[
  {
    "term": "Autumn 2",
    "week": 2,
    "pathway": "BUILD",
    "shared_with": [],
    "duration": 40,
    "dates": "9–10 November 2026",
    "part": "A",
    "part_name": "Take part",
    "access": "You can tap, point, sign, nod or use a quiet hand move. Ask for less sound or a pause. Use your usual way to show what you know.",
    "source_links": [
      "BUILD Weekly - Autumn, B110/C110, row 110"
    ],
    "scheme_outcome": "Keep a steady beat / join a group piece.",
    "scheme_row": 110,
    "week_header": "Autumn 2 · Week 2",
    "ladder": [
      "Point to the place or instruction.",
      "Ask one short question.",
      "Say the instruction in a new way.",
      "Give a choice or a small guide.",
      "Show the first step only. Then give the task back."
    ],
    "teacher_common": "Use Supported as needed, Independent for a pupil ready to take the lead, and Aspire for more depth. The route changes help, not the shared beat goal. Use five individual records within a pair and a trio; rotate beat keeper, part player and watcher. Never require solo performance. Quiet finger taps, a visible nod or pointing can show the same timing. Teach a raised flat hand as STOP; agree it before sound starts. Keep volume low and use a soft surface. Wait for each pupil to opt into a role and use a trusted partner when needed. Read back scribed words and let the pupil correct them. Give one clear success and one next step. A pupil responds in the same colour, on the same page or usual mode. Mark R only when Voice and Audience are present, one NS has been given and the pupil has made the response. Use VF, WS, I, NS, //, ?, E and R only for what happened. A photograph or class tick does not prove an individual skill. Pupil code and staff fields stay blank until actual use.",
    "comparison_intro": "Try two short class parts. Part A has four taps. Part B has a tap, a rest, a tap and a rest. Each part has four beat spaces.",
    "comparison_prompts": [
      "Both parts have ___ beat spaces.",
      "Part A has ___. Part B has ___.",
      "In a rest I ___.",
      "I keep the beat by ___."
    ],
    "comparison_note": "These are new class patterns. Count each rest for one full beat. A rest is quiet time; it does not remove the beat.",
    "picture_colours": [
      "Picture colours.",
      "Navy: headings.",
      "Blue: outlines and beat numbers.",
      "Teal: TAP circles.",
      "White: REST circles and paper.",
      "Grey: beat spaces.",
      "Red: STOP reminder.",
      "The logo has a navy background.",
      "It has a mint green ring and cream M.",
      "Its star is amber.",
      "Its corners are black.",
      "Words, numbers and shapes give the meaning."
    ],
    "planned_adaptations": {
      "Cognition & Learning": "Use four large, numbered spaces. Show one action at a time, then fade the pointing prompt. Repeat the same slow count. Return to four even taps before adding a rest.",
      "Communication & Interaction": "Teach the words with a tap, a quiet open hand and a picture. Accept a nod, sign, point, gesture or a short phrase. Give wait time and check the pupil has chosen the role.",
      "SEMH": "Use a calm sound level, predictable start and stop cues, paired practice and a private response option. A pupil may pause, watch a round, then rejoin on the next count-in.",
      "Sensory/Physical": "Offer soft finger taps, a nod, a pointer or a single comfortable movement. Position the beat strip within reach and sight. Sound is optional; accurate timed movement counts.",
      "EAL": "Plan in any language. Pair each key word with the same action and symbol. Model a short stem, then invite the pupil to use words, a sign or a demonstration."
    },
    "five_a_day": [
      "Explicit instruction: model a four-beat part and say the thinking aloud.",
      "Scaffolding: number four spaces and point to the first beat, then fade the help.",
      "Cognitive and metacognitive strategies: count, try, check the gaps and choose one change.",
      "Flexible grouping: use a pair and a trio, then swap roles without changing the learning goal.",
      "Technology: use an optional work-only replay if already available; live observation gives the same access and no recording is required."
    ],
    "feedback_loop": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded.",
    "id": "ART_BUILD_A2_W02_P1",
    "lesson": 1,
    "date": "Monday 9 November 2026",
    "title": "Keep four even beats",
    "goal": "I can keep a steady beat and leave a quiet rest.",
    "locator": "A_Take_Part.pdf · page 1",
    "status": "Practice for the Week 2 outcome. Observe each pupil keeping four even beat spaces, including rests. Keep only a real record of the pupil’s attempt. This lesson alone does not complete the award.",
    "success": [
      "I can leave the same gap from beat to beat.",
      "I can keep a rest quiet for one whole beat.",
      "I can start and stop with a cue."
    ],
    "words": [
      [
        "beat",
        "The even pulse you can tap or show."
      ],
      [
        "steady",
        "The beat keeps the same speed."
      ],
      [
        "rest",
        "A quiet beat. Keep its space in time."
      ],
      [
        "count-in",
        "A count that tells us when to start."
      ]
    ],
    "steps": [
      [
        "Watch",
        "Watch the count-in: one, two, three, four."
      ],
      [
        "Tap",
        "Tap once in each numbered space. Keep it even."
      ],
      [
        "Rest",
        "At REST, stay quiet for one whole beat."
      ],
      [
        "Check",
        "Try it again. Are the gaps still the same?"
      ]
    ],
    "demo": [
      [
        "0–15 seconds",
        "Point to four numbered spaces. Give four slow, even counts without playing. Say: “This is the count-in. We start on the next one.”"
      ],
      [
        "15–30 seconds",
        "Play A: TAP, TAP, TAP, TAP. Move the pointer through spaces 1–4 at the same rate. Say: “One tap in each space. My gaps stay the same.”"
      ],
      [
        "30–45 seconds",
        "Play B: TAP, REST, TAP, REST. Keep the pointer moving through all four spaces. Say: “A rest is quiet. Beat two still takes one full space.”"
      ],
      [
        "45–60 seconds",
        "Repeat B twice after a fresh four-count. Show the raised-hand stop cue. Say: “I keep the spaces even. I stop at the cue.” Let a pupil show beat two without a sound."
      ]
    ],
    "mistakes": [
      [
        "The pupil speeds up after a rest",
        "Keep the pointer moving through every numbered space. Say “tap, wait, tap, wait” at one pace. Practise B with a visible nod for every beat, then fade the nod."
      ],
      [
        "The pupil skips a rest and starts the next tap early",
        "Point to beat two and count its full length. Contrast TAP REST TAP REST with TAP TAP. Both rests need a place. Return to four even taps, then put the rests back."
      ],
      [
        "A louder tap is treated as a better beat",
        "Use soft taps or silent movements at the same pace. Praise timing, not loudness. Return to the agreed low sound level and stop cue."
      ]
    ],
    "kit": [
      [
        "Numbered four-beat strips",
        "6 strips; 5 pupil copies and 1 large model"
      ],
      [
        "TAP and REST cards",
        "24 of each word or symbol, with words printed"
      ],
      [
        "Soft tapping spaces",
        "6 mats or clear soft surfaces"
      ],
      [
        "Pencils and blank response slips",
        "6 pencils; 5 slips with unfilled pupil code fields"
      ],
      [
        "Visual steps and word pages",
        "5 of each, plus 1 adult model"
      ],
      [
        "Original class part cards A and B",
        "6 sets; A = TAP TAP TAP TAP; B = TAP REST TAP REST"
      ],
      [
        "Agreed stop cue card",
        "1 large red STOP card with a flat-hand sign"
      ],
      [
        "Quiet response choices",
        "5 visible nod, point or finger-tap choices"
      ],
      [
        "Observation record",
        "1 blank record with space for each actual attempt"
      ]
    ],
    "setup": "Place four numbered spaces where every pupil can see them. Check the soft tapping option and agree the flat-hand STOP cue. Keep the room quiet. Use a pair and a trio; rotate beat keeper, player and watcher. Give each pupil a strip and a personal response record. Model with original class parts only. Do not use commercial music or external media.",
    "cleanup": "At 34 minutes, invite each pupil to try B once and choose one next step. Record the actual timing and prompt used. Ask the pupil to check the scribed comment. Return cards and mats; leave the next part strip ready for the second lesson. Put the selected pupil record at A page 1.",
    "end_question": "How do you keep the beat when the part is quiet?",
    "starters": [
      "I keep the beat by ___.",
      "At REST I ___.",
      "My taps were ___.",
      "Next I will ___."
    ],
    "routes": {
      "Supported": [
        "Use the four large spaces with help.",
        "Watch a count-in of four.",
        "Tap A once with a partner.",
        "Point through B. Keep each REST quiet.",
        "Try B once more. Show one thing to keep."
      ],
      "Independent": [
        "Give a quiet count-in of four.",
        "Tap A for four even beats.",
        "Read B: TAP REST TAP REST.",
        "Play B twice at the same pace.",
        "Choose one next step. Try it again."
      ],
      "Aspire": [
        "Keep the same pulse for two rounds of B.",
        "Give your partner a clear count-in.",
        "Try B with a silent nod for every beat.",
        "Tell how the nod helps with each rest.",
        "Change one tap to a rest. Keep four spaces."
      ]
    },
    "arrival": [
      "Choose a quiet way to tap or show a beat.",
      "Point to the four numbered spaces.",
      "Show the STOP cue.",
      "Tap four slow, even taps with help."
    ],
    "arrival_answers": [
      "Finger tap, nod, pointer or another comfortable timed movement. No sound is required.",
      "The pupil identifies all four positions in order.",
      "A raised flat hand or the agreed printed STOP cue. Check pupils can see it.",
      "Four movements with roughly equal time gaps. A missed attempt is diagnostic; model again without judgement."
    ],
    "starter": "Which part has a quiet rest: A with four taps or B with tap, rest, tap, rest?",
    "starter_options": [
      "Part A",
      "Part B"
    ],
    "starter_answer": "B. Beats two and four are full quiet rests. A and B both keep the same four even beat spaces. Do not treat B as unsteady because it has fewer sounds.",
    "guided": [
      "We watch a count-in of four.",
      "We play four even taps together.",
      "We play TAP REST TAP REST.",
      "We keep a quiet beat at each rest."
    ],
    "guided_answer": "All four beat positions continue at the same pace. In B, sounds occur on 1 and 3; 2 and 4 are silent full beats. Use a visible pointer or nod to show the pulse. Do not count the two sounds as two beats.",
    "exit": [
      "What is a steady beat?",
      "What do you do at REST?",
      "Show B once after the count-in."
    ],
    "exit_answers": [
      "An even pulse, with the same gap between beats. Accept a demonstration.",
      "Stay quiet for one whole beat while the pulse continues.",
      "After four even counts, tap on 1 and 3 and keep 2 and 4 quiet. Note the actual support and next step."
    ],
    "guide_focus": "Week 2 builds steady pulse from the previous sound exploration. Use four beat positions and original class parts so the task is reproducible with quiet body percussion. Observe the pupil, not just the whole group. At A page 1 record the real method, prompt, one success and one next step. This is practice evidence for the award; do not prefill a part outcome or treat attendance as skill evidence.",
    "evidence_lines": [
      "My quiet part was ___.",
      "I kept the beat by ___.",
      "At REST I ___.",
      "Next I will ___.",
      "Keep the real attempt at A page 1."
    ],
    "caption": "Four beat spaces stay. A rest is quiet time.",
    "evidence_pages": [
      {
        "title": "My steady beat",
        "page": 1,
        "tag": "beat",
        "box_label": "Draw four spaces. Mark TAP or REST.",
        "box_height": 35,
        "fields": [
          "Pupil code ___  Date ___",
          "I used ___ to show the beat.",
          "A thing that worked was ___.",
          "My next step is ___.",
          "When I tried again ___."
        ],
        "note": "Use your usual mode. A helper can scribe your checked words.",
        "extra": "Give your response in the same colour, on the same page or usual mode."
      }
    ],
    "activity_title": "Read four beat spaces",
    "activity_intro": "Keep each space the same length. Read left to right.",
    "activity_prompts": [
      "A: TAP · TAP · TAP · TAP.",
      "B: TAP · REST · TAP · REST.",
      "At REST, keep one quiet beat.",
      "Count in four. Then play B twice."
    ],
    "book_cues": [
      "Four beat spaces, numbered 1 to 4.",
      "A or B, with one reason.",
      "The count-in you watched.",
      "A mark for one full quiet rest.",
      "One word with an action or sketch.",
      "A: four even taps.",
      "B: taps on 1 and 3, rests on 2 and 4.",
      "Your chosen route and part.",
      "Your own attempt and next step.",
      "Your own attempt and next step.",
      "Your own attempt and next step.",
      "One success, one next step and your new try.",
      "What you do to keep a quiet beat."
    ],
    "timing": [
      [
        "0–5",
        "Arrival",
        "Choose a quiet movement, teach STOP and retrieve four numbered spaces."
      ],
      [
        "5–8",
        "Starter",
        "Compare A and B. Find the quiet rests in B; both parts last four even beats."
      ],
      [
        "8–14",
        "I do",
        "Use the 60-second model; rehearse count-in, pulse and full rests; check after modelling."
      ],
      [
        "14–22",
        "We do",
        "Play A together for four minutes; play B and use the hinge for four minutes."
      ],
      [
        "22–37",
        "You do",
        "22–28 choose and practise one route; 28–34 try, receive one next step and retry; 34–37 record, check and tidy."
      ],
      [
        "37–40",
        "Exit",
        "Each pupil shows one attempt or explains a rest; record actual support."
      ]
    ],
    "cfu": "After I do, point to beat two in B. Ask: “Tap or quiet?” Each pupil shows quiet, then points to beat three on the next beat. If the pupil skips straight to three, repeat a slow model with a pointer.",
    "hinge": "At We do 2, show B: TAP REST TAP REST. Ask: “Does beat two still take time?” Choose A: no time, or B: one full quiet beat. Correct B. If every pupil shows B and keeps one full quiet beat, move to route practice. If any pupil skips the rest, model four even spaces again and retest that pupil before independent playing.",
    "parallel_hinge": "Retest with REST TAP REST TAP. Ask: “What happens on beat one?” Correct: a full quiet beat; play on two. Check with a visible pointer rather than a verbal guess alone.",
    "cold_call": {
      "F": "Point to REST. Show quiet.",
      "M": "Show where the next tap comes after beat two.",
      "H": "Explain why two taps can still take four beats. Invite a private or paired response first."
    },
    "ta_focus": {
      "I do": "Track who follows the pointer through the quiet beat. Prompt by pointing before speaking.",
      "We do": "Watch one pupil per round; note whether rests keep their full time. Fade the shared nod when ready.",
      "Independent": "Use the five-step ladder only as needed. Record the exact help and return the next step to the pupil."
    },
    "slides": [
      {
        "stage": "Opening",
        "title": "Keep four even beats",
        "minutes": 0,
        "lines": [
          "I can keep a steady beat and leave a quiet rest.",
          "I can leave the same gap from beat to beat.",
          "I can keep a rest quiet for one whole beat.",
          "I can start and stop with a cue."
        ],
        "visual": "overview"
      },
      {
        "stage": "Arrival",
        "title": "Get ready for the beat",
        "minutes": 5,
        "lines": [
          "Choose a quiet way to tap or show a beat.",
          "Point to the four numbered spaces.",
          "Show the STOP cue.",
          "Tap four slow, even taps with help."
        ],
        "visual": "recall",
        "answers": [
          "Finger tap, nod, pointer or another comfortable timed movement. No sound is required.",
          "The pupil identifies all four positions in order.",
          "A raised flat hand or the agreed printed STOP cue. Check pupils can see it.",
          "Four movements with roughly equal time gaps. A missed attempt is diagnostic; model again without judgement."
        ],
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "Starter",
        "title": "Look, listen and choose",
        "minutes": 3,
        "lines": [
          "Which part has a quiet rest: A or B?"
        ],
        "visual": "compare",
        "answers": [
          "B. Beats two and four are full quiet rests. A and B both keep the same four even beat spaces. Do not treat B as unsteady because it has fewer sounds."
        ],
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "I do",
        "title": "Watch and Tap",
        "minutes": 2,
        "lines": [
          "Watch the count-in: one, two, three, four.",
          "Tap once in each numbered space. Keep it even."
        ],
        "visual": "steps12",
        "notes": "0–15 seconds Point to four numbered spaces. Give four slow, even counts without playing. Say: “This is the count-in. We start on the next one.” 15–30 seconds Play A: TAP, TAP, TAP, TAP. Move the pointer through spaces 1–4 at the same rate. Say: “One tap in each space. My gaps stay the same.” 30–45 seconds Play B: TAP, REST, TAP, REST. Keep the pointer moving through all four spaces. Say: “A rest is quiet. Beat two still takes one full space.” 45–60 seconds Repeat B twice after a fresh four-count. Show the raised-hand stop cue. Say: “I keep the spaces even. I stop at the cue.” Let a pupil show beat two without a sound.",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "I do",
        "title": "Rest and Check",
        "minutes": 2,
        "lines": [
          "At REST, stay quiet for one whole beat.",
          "Try it again. Are the gaps still the same?"
        ],
        "visual": "steps34",
        "notes": "After I do, point to beat two in B. Ask: “Tap or quiet?” Each pupil shows quiet, then points to beat three on the next beat. If the pupil skips straight to three, repeat a slow model with a pointer.",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "I do",
        "title": "Words to use",
        "minutes": 2,
        "lines": [
          "beat — The even pulse you can tap or show.",
          "steady — The beat keeps the same speed.",
          "rest — A quiet beat. Keep its space in time.",
          "count-in — A count that tells us when to start."
        ],
        "visual": "words",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "We do",
        "title": "Try it together",
        "minutes": 4,
        "lines": [
          "We watch a count-in of four.",
          "We play four even taps together."
        ],
        "visual": "practice",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "We do",
        "title": "Keep the quiet beats",
        "minutes": 4,
        "lines": [
          "We play TAP REST TAP REST.",
          "We keep a quiet beat at each rest."
        ],
        "visual": "improve",
        "answers": [
          "All four beat positions continue at the same pace. In B, sounds occur on 1 and 3; 2 and 4 are silent full beats. Use a visible pointer or nod to show the pulse. Do not count the two sounds as two beats."
        ],
        "notes": "At We do 2, show B: TAP REST TAP REST. Ask: “Does beat two still take time?” Choose A: no time, or B: one full quiet beat. Correct B. If every pupil shows B and keeps one full quiet beat, move to route practice. If any pupil skips the rest, model four even spaces again and retest that pupil before independent playing. Retest with REST TAP REST TAP. Ask: “What happens on beat one?” Correct: a full quiet beat; play on two. Check with a visible pointer rather than a verbal guess alone.",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "You do",
        "title": "Choose one route",
        "minutes": 15,
        "lines": [
          "Supported: use the steps with help.",
          "Independent: keep your own part.",
          "Aspire: lead, then try a new part.",
          "Use one route. Keep your own record."
        ],
        "visual": "routes",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "You do",
        "title": "Supported",
        "minutes": 0,
        "lines": [
          "Use the four large spaces with help.",
          "Watch a count-in of four.",
          "Tap A once with a partner.",
          "Point through B. Keep each REST quiet.",
          "Try B once more. Show one thing to keep."
        ],
        "visual": "route",
        "route": "Supported",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "You do",
        "title": "Independent",
        "minutes": 0,
        "lines": [
          "Give a quiet count-in of four.",
          "Tap A for four even beats.",
          "Read B: TAP REST TAP REST.",
          "Play B twice at the same pace.",
          "Choose one next step. Try it again."
        ],
        "visual": "route",
        "route": "Independent",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "You do",
        "title": "Aspire",
        "minutes": 0,
        "lines": [
          "Keep the same pulse for two rounds of B.",
          "Give your partner a clear count-in.",
          "Try B with a silent nod for every beat.",
          "Tell how the nod helps with each rest.",
          "Change one tap to a rest. Keep four spaces."
        ],
        "visual": "route",
        "route": "Aspire",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "You do",
        "title": "My real attempt",
        "minutes": 0,
        "lines": [
          "My quiet part was ___.",
          "I kept the beat by ___.",
          "At REST I ___.",
          "Next I will ___.",
          "Keep the real attempt at A page 1."
        ],
        "visual": "record",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "Exit",
        "title": "What helped me keep time?",
        "minutes": 3,
        "lines": [
          "What is a steady beat?",
          "What do you do at REST?",
          "Show B once after the count-in."
        ],
        "visual": "exit",
        "answers": [
          "An even pulse, with the same gap between beats. Accept a demonstration.",
          "Stay quiet for one whole beat while the pulse continues.",
          "After four even counts, tap on 1 and 3 and keep 2 and 4 quiet. Note the actual support and next step."
        ],
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      }
    ],
    "reading_extra": {
      "Activity card prompts": [
        "Keep each space the same length. Read left to right.",
        "A: TAP · TAP · TAP · TAP.",
        "B: TAP · REST · TAP · REST.",
        "At REST, keep one quiet beat.",
        "Count in four. Then play B twice."
      ],
      "Full evidence slip": [
        "Draw four spaces. Mark TAP or REST.",
        "Pupil code ___  Date ___",
        "I used ___ to show the beat.",
        "A thing that worked was ___.",
        "My next step is ___.",
        "When I tried again ___.",
        "Use your usual mode. A helper can scribe your checked words.",
        "Give your response in the same colour, on the same page or usual mode."
      ],
      "Access and captions": [
        "You can tap, point, sign, nod or use a quiet hand move. Ask for less sound or a pause. Use your usual way to show what you know.",
        "Four beat spaces stay. A rest is quiet time."
      ],
      "Diagram captions": [
        "1 2 3 4",
        "A: TAP TAP TAP TAP",
        "B: TAP REST TAP REST",
        "Each space takes one beat.",
        "A rest is quiet. Keep its full time.",
        "Count in four. Start on the next one.",
        "STOP",
        "Round 1",
        "Round 2"
      ],
      "Optional comparison card": [
        "Try two short class parts. Part A has four taps. Part B has a tap, a rest, a tap and a rest. Each part has four beat spaces.",
        "Both parts have ___ beat spaces.",
        "Part A has ___. Part B has ___.",
        "In a rest I ___.",
        "I keep the beat by ___.",
        "These are new class patterns. Count each rest for one full beat. A rest is quiet time; it does not remove the beat."
      ],
      "Picture colour key": [
        "Picture colours: navy for titles and the mark; blue for the beat path; teal for a tap; amber for a rest and the star; red for stop; grey for outlines; white for clear space; black for words and the mark corners; mint green for the mark ring; cream for its M. Read the word and shape too."
      ]
    },
    "teacher_support": {
      "cognition": "Use four large numbered spaces. Show one step, repeat, then fade the pointer.",
      "communication": "Pair each word with a gesture. Accept sign, point or speech. Give wait time.",
      "semh": "Predictable start and stop; quiet sound; partner practice; pause and rejoin at a new count-in.",
      "sensory": "Soft finger tap, nod or pointer. Position the strip within sight and reach. Sound is optional.",
      "eal": "Plan in any language. Use the same word, symbol and action. Invite a short stem or demonstration.",
      "cold_call": {
        "F": "Point to REST. Show quiet.",
        "M": "Show where the next tap comes after beat two.",
        "H": "Explain why two taps can still take four beats. Invite a private or paired response first."
      },
      "cfu": "After I do, point to beat two in B. Ask: “Tap or quiet?” Each pupil shows quiet, then points to beat three on the next beat. If the pupil skips straight to three, repeat a slow model with a pointer.",
      "hinge": "At We do 2, show B: TAP REST TAP REST. Ask: “Does beat two still take time?” Choose A: no time, or B: one full quiet beat. Correct B. If every pupil shows B and keeps one full quiet beat, move to route practice. If any pupil skips the rest, model four even spaces again and retest that pupil before independent playing.",
      "hinge_parallel": "Retest with REST TAP REST TAP. Ask: “What happens on beat one?” Correct: a full quiet beat; play on two. Check with a visible pointer rather than a verbal guess alone.",
      "hinge_decision": "All correct in choice and timed action: move on and fade one cue. Any error: remap four even spaces, model once, retest that pupil.",
      "ta_focus": {
        "I do": "Track who follows the pointer through the quiet beat. Prompt by pointing before speaking.",
        "We do": "Watch one pupil per round; note whether rests keep their full time. Fade the shared nod when ready.",
        "Independent": "Use the five-step ladder only as needed. Record the exact help and return the next step to the pupil."
      }
    }
  },
  {
    "term": "Autumn 2",
    "week": 2,
    "pathway": "BUILD",
    "shared_with": [],
    "duration": 40,
    "dates": "9–10 November 2026",
    "part": "A",
    "part_name": "Take part",
    "access": "You can tap, point, sign, nod or use a quiet hand move. Ask for less sound or a pause. Use your usual way to show what you know.",
    "source_links": [
      "BUILD Weekly - Autumn, B110/C110, row 110"
    ],
    "scheme_outcome": "Keep a steady beat / join a group piece.",
    "scheme_row": 110,
    "week_header": "Autumn 2 · Week 2",
    "ladder": [
      "Point to the place or instruction.",
      "Ask one short question.",
      "Say the instruction in a new way.",
      "Give a choice or a small guide.",
      "Show the first step only. Then give the task back."
    ],
    "teacher_common": "Use Supported as needed, Independent for a pupil ready to take the lead, and Aspire for more depth. The route changes help, not the shared beat goal. Use five individual records within a pair and a trio; rotate beat keeper, part player and watcher. Never require solo performance. Quiet finger taps, a visible nod or pointing can show the same timing. Teach a raised flat hand as STOP; agree it before sound starts. Keep volume low and use a soft surface. Wait for each pupil to opt into a role and use a trusted partner when needed. Read back scribed words and let the pupil correct them. Give one clear success and one next step. A pupil responds in the same colour, on the same page or usual mode. Mark R only when Voice and Audience are present, one NS has been given and the pupil has made the response. Use VF, WS, I, NS, //, ?, E and R only for what happened. A photograph or class tick does not prove an individual skill. Pupil code and staff fields stay blank until actual use.",
    "comparison_intro": "Try two short class parts. Part A has four taps. Part B has a tap, a rest, a tap and a rest. Each part has four beat spaces.",
    "comparison_prompts": [
      "Both parts have ___ beat spaces.",
      "Part A has ___. Part B has ___.",
      "In a rest I ___.",
      "I keep the beat by ___."
    ],
    "comparison_note": "These are new class patterns. Count each rest for one full beat. A rest is quiet time; it does not remove the beat.",
    "picture_colours": [
      "Picture colours.",
      "Navy: headings.",
      "Blue: outlines and beat numbers.",
      "Teal: TAP circles.",
      "White: REST circles and paper.",
      "Grey: beat spaces.",
      "Red: STOP reminder.",
      "The logo has a navy background.",
      "It has a mint green ring and cream M.",
      "Its star is amber.",
      "Its corners are black.",
      "Words, numbers and shapes give the meaning."
    ],
    "planned_adaptations": {
      "Cognition & Learning": "Use four large, numbered spaces. Show one action at a time, then fade the pointing prompt. Repeat the same slow count. Return to four even taps before adding a rest.",
      "Communication & Interaction": "Teach the words with a tap, a quiet open hand and a picture. Accept a nod, sign, point, gesture or a short phrase. Give wait time and check the pupil has chosen the role.",
      "SEMH": "Use a calm sound level, predictable start and stop cues, paired practice and a private response option. A pupil may pause, watch a round, then rejoin on the next count-in.",
      "Sensory/Physical": "Offer soft finger taps, a nod, a pointer or a single comfortable movement. Position the beat strip within reach and sight. Sound is optional; accurate timed movement counts.",
      "EAL": "Plan in any language. Pair each key word with the same action and symbol. Model a short stem, then invite the pupil to use words, a sign or a demonstration."
    },
    "five_a_day": [
      "Explicit instruction: model a four-beat part and say the thinking aloud.",
      "Scaffolding: number four spaces and point to the first beat, then fade the help.",
      "Cognitive and metacognitive strategies: count, try, check the gaps and choose one change.",
      "Flexible grouping: use a pair and a trio, then swap roles without changing the learning goal.",
      "Technology: use an optional work-only replay if already available; live observation gives the same access and no recording is required."
    ],
    "feedback_loop": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded.",
    "id": "ART_BUILD_A2_W02_P2",
    "lesson": 2,
    "date": "Tuesday 10 November 2026",
    "title": "Join our group part",
    "goal": "I can join a group part and keep the beat.",
    "locator": "A_Take_Part.pdf · page 2",
    "status": "Second practice lesson for the Week 2 outcome. Group playing is a classroom practice task. Observe each learner’s own entry, rests, repeat and stop; do not infer that a wider event or the award has been completed.",
    "success": [
      "I can start after a clear count-in.",
      "I can keep my part for two rounds.",
      "I can watch the cue and stop with the group."
    ],
    "words": [
      [
        "part",
        "The bit each player does in the group."
      ],
      [
        "cue",
        "A sign that tells us what to do."
      ],
      [
        "repeat",
        "Do the same part again."
      ],
      [
        "pulse",
        "The even beat that goes on under a part."
      ]
    ],
    "steps": [
      [
        "Choose",
        "Choose A or B. Keep your own four spaces."
      ],
      [
        "Watch",
        "Watch the count-in. Start on the next one."
      ],
      [
        "Join",
        "Play your part twice. Keep every rest."
      ],
      [
        "Stop",
        "Watch the flat hand. Stop with the group."
      ]
    ],
    "demo": [
      [
        "0–15 seconds",
        "Place A and B side by side with aligned beat numbers. Say: “A taps on all four beats. B taps on one and three. Each line lasts four beats.”"
      ],
      [
        "15–30 seconds",
        "Give a four-count. Use one hand to tap A and point through B with the other, or ask a second adult to play B. Keep the volume low. Say: “We use the same pulse.”"
      ],
      [
        "30–45 seconds",
        "Play both lines for two rounds. Count beat positions aloud at first, then fade the count. Say: “B is quiet on two and four, but the beat goes on.”"
      ],
      [
        "45–60 seconds",
        "Show a flat hand after the second round and stop. Model a missed entry, wait for a new count-in, then start again. Say: “If I lose my place, I watch, wait and rejoin at the next one.”"
      ]
    ],
    "mistakes": [
      [
        "The pupil copies the other part and loses their own",
        "Return to the pupil’s A or B strip. Ask for a point through it while a partner plays. Add the pupil’s movement only after a new count-in."
      ],
      [
        "A pupil tries to catch up with fast taps",
        "Stop gently. Say “watch, wait, next one”. Give a fresh four-count and start a new round. Do not fill the missing beats with extra taps."
      ],
      [
        "The group ends at different times",
        "Agree two rounds before starting. Count the rounds with two fingers and show the flat hand at the end of round two. Fade extra cues when pupils are ready."
      ]
    ],
    "kit": [
      [
        "A and B four-beat parts",
        "6 pairs; A = TAP TAP TAP TAP; B = TAP REST TAP REST"
      ],
      [
        "Large aligned group score",
        "1 model showing both parts under beat numbers 1–4"
      ],
      [
        "Soft surfaces or quiet movement space",
        "6 safe, comfortable positions"
      ],
      [
        "Four-step and word pages",
        "5 sets plus 1 large model"
      ],
      [
        "STOP and count-in cue cards",
        "1 large STOP card and 1 count-in strip"
      ],
      [
        "Two-round count cards",
        "6 pairs marked round 1 and round 2"
      ],
      [
        "Pencils and blank evidence records",
        "6 pencils; 5 records with unfilled codes"
      ],
      [
        "Quiet role choices",
        "Player, pointer or visible pulse keeper; 5 choices"
      ],
      [
        "Staff observation page",
        "Blank date, pupil code, actual help and next-step fields"
      ]
    ],
    "setup": "Retrieve each pupil’s first attempt and next step from lesson one. Set A and B under the same numbered beat row. Practise STOP before starting. Use a pair and a trio, with each learner choosing a player, pointer or pulse role that still shows timing. Rotate roles so every pupil has a checked attempt. Keep the volume low and confirm the quiet option.",
    "cleanup": "Use minutes 34–37 to play the last checked two-round attempt, capture one personal comment and note the actual support. Let pupils confirm scribed words. Store the chosen record at A page 2; update only actual evidence. Return cards and mats. Keep the next aim available for later rehearsals.",
    "end_question": "What helped you join and stay with the group?",
    "starters": [
      "My part was ___.",
      "I started when ___.",
      "At REST I ___.",
      "We stayed together by ___."
    ],
    "routes": {
      "Supported": [
        "Choose A or B with a partner.",
        "Point through your four spaces first.",
        "Watch a clear count-in of four.",
        "Play one round, then try two with help.",
        "Show STOP. Pick one next step and retry."
      ],
      "Independent": [
        "Choose your part: A or B.",
        "Watch the count-in, then start.",
        "Keep your own part for two rounds.",
        "Stop at the cue with the group.",
        "Say what helped. Use one next step and retry."
      ],
      "Aspire": [
        "Lead a clear, even count-in.",
        "Keep B while a partner plays A.",
        "After round one, use less spoken counting.",
        "Explain how the quiet beats help both parts fit.",
        "Swap parts, then compare the two tries."
      ]
    },
    "arrival": [
      "Show four even beats from last time.",
      "Show a full quiet rest.",
      "Read A or B with a pointer.",
      "Choose one next step from your last try."
    ],
    "arrival_answers": [
      "Any comfortable even timed movement; note whether extra help is needed.",
      "Keep one beat space silent, with a nod or pointer maintaining time.",
      "A is four taps; B is taps on one and three and rests on two and four.",
      "A real next step from lesson one, or a fresh observed need if the pupil was absent. Do not invent prior evidence."
    ],
    "starter": "A and B both use four even beat spaces. Do they last the same time?",
    "starter_options": [
      "Yes: four beats each",
      "No: B ends sooner"
    ],
    "starter_answer": "Yes, if each beat space stays even. A has four sounds. B has two sounds and two rests, all with the same full beat length. Both end after four beats.",
    "guided": [
      "We choose A and B in our group.",
      "We watch the count-in and start.",
      "We play two rounds at one pace.",
      "We stop at the flat-hand cue."
    ],
    "guided_answer": "A supplies four quiet taps per round. B taps on one and three, keeping two and four as full quiet beats. Both parts start after the same count-in, last eight beats across two rounds and stop together. Observe each pupil’s own timing rather than awarding a group tick.",
    "exit": [
      "Which part did you play or show?",
      "How did you keep your quiet beats?",
      "What will you keep or change next time?"
    ],
    "exit_answers": [
      "A or B, or a pulse/pointer role; the pupil identifies the actual part and mode used.",
      "Count, watch the pointer, nod or follow an even pulse. A rest remains a full quiet beat.",
      "One specific action from the real attempt. Accept a demonstrated change and record the actual prompt."
    ],
    "guide_focus": "Join two original four-beat parts using a shared pulse. A whole-group sound is not enough evidence for every pupil. Watch entry, maintenance of quiet rests, repeat and stop individually. Fade the count or pointer as each pupil becomes secure. Log actual participation and a response-led improvement at A page 2. The lesson contributes evidence for the award but is not an automatic part judgement.",
    "evidence_lines": [
      "My part was ___.",
      "I joined after ___.",
      "One thing that helped was ___.",
      "My next step is ___.",
      "Keep the real group try at A page 2."
    ],
    "caption": "Two parts fit one shared pulse. Keep the quiet beats.",
    "evidence_pages": [
      {
        "title": "My group part",
        "page": 2,
        "tag": "group",
        "box_label": "Draw or mark the four beat spaces in your part.",
        "box_height": 35,
        "fields": [
          "Pupil code ___  Date ___",
          "My part and way to play were ___.",
          "I kept with the group by ___.",
          "My next step was ___.",
          "On my new try ___."
        ],
        "note": "A helper may write your checked words. Keep the real attempt.",
        "extra": "Give your response in the same colour, on the same page or usual mode."
      }
    ],
    "activity_title": "Fit two parts together",
    "activity_intro": "Use one count-in. Each line has four beat spaces.",
    "activity_prompts": [
      "Part A: TAP · TAP · TAP · TAP.",
      "Part B: TAP · REST · TAP · REST.",
      "Play both parts for two rounds.",
      "Watch the cue. Stop together."
    ],
    "book_cues": [
      "One part you remember from last time.",
      "Yes or no, with one reason.",
      "Your four beat spaces.",
      "A cue for start and a cue for stop.",
      "One word with a sketch or action.",
      "The part your group chose.",
      "A mark for two rounds and one shared pulse.",
      "Your chosen route and role.",
      "Your own attempt and next step.",
      "Your own attempt and next step.",
      "Your own attempt and next step.",
      "One success, one next step and your new try.",
      "What helped you join and stay in time."
    ],
    "timing": [
      [
        "0–5",
        "Arrival",
        "Retrieve the last next step; show four beats and a full rest; choose a role."
      ],
      [
        "5–8",
        "Starter",
        "Compare the duration of A and B. Count all four spaces, including each quiet rest."
      ],
      [
        "8–14",
        "I do",
        "Model aligned parts, one count-in, two rounds and stop; check each pupil’s understanding."
      ],
      [
        "14–22",
        "We do",
        "Play A and B with full cues for four minutes; use the hinge and fade one cue for four minutes."
      ],
      [
        "22–37",
        "You do",
        "22–28 practise a chosen route; 28–34 observe each pupil, give a next step and retry; 34–37 check the record and tidy."
      ],
      [
        "37–40",
        "Exit",
        "Each pupil names or shows their part, how they kept time and one next aim."
      ]
    ],
    "cfu": "After I do, ask each pupil to point to the first tap after the count-in and show the STOP cue. Correct: start on the next one after four preparation counts; stop at the agreed flat hand. Remap the sequence if the pupil starts during the count-in.",
    "hinge": "At We do 2, show A and B aligned. Ask: “A plays four taps. B has two taps and two rests. Do they end together?” Choose A: yes, if all four spaces stay even; B: no, B ends after two beats. Correct A. If every pupil keeps four spaces and starts together, fade one cue. For any pupil choosing B or rushing, point through both lines at one speed and retest before fading support.",
    "parallel_hinge": "Retest with B changed to REST TAP REST TAP. Ask: “Does this still last four beats?” Correct: yes. The rests take their full time. Watch the pupil point through all four spaces before rejoining the group.",
    "cold_call": {
      "F": "Point to your part and show its first beat.",
      "M": "Show where you rest while A taps.",
      "H": "Why can the two parts stop together with different numbers of taps? Invite a private or paired response first."
    },
    "ta_focus": {
      "I do": "Check each pupil can see the aligned strips and count-in. Identify a comfortable timed movement.",
      "We do": "Track one learner per round; note entry, quiet beats and stop. Do not supply a part for them.",
      "Independent": "Fade pointing or spoken counts one at a time. Give one timing next step and check the retry before marking a response."
    },
    "slides": [
      {
        "stage": "Opening",
        "title": "Join our group part",
        "minutes": 0,
        "lines": [
          "I can join a group part and keep the beat.",
          "I can start after a clear count-in.",
          "I can keep my part for two rounds.",
          "I can watch the cue and stop with the group."
        ],
        "visual": "overview"
      },
      {
        "stage": "Arrival",
        "title": "Get ready for the beat",
        "minutes": 5,
        "lines": [
          "Show four even beats from last time.",
          "Show a full quiet rest.",
          "Read A or B with a pointer.",
          "Choose one next step from your last try."
        ],
        "visual": "recall",
        "answers": [
          "Any comfortable even timed movement; note whether extra help is needed.",
          "Keep one beat space silent, with a nod or pointer maintaining time.",
          "A is four taps; B is taps on one and three and rests on two and four.",
          "A real next step from lesson one, or a fresh observed need if the pupil was absent. Do not invent prior evidence."
        ],
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "Starter",
        "title": "Look, listen and choose",
        "minutes": 3,
        "lines": [
          "A and B have four even spaces. Do they last the same time?"
        ],
        "visual": "compare",
        "answers": [
          "Yes, if each beat space stays even. A has four sounds. B has two sounds and two rests, all with the same full beat length. Both end after four beats."
        ],
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "I do",
        "title": "Choose and Watch",
        "minutes": 2,
        "lines": [
          "Choose A or B. Keep your own four spaces.",
          "Watch the count-in. Start on the next one."
        ],
        "visual": "steps12",
        "notes": "0–15 seconds Place A and B side by side with aligned beat numbers. Say: “A taps on all four beats. B taps on one and three. Each line lasts four beats.” 15–30 seconds Give a four-count. Use one hand to tap A and point through B with the other, or ask a second adult to play B. Keep the volume low. Say: “We use the same pulse.” 30–45 seconds Play both lines for two rounds. Count beat positions aloud at first, then fade the count. Say: “B is quiet on two and four, but the beat goes on.” 45–60 seconds Show a flat hand after the second round and stop. Model a missed entry, wait for a new count-in, then start again. Say: “If I lose my place, I watch, wait and rejoin at the next one.”",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "I do",
        "title": "Join and Stop",
        "minutes": 2,
        "lines": [
          "Play your part twice. Keep every rest.",
          "Watch the flat hand. Stop with the group."
        ],
        "visual": "steps34",
        "notes": "After I do, ask each pupil to point to the first tap after the count-in and show the STOP cue. Correct: start on the next one after four preparation counts; stop at the agreed flat hand. Remap the sequence if the pupil starts during the count-in.",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "I do",
        "title": "Words to use",
        "minutes": 2,
        "lines": [
          "part — The bit each player does in the group.",
          "cue — A sign that tells us what to do.",
          "repeat — Do the same part again.",
          "pulse — The even beat that goes on under a part."
        ],
        "visual": "words",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "We do",
        "title": "Try it together",
        "minutes": 4,
        "lines": [
          "We choose A and B in our group.",
          "We watch the count-in and start."
        ],
        "visual": "practice",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "We do",
        "title": "Keep the quiet beats",
        "minutes": 4,
        "lines": [
          "We play two rounds at one pace.",
          "We stop at the flat-hand cue."
        ],
        "visual": "improve",
        "answers": [
          "A supplies four quiet taps per round. B taps on one and three, keeping two and four as full quiet beats. Both parts start after the same count-in, last eight beats across two rounds and stop together. Observe each pupil’s own timing rather than awarding a group tick."
        ],
        "notes": "At We do 2, show A and B aligned. Ask: “A plays four taps. B has two taps and two rests. Do they end together?” Choose A: yes, if all four spaces stay even; B: no, B ends after two beats. Correct A. If every pupil keeps four spaces and starts together, fade one cue. For any pupil choosing B or rushing, point through both lines at one speed and retest before fading support. Retest with B changed to REST TAP REST TAP. Ask: “Does this still last four beats?” Correct: yes. The rests take their full time. Watch the pupil point through all four spaces before rejoining the group.",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "You do",
        "title": "Choose one route",
        "minutes": 15,
        "lines": [
          "Supported: use the steps with help.",
          "Independent: keep your own part.",
          "Aspire: lead, then try a new part.",
          "Use one route. Keep your own record."
        ],
        "visual": "routes",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "You do",
        "title": "Supported",
        "minutes": 0,
        "lines": [
          "Choose A or B with a partner.",
          "Point through your four spaces first.",
          "Watch a clear count-in of four.",
          "Play one round, then try two with help.",
          "Show STOP. Pick one next step and retry."
        ],
        "visual": "route",
        "route": "Supported",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "You do",
        "title": "Independent",
        "minutes": 0,
        "lines": [
          "Choose your part: A or B.",
          "Watch the count-in, then start.",
          "Keep your own part for two rounds.",
          "Stop at the cue with the group.",
          "Say what helped. Use one next step and retry."
        ],
        "visual": "route",
        "route": "Independent",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "You do",
        "title": "Aspire",
        "minutes": 0,
        "lines": [
          "Lead a clear, even count-in.",
          "Keep B while a partner plays A.",
          "After round one, use less spoken counting.",
          "Explain how the quiet beats help both parts fit.",
          "Swap parts, then compare the two tries."
        ],
        "visual": "route",
        "route": "Aspire",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "You do",
        "title": "My real attempt",
        "minutes": 0,
        "lines": [
          "My part was ___.",
          "I joined after ___.",
          "One thing that helped was ___.",
          "My next step is ___.",
          "Keep the real group try at A page 2."
        ],
        "visual": "record",
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      },
      {
        "stage": "Exit",
        "title": "What helped me keep time?",
        "minutes": 3,
        "lines": [
          "Which part did you play or show?",
          "How did you keep your quiet beats?",
          "What will you keep or change next time?"
        ],
        "visual": "exit",
        "answers": [
          "A or B, or a pulse/pointer role; the pupil identifies the actual part and mode used.",
          "Count, watch the pointer, nod or follow an even pulse. A rest remains a full quiet beat.",
          "One specific action from the real attempt. Accept a demonstrated change and record the actual prompt."
        ],
        "feedback": "After each task, show one thing that worked. Give one next step. Try that step. Keep the response in the same colour, on the same page or usual mode. Return to the pupil and check the change before R is recorded."
      }
    ],
    "reading_extra": {
      "Activity card prompts": [
        "Use one count-in. Each line has four beat spaces.",
        "Part A: TAP · TAP · TAP · TAP.",
        "Part B: TAP · REST · TAP · REST.",
        "Play both parts for two rounds.",
        "Watch the cue. Stop together."
      ],
      "Full evidence slip": [
        "Draw or mark the four beat spaces in your part.",
        "Pupil code ___  Date ___",
        "My part and way to play were ___.",
        "I kept with the group by ___.",
        "My next step was ___.",
        "On my new try ___.",
        "A helper may write your checked words. Keep the real attempt.",
        "Give your response in the same colour, on the same page or usual mode."
      ],
      "Access and captions": [
        "You can tap, point, sign, nod or use a quiet hand move. Ask for less sound or a pause. Use your usual way to show what you know.",
        "Two parts fit one shared pulse. Keep the quiet beats."
      ],
      "Diagram captions": [
        "1 2 3 4",
        "A: TAP TAP TAP TAP",
        "B: TAP REST TAP REST",
        "Each space takes one beat.",
        "A rest is quiet. Keep its full time.",
        "Count in four. Start on the next one.",
        "STOP",
        "Round 1",
        "Round 2"
      ],
      "Optional comparison card": [
        "Try two short class parts. Part A has four taps. Part B has a tap, a rest, a tap and a rest. Each part has four beat spaces.",
        "Both parts have ___ beat spaces.",
        "Part A has ___. Part B has ___.",
        "In a rest I ___.",
        "I keep the beat by ___.",
        "These are new class patterns. Count each rest for one full beat. A rest is quiet time; it does not remove the beat."
      ],
      "Picture colour key": [
        "Picture colours: navy for titles and the mark; blue for the beat path; teal for a tap; amber for a rest and the star; red for stop; grey for outlines; white for clear space; black for words and the mark corners; mint green for the mark ring; cream for its M. Read the word and shape too."
      ]
    },
    "teacher_support": {
      "cognition": "Use four large numbered spaces. Show one step, repeat, then fade the pointer.",
      "communication": "Pair each word with a gesture. Accept sign, point or speech. Give wait time.",
      "semh": "Predictable start and stop; quiet sound; partner practice; pause and rejoin at a new count-in.",
      "sensory": "Soft finger tap, nod or pointer. Position the strip within sight and reach. Sound is optional.",
      "eal": "Plan in any language. Use the same word, symbol and action. Invite a short stem or demonstration.",
      "cold_call": {
        "F": "Point to your part and show its first beat.",
        "M": "Show where you rest while A taps.",
        "H": "Why can the two parts stop together with different numbers of taps? Invite a private or paired response first."
      },
      "cfu": "After I do, ask each pupil to point to the first tap after the count-in and show the STOP cue. Correct: start on the next one after four preparation counts; stop at the agreed flat hand. Remap the sequence if the pupil starts during the count-in.",
      "hinge": "At We do 2, show A and B aligned. Ask: “A plays four taps. B has two taps and two rests. Do they end together?” Choose A: yes, if all four spaces stay even; B: no, B ends after two beats. Correct A. If every pupil keeps four spaces and starts together, fade one cue. For any pupil choosing B or rushing, point through both lines at one speed and retest before fading support.",
      "hinge_parallel": "Retest with B changed to REST TAP REST TAP. Ask: “Does this still last four beats?” Correct: yes. The rests take their full time. Watch the pupil point through all four spaces before rejoining the group.",
      "hinge_decision": "All correct in choice and timed action: move on and fade one cue. Any error: remap four even spaces, model once, retest that pupil.",
      "ta_focus": {
        "I do": "Check each pupil can see the aligned strips and count-in. Identify a comfortable timed movement.",
        "We do": "Track one learner per round; note entry, quiet beats and stop. Do not supply a part for them.",
        "Independent": "Fade pointing or spoken counts one at a time. Give one timing next step and check the retry before marking a response."
      }
    }
  }
]