Ten optional 25-minute Term 3 Music sessions for Days 141–150. One beat can hold one sound or two quick sounds. Children keep four steady beats and one chosen quiet source, select ONE or PAIR inside each beat, then make a tiny original opening or ending rhythm for a book display, maker show, toy scene or an own idea. They can try it with a locally reviewed familiar quiet sound, direct an adult maker, or plan entirely without sound. Week 30 rehearses and revises the rhythm while preserving the beat pace; children choose the version they want to keep or share.
This develops within-beat subdivision: PAIR has two equal short sounds in sequence inside one beat, starting at the beat start and middle. It differs from Weeks 5–6 sound/rest and one held sound across two beats, Weeks 25–26 changing between-start gaps, and Weeks 27–28 relations between two concurrent parts. Here one musical line can have four to eight events in the same four beats. The beat does not become faster just because it contains more sounds. No pitch, level, source contrast or formal note-name task is introduced.
Integrated Week 29 asks how music/pictures carry an idea. The child may choose an invented opening or ending purpose; a rhythm never guarantees a listener's meaning or feeling. Integrated Week 30 offers making/revising ideas. Music's chosen rhythm is separate from physically testing a paper holder: no musical revision proves a stronger object. Timing follows the project's year sequence, not a mandated state timetable.
Use ten runnable scripts, seven practical invitations and a usable live route, 30 participation choices, 20 worked variants, 20 optional free school/home bridges, and short child prompts. Two fresh public checks have a separate educator key/next steps. Eight original illustrated A4 SVG/searchable-PDF aids have exact linear, raised-card and no-sound alternatives. Three useful original audio candidates demonstrate one/pair/mixed events; full onset/silence transcripts and the complete silent score are supplied.
Audio is candidate only, not cleared for children. Whole-file human listening, intended device and comfortable local volume/room/stop review remain held. Live making also needs local review of the exact familiar sound, materials and participants before use. No compulsory singing, object striking, headphones, tapping, movement, recording, public solo, family possession/disclosure or purchase. A learner may use AAC/sign/words/pointing, broad raised cards or direct an adult, make privately, rest or pass. Offer choices to everyone; do not assign diagnoses, stereotypes or fixed learning styles.
A score shows the composition plan; actual heard discrimination, maintained pulse, sound-making, listener response and audience receipt are observed separately. Child-directed adult sound is the adult's making. Exact ACARA/QCAA crosswalk, source/rights/local authority, authentic-source gate, teacher/parent/learner/funder desk walkthrough and QA record state the limits. Authored/computer-checked is not independently educator-reviewed, child-tested or classroom piloted, full-standard attainment or universal-access certification.
Original words, scores, illustrations, SVG/PDF, code and tones © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit “SubjectNest by NeuroForgeIO Pty Ltd”, link source/licence and indicate changes. Covered ACARA/QCAA content and First Nations knowledge retain their own terms/authority; font has its separate licence. Deliberately regenerate with python3 generate_assets.py --write; verify read-only with python3 verify_pack.py; write final hashes after QA with python3 verify_pack.py --write-manifest.