# Current ACARA v9 / QCAA Prep Music · W39–40

**Checked 30 September 2026.** [Official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) fresh direct GET HTTP 200, 2,049,917 bytes, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3, identical to pinned local import data/frameworks/acara-v9.json (29 September). Exact Foundation Music descriptions/source rows below; generic Foundation Arts wording under Music codes, no invented mandated reversal/metre/technical target. © ACARA 2010–present under [terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use), no ACARA endorsement.

| Code / strand | Exact official row / description | Partial opportunity / actual evidence boundary |
|---|---|---|
| AC9AMUFE01 · Exploring and responding | 21218 · explore how and why the arts are important for people and communities | **Partial, conditional:** actual Back to the Start score/source encountered and child response observed Days 191/197; accurately original computer-created model/documented author purpose, no human/community/effect invention. Narrow author-model purpose only; **varied appropriate actual sources** required for wider people/community contexts. Day 199 wider opportunity **Held** pending exact permitted source/context/actual encounter/response, not filled by blank portfolio/teacher monologue. |
| AC9AMUFD01 · Developing practices and skills | 21227 · use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas | **Partial opportunity:** own five-decision rhythm/last-bit-first phrase, accessible actual quiet one-phrase making/optional whole, rehearsal/revision/full correspondence, held fresh 195/200 planning. Silent plan not performance; actual aural/rhythm-entry/control/support requires accessible scoped observation. No fixed speed/voice/body/fine-motor/independence/two-person/public target. |
| AC9AMUFC01 · Creating and making | 21237 · create arts works that communicate ideas | **Partial opportunity:** child own purpose/music alone/unstated, rhythm/reversed decisions/instruction/revision/preferred actual piece. Copying supplied model alone not independent own creation. Intended purpose/reversed structure not proof of perceived meaning/actual scene/effect; portfolio only available actual own work. |
| AC9AMUFP01 · Presenting and performing | 21246 · share their arts works with audiences | **Held** until own work actually shared/received by chosen willing actual audience/medium. Silent actual score sharing can evidence sharing, not playing/hearing; MODEL/invitation/private keeping cannot. Directed adult realization adult performance, actual child maker/receipt separate; no compulsory public performance. |

[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 actual encountered works with FE01/FP01 and using play/imagination/arts practices to create/share forms with all four descriptions. Limited fortnight/portfolio not whole achievement standard/grade/year-end level. © State of Queensland (QCAA) 2023, CC BY 4.0 under [copyright/exceptions](https://www.qcaa.qld.edu.au/copyright); ACARA retains terms.

Fresh direct alignment GET **403**, no PDF downloaded; fresh official **indexed** codes/descriptions/standard-aspect mapping/copyright text read. [Music v9 page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-the-arts/music) direct 403; resource list already reviewed in same-session official indexed text. Implementation memo direct 403; no current adoption date claim. [Receipts](SOURCE-RECEIPTS.json) distinguish methods/read scope; school/system confirms adopted version/timetable/judgement/access.

[Official Arts overview](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts) fresh direct 200 and official indexed Music text reviewed: Music practices aurally based, listening/composing/performing across varied contexts. No-sound access/composition not actual aural/performance evidence. Candidate human/device/local-volume approval separate from actual learner and live source evidence. Five-plus-five reversal teaching choice, no reversed waveform/melody/cultural attribution.

Forty weeks of authored Music starts, including this closing fortnight, **do not certify whole Music curriculum or Foundation year**. Full Music breadth, varied actual people/community/First Nations contexts under authority, actual aural/maker/audience evidence, school/system judgement/independent educator/access/user/pilot review remain needed. Quantity/portfolio form/paper first responses not annual attainment/growth or official endorsement.