Open only after the first M/N responses are preserved. Equivalent fixed cards, tactile strips, drawing, AAC, pointing or neutral scribing count for the planning target. A child may make another coherent original pattern during open play; these two checks use specified constraints. Neither establishes full Prep Music achievement, Mathematics attainment, heard pattern recognition or performance.
Check M · postcard phrase order
Start C|D: X X – X / – X – –. Swap the whole four-cell groups, giving D|C: – X – – / X X – X. D still has one X at its local 2; C still has X at local 1, 2 and 4. There are eight beat places and four short events total (one in D, three in C). Independent tuple audit: C=(1,1,0,1), D=(0,1,0,0); answer is D+C, with each tuple unchanged. If a child reverses the marks inside C or D, later practise moving a whole different card instead of correcting their first response.
Check N · the paper window finish
Keep phrase 1 X X – X. Phrase 2 becomes LONG(1–2), REST(3), X(4). The wide band covers local beat places 1–2 but is one sound event; X4 is a second. Phrase 2 therefore has two separate sound events, fewer than its starting three. The full score has eight beat places and five separate sound events (three then two). Independent audit: original second phrase event cards X1, X2, X4 = 3; transformed cards LONG(1–2), X4 = 2; occupied beat places remain {1,2,4}, rest remains 3. If a child leaves two X beneath the LONG band, later use an unrelated two-cell band to revisit “one held event, not an extra layer.”
Ten observation and next-teaching rows
| Day | Evidence to save | Next teaching if uncertain |
|---|---|---|
| 31 | Four-cell A, quiet local 2, three planned events and child purpose. | Fix one raised four-cell strip and identify phrase boundary. |
| 32 | Two matching A groups, eight beat places and six events. | Put the two whole A cards next to each other and compare local counts. |
| 33 | A then B versus B then A; internal A/B marks stay, five total events. | Move large whole phrase cards rather than individual X/REST pieces. |
| 34 | Phrase 1 fixed; second phrase final X changes to REST; five total events. | Cover only the final local cell of phrase 2 and compare before/after. |
| 35 | First M D-then-C plan and explanation before key. | Use unrelated phrase cards for whole-group reordering; use M later only as practice. |
| 36 | Second phrase LONG across 3–4; five events; any actual sound separately. | Trace one band over two fixed local cells, without breath demand. |
| 37 | Both scores have eight beat places; repeat has six events, held version five. | Count separate sound-event cards, then count occupied cells. |
| 38 | Child-authored complete two-phrase relation and intended musical effect. | Offer two complete four-cell cards before asking for one change. |
| 39 | Real work/maker/permission if encountered; actual willing score/sound share, rehearsal or pass. | Arrange authorised real repertoire or a willing recipient later if appropriate. |
| 40 | First N full score, band location and fewer-event explanation. | Contrast held first pair with an unrelated held last pair after response. |
Evidence boundary: The card route shows intended repeat/order/variation. For aural or production claims provide separate comfortable, accessible educator-observed opportunities. AC9AMUFE01 needs a verified real work, maker, permission and context. AC9AMUFP01 needs actual sharing with a willing person; puppet rehearsal is not actual-audience evidence. Do not infer an audience's feelings or cross-subject attainment from a correct score.