Keep this away from first Q/R attempts. These are formative invitations, not grades or timed tests. Save the child's original full response, route and any neutral support before modelling, correcting or using after-check swaps. A pass leads to another invitation.
Check Q · four unfamiliar columns
Public source: upper REST X X REST; lower X X REST REST. The ordered reader key is LOWER ONLY / BOTH / UPPER ONLY / QUIET. Column 1 has upper REST and lower X; 2 has X and X; 3 has upper X and lower REST; 4 has REST and REST. Across two lanes there are four planned X events, in three occupied columns, with two events together at count 2.
Look for four ordered labels, each based on both vertical cells. If a child reads all upper marks first and then all lower marks, return later to a wide vertical window on a different example. If they call two X “one long sound,” use two distinct broad note dots and compare a one-line held band from earlier work. If they use an original icon legend that preserves the four relations, record it as valid planning. Do not infer actual hearing, playing or Mathematics attainment.
Check R · change one lower count, find what remains
Public starting score: upper X X REST X; lower REST X X X. Revised complete score: upper X X REST X unchanged; lower REST REST X X. Only lower count 2 changes X to REST. Before revision, both X occur at counts 2 and 4; after, count 4 alone still has two X together. Revised columns read UPPER ONLY / UPPER ONLY / LOWER ONLY / BOTH. The revised plan has three upper events plus two lower events, five planned events, not five beat places.
Look for unchanged four-cell upper, changed lower count 2 only, retained lower 1/3/4, and remaining together at 4. If a child changes upper count 2, fix lane labels in a new practice source. If both X vanish, compare before/after using an acetate or broad REST cover only on lower 2. An alternative coherent composition can be celebrated separately but does not meet this constrained check. The correct card plan is not actual-audience evidence. For aural or production claims provide separate directly observed listening or sound-making evidence.
Daily next-step ledger
| Day | First response worth keeping | Next teaching if needed |
|---|---|---|
| 51 | Upper and lower share four aligned places; lower may stay quiet. | Fix two tactile strips under one large number row. |
| 52 | Two X intentionally align at one place in separate lanes. | Move one vertical window through both cells of each column. |
| 53 | Second representation truthfully matches all four columns. | Offer two large icon choices before four choices; expand after success. |
| 54 | Lower planned entry at 3, upper exit after 3, no forced partner. | Trace upper-only, both, lower-only as three large picture panels. |
| 55 | Fresh Q ordered key, recorded before hints. | Revisit vertical reading with unrelated marks after first check. |
| 56 | Child's preferred musical design/participation route and any consent recorded separately. | Offer upper, lower, quiet observer and pass without assigning a peer. |
| 57 | One lower REST revision with exact before/after column relation. | Keep upper fixed beneath clear acetate while lower 3 changes. |
| 58 | Child-authored two-line score and a legible reader key with an intended effect. | Start with two blank fixed lanes and let child choose first event/place. |
| 59 | Actual permitted real-work response and/or actual willing recipient/medium, if they occurred. | Leave either evidence line blank until the real condition is met. |
| 60 | Fresh R full revised score and remaining together place, before hints. | Return with a different one-cell lower change after preserving first work. |
Evidence boundary: A card overlay is a musical plan. It does not show that a child heard two sources, kept time, controlled simultaneous sounds, cooperated with a partner or met a Maths grouping outcome. Playing candidate audio on an adult device does not prove child production. AC9AMUFP01 requires a real willing audience recipient and actual medium received; AC9AMUFE01 requires an authorised real work/source and a child response.