Ten optional 25-minute starts for Days 51–60. A child designs a four-place score with two sound lines sharing the same time. At each place, the upper line can act alone, the lower line alone, both can act together, or both can rest. Children choose, explain and revise a musical texture. This builds on Weeks 9–10, where two phrases took turns; here two lines can overlap. “Upper” and “lower” are positions on a page, not high and low pitch or a judgement about people.
The integrated Week 11 design inquiry invites making a tool readable in more than one form. Week 12 asks how tools and space are shared. This pack offers a child-led score design and an invitation to negotiate voluntary musical roles. Four numbered beat places are Music planning supports, not evidence of Mathematics attainment, equal numerical sharing, or a rule that two children owe identical turns. Schools can move these sessions to suit local term dates and arts timetables. The folder follows the project's Week 11–12 Term 2 route, not a mandated state week-by-week schedule.
Use ten timed scripts, original A–F two-line score kit, 30 participation routes, 20 worked life-domain swaps, 20 optional interest bridges, short prompts, and fresh public checks Q/R with a separate educator key. Six original practice sheets and two checks each have illustrated A4 SVG/PDF, exact text and tactile alternatives. Two original short PCM cues have exact event transcripts and full no-sound quiet routes. An educator must listen and approve each candidate cue's level on intended equipment before classroom playback.
The ACARA v9/QCAA Prep crosswalk names the exact codes and the evidence still held. A paper overlay can show an intended together/alone/quiet design. It cannot prove that the child heard two sounds, maintained a pulse, made a tone, cooperated in a real ensemble, or shared with an actual audience. Record these only if they happened and were directly observed. A real maker and culturally authorised work remain in the authentic source slot. No child must sing, move, hear a device, join a group, disclose family music, or sound an object. Broad fixed cards, raised lanes, AAC, pointing, a neutral scribe and pass are valid planning routes.
This is partial curriculum support, not a full term, a formal instrument, proof of impact, universal access certification or QCAA/ACARA endorsement. Original words, score illustrations, SVG/PDF and synthetic cues © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; rights ledger. Regenerate assets deliberately with python3 generate_assets.py --write; run python3 verify_pack.py read-only; write SHA-256 hashes only after review with python3 verify_pack.py --write-manifest.