# Foundation Music / Queensland Prep · Weeks 23–24

Ten optional Term 3 starts for Days 111–120. A child makes **two musical ideas for the same neutral fictional moment** and explains why their pitch/level choices differ. Each idea has three equal event places, one fixed invented electronic source, pitch L/H and planned level V/S. By the second week, children compare maker intention with the *actual words* of any willing listener; a score, pitch direction or soft mark never establishes a real person's emotion. This advances [Weeks 21–22 opening/contrast/return](../weeks-21-22/README.md) into **alternative sound design and interpretation**, without requiring an exact repeated ending.

The [integrated Week 23 story guide](../../../term-3/week-23-a-story-we-can-place-in-time.md) offers fictional events as optional prompts; Music plans do not become English retell or HASS evidence. [Integrated Week 24](../../../term-3/week-24-feelings-and-help.md) separates a character's stated feeling from another person's guess. Likewise, ask a maker/listener what they mean; never infer a child's emotion, need for help, sensory profile or safety situation from their sound choices. Term 3 placement follows the project's year sequence, not a state-mandated Music timetable.

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

**Candidate audio is held** until a human educator listens to every file on intended equipment, approves local volume and room conditions, and offers the no-sound route. A child may point, use raised cards or AAC, direct a neutral adult, keep work private or pass. No compulsory singing, headphones, object striking, recording, family disclosure or public solo. Paper choices can evidence a plan; actual hearing, performed control, listener response, real-work context and willing-audience receipt need separate observations.

[Exact ACARA v9/QCAA Prep mapping](CURRICULUM-CROSSWALK.md) marks partial/held codes. A real arts work stays behind the [authentic-source gate](AUTHENTIC-SOURCE-SLOT.md). See [rights and sources](SOURCE-AND-RIGHTS.md) and a candid [teacher/learner/funder run-through](RUN-THROUGH.md). This is partial curriculum support, not a classroom pilot, universal-access certification, local syllabus decision, translation or whole-standard judgment.

Original text, score 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`; run `python3 verify_pack.py` read-only, then write SHA-256 hashes only after review with `python3 verify_pack.py --write-manifest`.