Ten optional educator-ready Music starts · Days 51–60Foundation Music · T2 W11–12 · Lesson sequence

Every script totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. A four-place score has two parallel sound lines. Read one numbered column through both lanes before moving to the next column. X marks one intended short sound on that line; REST marks no event there. If both lanes have X in one column, that is two planned events together, not one long sound. Raised strips with a vertical column guide, fixed broad cards, pointing, AAC and a neutral reader/scribe preserve the planning target. A child may pass, stop or change route. Candidate cues require prior human educator listening and comfortable-volume approval on the intended device; silence is a complete composition-planning route, not evidence of heard or played sound.

Week 11 · Day 51 · Draw one line, leave another open

Target/codes: distinguish two parallel four-place lanes and choose whether the lower lane rests throughout; AC9AMUFD01, AC9AMUFC01. Prepare: A two-lane sheet, Practice A, four broad column guides.

1. Welcome · 3 min. Show two horizontal lanes aligned under the same four numbered places. Say the lower lane is an option, not another child who must join.
2. Model · 4 min. Put X REST X REST on upper line and REST REST REST REST below. Trace columns 1–4; only upper X at 1 and 3 is planned.
3. Try together · 5 min. Child checks that a lower REST does not erase an upper X and both lanes share the same place numbers.
4. Child choice · 7 min. Child chooses a plain score or fictional paper light strip, places the upper marks and decides whether to keep the lower lane quiet. Child directs any adult hand movement.
5. Notice · 4 min. Save actual upper/lower marks and the child's choice. Paper does not prove either lane was sounded or heard.
6. Close · 2 min. Leave the frame ready for an optional lower answer that may overlap tomorrow.

Week 11 · Day 52 · What happens at the same place?

Target/codes: add lower REST X X REST beneath upper X REST X REST and identify one place where both lines plan an event; AC9AMUFD01, AC9AMUFC01. Prepare: B together sheet, Practice B.

1. Welcome · 3 min. Keep upper marks fixed. Introduce lower REST X X REST as a different line aligned to the same four places.
2. Model · 4 min. Slide a broad vertical window over each column. At 1, upper alone; 2, lower alone; 3, both X; 4, both rest.
3. Try together · 5 min. Child points to the only together place and distinguishes two planned events there from one extended sound.
4. Child choice · 7 min. Child decides whether to use the overlap or move a lower X to make more space in a drawn museum, game screen or plain score. If locally approved, candidate A cue offers an optional audible example after human review; quiet cards fully carry the target.
5. Notice · 4 min. Save original and child-chosen version separately, with stated intention. Only a real heard/play event supports acoustic claims.
6. Close · 2 min. Keep the original two-line score for a four-way reading tomorrow.

Week 11 · Day 53 · Read the four kinds of place

Target/codes: translate the two-lane Practice B score into four summary symbols: upper only, lower only, together, quiet; AC9AMUFD01, AC9AMUFC01. Prepare: C column reader, Practice C.

1. Welcome · 3 min. Show the stacked lanes and a second line of broad summary cards. They are two views of the same intended music, not two different scores.
2. Model · 4 min. Read each vertical column: 1 upper only; 2 lower only; 3 both; 4 quiet. Put a matching outline icon beneath each column.
3. Try together · 5 min. Child moves a four-column window and gives or chooses the summary sequence without needing speech.
4. Child choice · 7 min. Child invents a replacement icon for one summary state, explains it, and tests whether a willing adult can read that icon; no personal data or image capture.
5. Notice · 4 min. Record the two representations and actual adult feedback if received. Four summary cards do not demonstrate aural texture recognition or Mathematics achievement.
6. Close · 2 min. Save the child's icon legend for later composition.

Week 11 · Day 54 · Let one line enter and leave

Target/codes: design upper X X X REST with lower REST REST X X: upper alone at 1–2, together at 3, lower alone at 4; AC9AMUFD01, AC9AMUFC01. Prepare: D entry/exit sheet, Practice D.

1. Welcome · 3 min. Ask whether both lines must begin and finish at the same place. Show an optional lower line that waits until column 3.
2. Model · 4 min. Align both lanes. Trace top-only at 1 and 2, two X at 3, bottom-only at 4; use an arrow for the changing texture, not a speed or social rule.
3. Try together · 5 min. Child uses column window to identify where the lower line first enters and where upper rests.
4. Child choice · 7 min. Child chooses a different entry place in a paper garden, construction scene or plain score, then describes intended shape. A real partner is optional and must be willing; a paper score is enough.
5. Notice · 4 min. Record chosen entry/exit plan and any readability feedback, if a person actually gave it. Two lanes on paper do not prove group coordination.
6. Close · 2 min. Put practice scores away; the first fresh check uses new marks.

Week 11 · Day 55 · Fresh Check Q: four-window music

Target/codes: independently read an unfamiliar two-line four-place source and label upper-only, lower-only, together and quiet columns; AC9AMUFD01. Prepare: public Q, Q A4, broad window and labels; close key.

1. Welcome · 3 min. Explain this new paper puzzle tells the teacher what to offer next; no sound, speed or partner is required.
2. Access · 4 min. Show upper REST X X REST and lower X X REST REST in the same four columns. Read lane names and X/REST without identifying the four answers.
3. Independent plan · 5 min. Child considers each vertical column and chooses one of four summary labels for it.
4. Child response · 7 min. Save the first full ordered set of four labels or child-made equivalent through cards, AAC, pointing, drawing or a neutral scribe.
5. Self-check · 4 min. Child verifies that each column includes both lane cells and exactly one summary label; give no answer hint yet.
6. Close · 2 min. Later open separate educator key. After-check swaps use other source marks.

Week 12 · Day 56 · Choose a way to take part

Target/codes: offer a child-led choice of upper line, lower line, both drawn lines, quiet observer or pass, keeping the two-line music idea; AC9AMUFD01, AC9AMUFC01. Prepare: E choice board, Practice E, large role/source cards.

1. Welcome · 3 min. Ask which of two illustrated sound lines the child wants to design or inspect. Nobody owes an equal number of turns or a real ensemble role.
2. Model · 4 min. Adult chooses to design lower REST X X REST while upper X REST X REST remains. The score includes both even if one person designs it alone.
3. Try together · 5 min. Child points to an upper-only, lower-only, both or quiet column and chooses a comfortable response route.
4. Child choice · 7 min. Child selects a line/role, can renegotiate or pass, and changes one part of the score if desired. Actual sounding or shared equipment occurs only under local safety, consent and comfortable sound rules.
5. Notice · 4 min. Record the child's score choice and any actual consent/participation event separately. Do not infer social fairness or real sound from role cards.
6. Close · 2 min. Keep a version that can be revised by making space in one column.

Week 12 · Day 57 · Make space with one rest

Target/codes: change only lower count 3 from X to REST in Practice B, leaving the upper line and other lower places intact; AC9AMUFD01, AC9AMUFC01. Prepare: E revision board, Practice E, broad REST cover.

1. Welcome · 3 min. Revisit upper X REST X REST; lower REST X X REST. Ask what happens if the lower line waits at the previous together place.
2. Model · 4 min. Cover lower X3 with REST only. Columns become upper only at 1, lower only at 2, upper only at 3, quiet at 4.
3. Try together · 5 min. Child compares first and revised score with a vertical window. The one change removes the planned overlap; it does not prove a person made room in real life.
4. Child choice · 7 min. Child keeps or revises the sound-space plan for a paper workshop, story illustration or plain score and says why. The choice is theirs; no “right” amount of togetherness is imposed.
5. Notice · 4 min. Keep both versions and child's intention. No judgement of hearing, performance or social cooperation from the card shift.
6. Close · 2 min. Save revision language to support tomorrow's original composition.

Week 12 · Day 58 · Compose two lines that belong together

Target/codes: author a four-column, two-line score with a purposeful texture choice, then show it in stacked-lane and summary-card form; AC9AMUFD01, AC9AMUFC01. Prepare: F blank composer, Practice F, broad X/REST cards.

1. Welcome · 3 min. Offer two empty four-cell lanes. A child can include or avoid any together place; no required instrument, partner or volume.
2. Model · 4 min. Adult makes upper REST X X REST; lower X REST X REST, then shows bottom-only, top-only, together, quiet summary. This is a model, not the fresh check source.
3. Try together · 5 min. Child changes at least one adult cell in a practice copy and explains the change through symbols, AAC or pointing.
4. Child choice · 7 min. Child authors a distinct two-line plan and a four-column reader key, states intended musical effect, and decides whether a willing reader may see it.
5. Notice · 4 min. Preserve original/revised choices and exact route. Only actual user feedback or actual sound belongs in a separate observation.
6. Close · 2 min. Keep the child-authored score for optional sharing tomorrow.

Week 12 · Day 59 · Real work, willing listener, or pass

Target/codes: ask a source-grounded question about a locally authorised real work if available, and optionally share a child-authored score or approved sound with an actually willing person; AC9AMUFE01 and AC9AMUFP01 only on their observed conditions. Prepare: F share area, authentic source hold, child's work.

1. Welcome · 3 min. Offer private paper sharing with a willing person, comfortable approved sound, rehearsal, quiet observation or pass. No recording or public solo.
2. Model · 4 min. Educator shares their own two-line score with a willing colleague. If a real permitted work is available, name its maker/context source; otherwise keep that inquiry on hold.
3. Try together · 5 min. Ask “Who made the real work?” and “What does its maker or approved source say about its use?” The invented grid cannot answer this.
4. Child choice · 7 min. Child chooses whether a real willing person receives their original score or sounded work, can withdraw, or can rehearse/pass.
5. Notice · 4 min. Log actual recipient and medium if received; separately log the real work, source and child response if encountered. An offer without receipt is not audience evidence.
6. Close · 2 min. Return work to the maker. The next check tests a new two-line revision.

Week 12 · Day 60 · Fresh Check R: one changed lower cell

Target/codes: independently revise an unfamiliar two-line score by changing only one lower X to REST and identify where together remains; AC9AMUFD01, AC9AMUFC01. Prepare: public R, R A4, broad REST card; keep key closed.

1. Welcome · 3 min. This paper score puzzle guides next teaching; there is no hearing, physical turn or speed task.
2. Access · 4 min. Show upper X X REST X and lower REST X X X. Brief: leave upper line unchanged; in lower only, change local count 2 X to REST; keep lower counts 1, 3, 4.
3. Independent plan · 5 min. Child plans the complete revised two-line, four-column score and looks for any remaining column with two X.
4. Child response · 7 min. Save first full answer and indicated remaining together place by cards, AAC, drawing, pointing or neutral scribe.
5. Self-check · 4 min. Child traces both cells in each column, checks one lower change and intact upper, without a modelled answer.
6. Close · 2 min. Consult separate key after the first response; further sound and audience claims need separate real evidence.