Learn and keep your part

0–15 seconds: Point across the four numbered boxes of part A: TAP REST TAP TAP. Say each word at an even pace. Explain that the four beats repeat as one short part.

15–30 seconds: Show the blue COUNT-IN card. Count 1, 2, 3, 4 at a calm even pace while the other hand waits. Say: “I start on the next 1, after the count-in.”

30–45 seconds: Play two cycles: TAP REST TAP TAP | TAP REST TAP TAP. Keep a small silent movement on every rest. Point to beat 1 at the repeat. Do not compress the silence.

45–60 seconds: Ask the listener which rest stayed in time. Model: “My rest was short. I will point to box 2 for a full beat.” Play one more cycle and show how the comment changed the next attempt.

A rest is skipped and the next tap arrives early: Keep all four beat positions visible. Count 1–2–3–4 evenly while silently moving on beat 2. Replay slowly, then fade the adult count.

The pupil starts during the count-in: Use WAIT then START. Rehearse the count-in without playing; move the pointer to beat 1 only after the fourth count.

Repeating means going faster: Show the boundary after beat 4. Keep the next beat 1 the same distance away. Use eight steady silent pulses and let the pupil add the part.

Point to the relevant place or instruction.

Ask one short question.

Rephrase the instruction.

Provide a scaffold or a choice.

Model the first step only, then return the task.

{"question": "Part A is TAP REST TAP TAP. What happens on beat 2, and how long does it last?", "answer": "No sound for one full beat; point or move silently while counting.", "decision": "If every pupil can show this, fade spoken counting. If anyone compresses the rest, model one full silent beat, practise together, then check individually."}

{"question": "Part A repeats. After beat 4, which action comes on the next equal beat? A: TAP on the new 1. B: Wait an extra beat. C: Start faster.", "answer": "A: TAP on the new 1. The repeat has the same pulse.", "decision": "All choose at once. If all identify A and demonstrate the boundary, move to independent work. Otherwise count eight equal beats with pointing, add the score, then check the parallel question."}

{"question": "Part C is TAP TAP REST TAP. After its beat 4, what comes next when C repeats?", "answer": "TAP on the next beat 1, at the same pace. The rest remains on beat 3.", "decision": "Ask each pupil to show the boundary. Keep the visible pulse support for anyone who needs it; log the actual help."}

{"cognition": "Teach one four-beat chunk. Model, practise together, then fade voice and pointing while keeping the score visible.", "communication": "Pair words with TAP, REST, WAIT and STOP symbols. Allow processing time, signs, pointing and checked scribing.", "semh": "Agree turns and a quiet stop cue. Offer a trusted partner, silent role, pause and return. No forced solo.", "sensory": "Use soft taps or silent directing from a stable position. Avoid painful actions or loud objects. Offer a quiet space.", "eal": "Model terms with actions. Plan in any language. Check meaning through a demonstration or confirmed choice.", "Five-a-day": "Explicit model; count-check-retry strategy; numbered-box scaffold; flexible pair/trio; static visual teaching aid."}

{"I do": "Track eyes or pointer across all four boxes. Check access and stop cue.", "We do": "Observe whether rest 2 takes a full beat; point without playing over the pupil.", "Independent": "Record one individual attempt and actual prompt. Return the next action to the pupil after support."}

Give one precise success and one NS next step. The pupil responds in the same colour, on the same page or usual mode, then tries the part again. Record R only when Voice and Audience are present, one NS has been set and the pupil has responded. Use VF / WS / I / NS / // / ? / E / R accurately.