Review scope: internal desk reading, deterministic artifact checking and rendered print inspection, 30 September 2026. No learner, local educator, accessibility specialist, community authority or funder has piloted the pack. The cues remain candidates pending human listening and volume approval on intended equipment. These are formative sessions, not formal instruments.
Teacher: run Day 33 without a device
The teacher has two broad phrase cards, A X – X X and B – X X –, and C's A4 order board. The six 3/4/5/7/4/2-minute stages fit a 25-minute session: name each card, move the whole cards, let the child choose an order for a fictional paper scene, and record eight beat places/five events plus the child's intention. If a child chooses no sound, the musical order plan is still accessible. The teacher does not mark “heard phrase order” or Mathematics pattern attainment from the score.
Learner: quiet and tactile route through Day 36
A child who avoids sound places two fixed four-cell strips side by side with a raised phrase divider. They keep first A and direct a broad LONG card over local cells 3–4 of the second A, replacing its two short X cards. A neutral adult may read labels and act only on directions. The child can indicate five separate event cards and eight beat places by pointing or AAC. This gives access to a composition target, not evidence of acoustic sustain or timed performance.
Potential funder or assessor: inspect evidence and reuse
The crosswalk pins exact four QCAA Prep Music rows with partial evidence boundaries. Fresh M uses unfamiliar whole phrases C/D and N uses an unfamiliar held-start transformation; public sheets omit answers and a separate key audits them. Authored SVG/PDF/text/tactile/audio files have a deterministic generator and SHA-256 manifest. The rights ledger distinguishes original media from external curriculum and holds real cultural repertoire. A passing verifier establishes file integrity and internal arithmetic, not educational efficacy or independent accessibility certification.
Before classroom use
An educator should listen to each candidate cue on intended equipment at a comfortable level or use the complete no-sound route; check card scale, tactile access, AAC, safe materials, room acoustics and consent. A real-work encounter needs maker/context and permissions, including relevant cultural authority. Record only actual child sound, authentic listening and willing-audience events. Classroom pilots, teacher feedback, independent accessibility review and translated-language review remain open.