Review type and date: internal desk reading plus generated-asset inspection, 30 September 2026. No child, local educator, accessibility specialist, First Nations authority or funder has piloted this pack. The optional audio has numerical file checks but remains a candidate awaiting human listening/volume approval. These are formative starts, not formal QCAA instruments.
Teacher: Day 24 in a 25-minute class slot
The teacher needs only D's A4 or four broad beat cells, one two-cell band, one X and one REST. In 3/4/5/7/4/2 minutes they can model that the band covers counts 1–2 yet counts as one event, invite independent placement and record four beat places versus two events. A child can trace instead of sustaining sound. The teacher must not mark “sustained tone produced” from the paper route. If the intended group has more support needs, the task can remain a small optional station rather than a compulsory whole-class activity.
Learner: quiet route through Day 26
A child who avoids sound fixes REST at 1, directs one broad raised band across 2–3, then an X at 4 under four pulse X. A neutral adult can read labels and place only directed cards. The child can indicate four beat places, three occupied places and two events through pointing or AAC. This is real access to the planning target without claiming what the child heard, voiced or played. Fixed broad cards avoid small loose pieces; local staff still check reach, contrast, tactility and individual preferences.
Assessor or potential funder: inspect the evidence boundary
The QCAA crosswalk quotes exact four ACARA v9 Prep Music descriptions and says where evidence is partial. Fresh K presents a new two-to-three-event revision with a retained rest; L presents a new held middle band and separates beat places, occupied places and sound events. Student sheets do not print the answers; the key is separate. The source ledger distinguishes our own scores/cues from official text and a held authentic-work slot. Generator, read-only verifier and SHA-256 manifest let a reviewer detect asset drift, but cannot establish classroom benefit or accessibility certification.
Before classroom use
Listen to every candidate cue on intended school equipment at comfortable volume or keep the full no-sound route. Check safe sources, room acoustics, card size, alternative communication and child consent. If exploring why music matters to communities, select a properly authorised real work with maker/context and cultural authority where relevant. Record actual willing-audience sharing only if it occurs. Classroom pilots, educator feedback, independent accessibility testing and reviewed translations remain open.