# Educator-only key and next teaching

Keep this separate from the public check page. These are formative evidence prompts, not a graded instrument. Save the child's first response before hints, modelled answers or after-check swaps. Accept accessible response modes; record the support used. A pass leads to another invitation, not a deficit label.

## Check O · J answer with one changed place

Starting call J = **REST X X X**. Starting answer is identical J. The requested complete response is **REST X X X / REST REST X X**. First phrase stays J. The second phrase alone changes local count 2 X to REST; reply counts 1, 3 and 4 stay REST, X, X. There are eight beat places, three planned events in call and two in answer, five total. Circle/triangle labels may be used but are not scored as actual performers or sound sources.

Look for (1) two full four-cell groups, (2) first J unchanged, (3) only reply local 2 changed to REST, (4) child can indicate the change. If the child changes first J, revisit first/second group boundaries with broad divider. If they change another reply mark, compare local number labels in the two groups before practising a different source. If they match all marks, offer a later new one-mark answer. Do not claim they heard a call, played in time or reached an actual audience.

## Check P · V answer and source-label switch

Starting call V = **X X X REST**. Starting answer is identical V. The complete requested response is **X X X REST / REST X X REST**, with **circle** over the unchanged call and **triangle** over the changed reply. First phrase has three planned events; reply has two; total five over eight beat places. Reply local 1 is the only rhythm mark changed, from X to REST. Its local 2 and 3 remain X; local 4 remains REST. Triangle replaces the second phrase’s original circle as an abstract *source label*.

Look for (1) both full four-cell phrases, (2) original call untouched, (3) reply local 1 changed and 2–4 retained, (4) circle first/triangle second as a **plan**, (5) the child can point or otherwise indicate two kinds of change: rhythm mark and source label. If the score is correct but source labels are confused, practise source order on an unrelated two-panel sheet. If only source changes, revisit the specified reply rhythm cell. If a child invents a coherent alternative, record it as an original idea, then separately note that it does not match this constrained check. The correct card plan is not actual-audience evidence. For aural or production claims provide separate directly observed sound/listening notes.

## Daily next-step ledger

| Day | What a first response can show | Next prompt if incomplete |
| --- | --- | --- |
| 41 | Whole four-place echo T then T with correct two rest places. | Copy one raised T card as a whole before comparing local cells. |
| 42 | Unchanged first T and only second local 3 changed to REST. | Fix phrase divider and use a removable cover over just reply cell 3. |
| 43 | Circle/triangle role order and arrow across two intact phrases. | Point first/then across two large panels; avoid requiring a peer. |
| 44 | Choice between T′ and U with a child-stated musical reason. | Compare reply beginnings and event places without prescribing a feeling. |
| 45 | Fresh J check as above, saved before any after-check swap. | Practise a different unfamiliar four-cell source on another day. |
| 46 | Source labels assigned while rhythmic cell count stays fixed. | Separate source-icon row from the four numbered rhythm cells. |
| 47 | Two labels swapped while eight rhythmic places remain unchanged. | Overlay transparent fixed rhythm strips as labels move. |
| 48 | Child-authored eight-place echo, change or contrast and intention. | Offer two blank four-cell frames and a limited broad-card choice. |
| 49 | Actual maker/context question if a permitted real work was encountered; actual willing recipient/medium if shared. | Keep either evidence line blank until its real condition occurs. |
| 50 | Fresh V check as above, saved before any after-check swap. | Practise one new source and one new label mapping separately later. |

**Evidence boundary:** Paper/card planning supports Music idea development. A child who points to an intended echo has not thereby *heard* an echo; a child who labels two sources has not thereby *made* or discriminated their sound. An optional adult-played cue does not prove child production. A willing person must actually receive the work for AC9AMUFP01. A real authorised work and source-grounded child response are needed for AC9AMUFE01. Do not convert a count of four places into a Mathematics attainment claim.