Accept broad cards, fixed raised rails, drawing, pointing, AAC, a neutral reader/scribe or pass. During S/T save the complete first response before modelling a solution. No child owes a reason for route choice or withdrawal.
| Day | Say or show |
|---|---|
| 61 | “Where do the notes stay on one pitch, and where does the plan rise?” |
| 62 | “Follow three joins. Which way does each one go?” |
| 63 | “How is one fall different from the zigzag plan?” |
| 64 | “Does the middle pair stay at the same pitch?” |
| 65 | “Read each of the three joins in this new score.” |
| 66 | “If HIGH is pitch, does it tell us to make the sound loud?” |
| 67 | “Keep version one. Which exact pitch mark changed in version two?” |
| 68 | “What four-tone idea did you make? How will someone read its joins?” |
| 69 | “Who made the authorised real work? Would you like a willing person to receive yours?” |
| 70 | “Keep 1–3; change only the last pitch. What does the final join do now?” |
Record precisely: “Child placed a HIGH card at place 3” or “child pointed to an UP join” is graphic-plan evidence. “Child heard higher pitch,” “sang in tune,” “played four short tones,” “listener felt something,” or “a real musical work serves a community purpose” each needs separate actual observation or maker/context source. A story picture, family detail or plant drawing cannot supply those Music facts.