Scope: internal desk reading, score arithmetic, deterministic artifact validation and visually inspected A4 pages on 30 September 2026. No child, classroom teacher, access specialist, cultural authority or funder has piloted this pack. Candidate audio requires a human listening/volume decision on intended equipment. These are optional formative sessions.
Teacher · run Day 67 without a speaker
Place LOW HIGH LOW HIGH on the upper fixed four-place strip and copy it to a lower strip. The child chooses whether to replace only lower place 3 with HIGH. Keep both versions visible, then trace UP/DOWN/UP and UP/SAME/SAME. Follow six stages of 3/4/5/7/4/2 minutes. Record exact child-directed change and intention. Do not write “heard rising pitch,” “sang accurately,” or “plant changed” from the card version.
Learner · tactile and AAC route through Day 65
The unfamiliar four-mark source uses raised HIGH/LOW rails: HIGH LOW LOW HIGH. A wide guide reveals only one adjacent pair at a time. The child selects direction cards or AAC for all three joins; a neutral adult moves the guide only under child direction. The child may pass. This route supports a pitch plan/reading target without claiming aural discrimination.
Fresh-check audit
S asks three ordered joins of HIGH LOW LOW HIGH. T asks a one-cell revision of HIGH LOW HIGH HIGH and the last join in the revised score. Neither fresh source is the adult model in Day 68 or a worked core A–F score. The public sheets do not print worked answers. The educator key stays closed until each first full response is saved.
Prospective funder or assessor · what the evidence supports
The QCAA crosswalk pins exact Prep rows and holds genuine real-work and audience evidence until observed. Six original practice plus two fresh-check A4 SVG/PDF illustrations each have exact text/tactile routes. Three candidate cues have event-level frequency/time transcripts, and every sound task has an offline silent route. The rights ledger separates original materials from official descriptions and real cultural permissions. A read-only verifier and SHA-256 manifest establish internal consistency and artifact integrity, not learning impact, universal access, teacher acceptance or investment readiness.
Before classroom use
Educator checks print/card size, tactile preparation, AAC, consent, safe equipment and comfortable sound on intended speakers. A locally selected authentic work needs maker/context and permission, including relevant cultural authority. Record actual child listening/production, actual willing-audience receipt and real-source response separately. Local timetable adaptation, classroom pilots, independent access review and translated-language review remain open.