# Foundation Music / Queensland Prep · Weeks 25–26

Ten optional Term 3 starts for Days 121–130. Children keep four quiet sound events with the **same pitch, planned level and source** while changing the three spaces *between* them. They plan a steady line (**middle–middle–middle**), events drawing closer (**long–middle–short**) or events spreading apart (**short–middle–long**). This is a child-readable introduction to changing event rate, distinct from the two whole-piece speeds in [Weeks 3–4](../../term-1/weeks-03-04/README.md), steady beat/rhythm in [Weeks 5–6](../../term-1/weeks-05-06/README.md), and two pitch/level designs in [Weeks 23–24](../weeks-23-24/README.md). Here an event is a short invented tone or mark; a gap is planned time between event starts, not a rest to be counted as another event.

The [integrated Week 25 picture-story guide](../../../term-3/week-25-picture-stories-and-tools.md) offers original paper frames as optional, fictional timing prompts. The [Week 26 fair-movement guide](../../../term-3/week-26-move-and-make-fair-rules.md) offers an optional stop/pass conversation. These Music scores are **not** directions for real movement, traffic, evacuation or safety; physical HPE and Dance evidence require separate actual observation. Term placement follows the project's year sequence, not a state-prescribed Music timetable.

Use [ten 25-minute scripts](LESSONS.md), [seven practice invitations](MATERIALS.md), [30 equivalent access routes](LEARNER-CARDS.md), [20 worked life-domain swaps](PRACTICE-SWAPS.md), [20 optional interest/home bridges](EXAMPLE-BANK.md), [teacher prompts](PROMPTS.md) and two fresh [public checks](STUDENT-CHECKS.md) with a separate [educator key](teacher/KEY-AND-NEXT.md). Eight original A4 SVG/searchable-PDF aids include exact [text and tactile/no-print alternatives](print/TEXT-ALTERNATIVES.md). Three original quiet WAV candidates include complete [event transcripts and no-sound routes](audio/ASSET-INDEX.md).

**Candidate audio is held** until a human educator listens to every whole file on intended equipment and approves local volume, room conditions and a stop/pass route. Never play a cue as a command for a child's body. No compulsory singing, tapping, headphones, recording, personal story, public solo or family disclosure. Paper/tactile tracks give full access to the score-planning comparison; they cannot establish aural discrimination, performed timing, comfort or an actual audience. A child may direct a neutral adult, use AAC/pointing/raised cards, choose private work or pass. Any live sound-making is locally reviewed and optional.

[Exact ACARA v9/QCAA Prep boundaries](CURRICULUM-CROSSWALK.md) mark partial/held codes. Real cultural/music inquiry uses the [authentic-source gate](AUTHENTIC-SOURCE-SLOT.md). [Source and rights ledger](SOURCE-AND-RIGHTS.md) and [candid role run-through](RUN-THROUGH.md) state what has and has not been verified. This is partial curriculum support, not a classroom pilot, whole-standard judgment, translation or universal-access certification.

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