexts; Day 189 wider opportunity **Held** pending actual authorised resource/context/child response. Listing/teacher monologue 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 six-beat sound/wait rhythm, one-owner event allocation/revision, accessible actual quiet one-part Music making/rehearsal and optional shared line; fresh coverage/repair Days 185/190. Silent composition not performance, actual aural experience/source contrast/scoped rhythm-entry/support requires accessible observation. No speed/body/compulsory two-person target. |
| AC9AMUFC01 · Creating and making | 21237 · create arts works that communicate ideas | **Partial opportunity:** own child-chosen fictional scene/music-alone purpose or unstated, rhythm/source ownership/instruction/revised preferred version. Own decisions/work required; supplied model copying alone not independent creation. Intended purpose/contrast/meaning not proof of actual receiver interpretation/achieved effect. |
| AC9AMUFP01 · Presenting and performing | 21246 · share their arts works with audiences | **Held** until child chooses an actual willing recipient and own work actually shared/received through accessible medium. Silent actual score sharing can show sharing, not playing/hearing; invitation/imagined audience/private keeping insufficient. Directed adult sound adult performance; actual child making/audience receipt separately observed. No public solo/upload or two-person performance required. |

## QCAA achievement-standard relationship and fetch limits

[Official QCAA Prep Music alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_music_prep_as_cd_alignment.pdf) associates describing encountered arts experiences/observations/ideas/feelings with FE01/FP01 and using play/imagination/arts practices to create/share different forms with all four codes. This limited pack is not whole achievement-standard attainment, grade or C-standard judgement. © State of Queensland (QCAA) 2023, CC BY 4.0 under [copyright/exceptions](https://www.qcaa.qld.edu.au/copyright); ACARA material retains its terms.

Fresh direct alignment PDF GET **403**, no PDF downloaded; fresh official **indexed** text read for exact codes/descriptions/aspect mappings/copyright. [Music v9 page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) resource list read in official indexed result; direct GET 403. Implementation memo also direct 403, no current adoption date asserted. [Receipts](SOURCE-RECEIPTS.json) distinguish methods and limits. School/system confirms actual adopted version/timetable/judgement/access requirements.

[Official Arts overview](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts) freshly reviewed describes Music practices as aural and involving listening, composing and performing across varied contexts. No-sound planning supports composition/access and cannot establish aural discrimination, actual rhythm/entry/timbre, child sound production or ensemble performance. Whole-file human/device/local-volume clearance and live source approval are separate from learner evidence. Graphical exact union/one-owner rules are not arithmetic/social fairness or cultural authority. Independent educator/access/actual-user/pilot gates held.