Ten optional 25-minute Term 4 sessions, Days 151–160. Children make a short two-part accompaniment: A's four-beat backing comes round again exactly, while B tries a different four-beat idea in round 2. The practical outcome is an own tiny duo for an invented paper book, picture show, toy scene or music by itself. A learner may make a reviewed familiar quiet sound, direct willing adult makers, read/shape broad cards silently, keep private or pass. Two rounds are enough; no endless looping or required performance.
This combines earlier phrase-repeat and two-part work into a repeated backing under a changing part. Weeks 27–28 explored relations within six shared places; Weeks 29–30 fitted one/two events inside a beat. Here A has one short sound or wait per beat and preserves its whole four-beat pattern across rounds while B independently changes. It is a new accompaniment/coordination task, not another pitch/level, gap, subdivision or exact opening–middle–return exercise. “Backing” names a musical role, not rank or a child's identity.
Integrated Week 31 offers original book/sign/paper-screen forms; a child may choose a paper-book opening or accompaniment. Music does not prove a working screen or a real book rule. Integrated Week 32 explores adding/taking away and clear records; altering a part is a Music choice, not mathematics evidence or a tested physical design. Term placement follows the year sequence, not an official weekly timetable.
The pack supplies Page Turn: an actual original SubjectNest computer-created teaching model, with graphic score, honest author-purpose/source card and synthesized candidate sound. Its stated purpose is to model backing repetition with change in another part so teachers/learners can try their own small duos. No named human composer/performer, cultural tradition, community importance or proved effect is invented. The actual supplied score/source may be encountered through exact description or raised cards and a child's response observed; this is a narrow partial FE01 opportunity, while broader people/community contexts still need varied appropriate works/sources.
Use ten daily scripts, seven practical invitations/live route, 30 participation choices, 20 worked variants, 20 optional free bridges, short prompts, and two fresh public checks with a separate educator key/next steps. Eight original illustrated A4 SVG/searchable-PDF pairs include exact linear/raised/no-sound alternatives. Three original candidate audio files supply the model and isolated parts with complete event/onset/silence transcripts.
Audio is candidate only, not cleared for children. Whole-file human listening, intended device and comfortable local volume/room/stop review are held. Any optional live making also needs exact source/material/technique/participant review. No compulsory singing, headphones, object striking, tapping, movement, recording, public solo, family disclosure/possession or purchase. Choices are offered to everyone without diagnosis, stereotype or fixed learner types. A child's directed adult sound is adult performance; actual hearing, maintained beat/independent parts, sound-making, listener meaning and audience receipt require separate accessible observation.
Exact ACARA/QCAA crosswalk, rights/source/local authority ledger, additional authentic-work gate, four-role desk walkthrough and QA record make limits explicit. Authored/computer-checked is not independently educator-reviewed, child-tested or classroom piloted, full-standard attainment, cultural authority or universal-access certification.
Original text, named work, scores, illustrations, SVG/PDF, code and synthesized tones © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit “SubjectNest by NeuroForgeIO Pty Ltd”, link source/licence and indicate changes. Curriculum/font/First Nations knowledge retain their own terms and authority. Deliberate regeneration: python3 generate_assets.py --write; read-only verification: python3 verify_pack.py; write reviewed hashes: python3 verify_pack.py --write-manifest.