This Term 2 pack follows the project's Australian Foundation year sequence.
Candidate audio stays on a human listening and local volume-review hold before use.
Ten optional 25-minute starts for Days 81–90. Children explore dynamic shape: a four-event score may stay very soft (V), gently lift to soft (S), release, or return. V and S are relative marks in an invented key; neither means silent, loud, a fixed decibel level, or a demand to use the voice. Every model keeps four event places, spacing, duration, pitch and electronic sound recipe fixed. This advances the Weeks 15–16 timbre/source work by changing the planned level instead of the source. No scored example asks a child to produce a loud sound.
The integrated Week 17 inquiry asks what a picture shows and leaves out. Here a score can show intended level changes; it cannot show whether anyone actually heard them. Integrated Week 18 addresses care for a shared place. Our quiet and no-sound choices can support a locally approved respectful setting, but they do not evidence a real place-care action. Term and week numbers are planning positions, not a state-mandated Music schedule; move them to match the school timetable.
Start with ten timed lessons, six practice aids, 30 access routes, 20 worked everyday swaps, 20 optional interest/home bridges, and short prompts. Two fresh public checks W/X have a separate educator key. Eight original A4 sheets have illustrated SVG, searchable PDF, exact text and tactile alternatives; three quiet original PCM candidates have full event transcripts and silent equivalents.
The sound files are candidates, not cleared for children. Before any use, an educator must listen to every file on the actual equipment, set and test a comfortable volume locally, check the room and children's choices, and offer the full no-sound route. Device level and individual experience cannot be inferred from PCM peak. A child may point, use AAC, trace raised one/two-dot V/S cards, direct a neutral adult, or pass. No compulsory singing, whispering, instrument handling, headphone use, recording or public performance. Record an actual child's heard or made sound only after it happened; a paper pattern evidences a plan.
The exact ACARA v9/QCAA Prep crosswalk marks partial/conditional coverage. A real arts-work and community-use inquiry is held in the authentic-source slot. Audience evidence requires an actual willing recipient. See rights and sources and the candid teacher/learner/funder walkthrough. This is a locally adaptable teaching pack, not a complete Prep Music course or an impact claim.
Original text, diagrams, SVG/PDF, code and synthetic sound © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Regenerate intentionally with python3 generate_assets.py --write. python3 verify_pack.py is read-only; write the SHA-256 manifest only after review with python3 verify_pack.py --write-manifest.