# Foundation Music / Queensland Prep · Weeks 11–12

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](../../term-1/weeks-09-10/README.md), 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](../../../term-2/week-11-ten-ways-to-see.md) invites making a tool readable in more than one form. Week 12 [asks how tools and space are shared](../../../term-2/week-12-sharing-tools-and-space.md). 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](LESSONS.md), [original A–F two-line score kit](MATERIALS.md), [30 participation routes](LEARNER-CARDS.md), [20 worked life-domain swaps](PRACTICE-SWAPS.md), [20 optional interest bridges](EXAMPLE-BANK.md), [short prompts](PROMPTS.md), and fresh [public checks Q/R](STUDENT-CHECKS.md) with a separate [educator key](teacher/KEY-AND-NEXT.md). Six original practice sheets and two checks each have illustrated A4 SVG/PDF, exact [text and tactile alternatives](print/TEXT-ALTERNATIVES.md). Two original short PCM cues have exact [event transcripts](audio/ASSET-INDEX.md) 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](CURRICULUM-CROSSWALK.md) 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](AUTHENTIC-SOURCE-SLOT.md). 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](https://creativecommons.org/licenses/by/4.0/); [rights ledger](SOURCE-AND-RIGHTS.md). 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.