# Foundation Music / Queensland Prep · Weeks 21–22

Ten optional Term 3 starts for Days 101–110. A child chooses a **two-event opening**, makes a contrasting two-event middle, then brings the **exact opening back** as the final two events. The section names are **OPENING · DIFFERENT · RETURN**. This teaches return after contrast as a six-event musical structure. It advances the [Weeks 19–20 two-take revision](../../term-2/weeks-19-20/README.md) without repeating its one-mark edit task. Earlier two-phrase order and call/answer work did not ask children to hold a whole opening, contrast it, and bring it back as the ending. Pitch L/H cards are one easy practice medium; a child can instead use another locally approved familiar symbol key with the same structural rule.

The [integrated Week 21 shape-making guide](../../../term-3/week-21-shapes-we-find-and-make.md) and [Week 22 paper-map guide](../../../term-3/week-22-find-our-way.md) can offer optional picture/story contexts. Our section route is a **musical form**, not mathematics shape evidence, safe navigation or a real-world map direction. Term placement follows the project's year sequence; Queensland schools may timetable Music differently.

Use [ten runnable 25-minute lessons](LESSONS.md), [seven practice invitations](MATERIALS.md), [30 same-goal participation routes](LEARNER-CARDS.md), [20 worked swaps](PRACTICE-SWAPS.md), [20 optional interest/home bridges](EXAMPLE-BANK.md), and [short prompts](PROMPTS.md). Two fresh [public checks Return 1/2](STUDENT-CHECKS.md) have a separate [educator key](teacher/KEY-AND-NEXT.md). Nine original A4 illustrated SVG/searchable-PDF aids have [exact text, tactile and no-print equivalents](print/TEXT-ALTERNATIVES.md). Three short original electronic PCM candidates have full [event transcripts and silent equivalents](audio/ASSET-INDEX.md).

Sound is **candidate only** until a human educator listens to each file on the intended equipment and approves the local volume, room and child choice. No child must hear, sing, handle an instrument, wear headphones or perform publicly. The no-sound raised-card route fully meets the **structure-planning** target; it does not evidence aural recognition or controlled performance. A paper plan cannot show that a willing audience received the work, or why any real community uses music. Those need separate actual events. A child may use AAC, pointing, a neutral scribe or pass, and may keep their work private.

[Exact ACARA v9/QCAA Prep mapping](CURRICULUM-CROSSWALK.md) identifies partial and held codes. A permitted real work stays behind the [authentic-source gate](AUTHENTIC-SOURCE-SLOT.md). [Sources and rights](SOURCE-AND-RIGHTS.md), a candid [teacher/learner/funder run-through](RUN-THROUGH.md) and the [read-only pack verifier](verify_pack.py) make limitations visible. This is a teaching pack, not a classroom pilot, whole-standard judgment, state-equivalence claim or translated language edition.

Original text, cards, diagrams, SVG/PDF, code and electronic cues © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Regenerate deliberately with `python3 generate_assets.py --write`; verify read-only with `python3 verify_pack.py`, then write SHA-256 hashes after review with `python3 verify_pack.py --write-manifest`.