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Day 1 · Three places for soundFoundation Music · T1 W1–2 · Day 1 lesson

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Foundation / Music / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Target/codes: make a three-slot sound idea and explain one possible fictional purpose; AC9AMUFD01, AC9AMUFC01. Prepare: A board, broad X cards, A.

  1. Welcome · 3 min. Show three large numbered spaces. Say that the spaces help us decide when a sound could happen; no child must make it.
  2. Model · 4 min. Place X in 1, 2 and 3 at equal visual intervals. Point slowly to each, optionally using the quiet A cue (playback review held). Explain that three gentle signals could open a fictional paper display.
  3. Try together · 5 min. Invite a learner to direct X cards into the slots. Count all three, even without a sound source. An adult moves cards only as directed.
  4. Child choice · 7 min. Child chooses a paper visitor, plant or toy as a fictional receiver and shows an original three-slot idea by sound, card or drawing. Record the child's stated purpose, not a guessed audience reaction.
  5. Notice · 4 min. Ask “Where are the three sound places?” Check the same three numbered slots are visible, regardless of route.
  6. Close · 2 min. Save the score and a child reason. Tomorrow one slot can be silent.

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