# Educator-only key and next teaching

Keep this away from the public check sheets. Save the child's first full response and route before hints, correction or after-check swaps. These are formative plans, not a formal graded instrument. Passing leads to a later invitation, not a penalty.

## Check U · five unfamiliar source placements

Public source: **A B B A B**. The four adjacent comparisons are A→B **CHANGE after place 1**, B→B **SAME after place 2**, B→A **CHANGE after place 3**, A→B **CHANGE after place 4**. Correct boundaries are **1→2, 3→4, 4→5**, three source changes. A complete response retains all five labels and marks those three gaps, not “place 1, 3, 4 are wrong.” A child may use a consistent alternative mark or AAC key if meaning is clear. A printed solution cannot establish timbre hearing.

If they mark every B card rather than each transition, cover all but one adjacent pair on a *different* practice source. If they report higher/lower pitch, separate source-key, pitch and comfort cards. Observe actual approved hearing in a separate, voluntary moment if an aural claim is desired.

## Check V · one B at the end

The brief requires **A A A B**. Places 1–3 are A, place 4 is the only B, and the one source switch is **3→4**. Accept any child-owned musical intention that relates meaningfully to the contrast, without asserting a universal listener response. A reason such as “I wanted the last event to stand apart” is sufficient. A label match with no stated reason still shows some planning but leaves communicated intention unobserved. An A B A B plan may be a coherent free composition but does not meet this constrained brief.

Check V is a paper composition plan; it cannot demonstrate actual audible B, child sound production or audience receipt. For those claims, record separately what sound happened, which child action occurred, who actually received the work and how.

## Daily next-step ledger

| Day | First response worth keeping | Next teaching if needed |
| --- | --- | --- |
| 71 | A/B source key matched by word and shape; own choice. | Fix raised circle and striped square beside printed letters. |
| 72 | Four-source row using one repeated key and a reason. | Build only two places, then extend to four without changing the key. |
| 73 | AABB and the source boundary after place 2. | Place a wide marker between neighbouring cards, never on a pitch rail. |
| 74 | Source and action as distinct planned fields; any actual observation separately. | Model one safe locally approved pair without naming a guaranteed sound. |
| 75 | Fresh U full first reading and boundaries. | Practise a different five-card source sequence after saving. |
| 76 | Proposed source/action separated from actual observed sound. | Keep an “untried” box visible and mark it honestly. |
| 77 | First/revised source rows with place 2 changed only. | Overlay clear first row and replace one broad card in the second. |
| 78 | Child-authored four-source palette and intention. | Ask for one chosen first card and build the remaining three. |
| 79 | Real maker/context response or actual willing recipient only if observed. | Leave unobserved evidence fields empty and arrange a permitted later opportunity. |
| 80 | Fresh V full score, 3→4 boundary and child reason. | Use a different ending brief on another day; do not reuse V as practice. |

**Evidence boundary:** The A/B score represents intended recipe choice. It cannot by itself prove acoustic difference, timbre discrimination, safe device level, source production or audience reaction. AC9AMUFE01 needs authorised real work plus child response; AC9AMUFP01 needs actual reception by a willing recipient. Integrated ten-tile partition and water capacity require their own subject-specific evidence.