Join parts and improve together

0–15 seconds: Show A: TAP REST TAP TAP and B: REST TAP REST TAP. Point down the same numbered column in both scores. Explain: “The parts differ, but the beat positions line up.”

15–30 seconds: Give a shared 1, 2, 3, 4 count-in. Play A while the adult helper points B silently. On a second cycle the helper taps B. Keep the common pointer steady.

30–45 seconds: Model losing the place without blaming anyone. Stop your sound, follow the boxes silently and rejoin on the next beat 1 cue. Do not race to catch up or interrupt the other part.

45–60 seconds: The listener says: “The shared tap on beat 4 came at two times.” Choose: “We will watch beat 4 and keep the pulse.” Try both parts again, then ask whether the tap coincided. This is a class model, not recorded pupil progress.

A player copies the louder or busier part: Reduce the other part’s volume or point it silently. Track the chosen score with one finger. Add the other sound only when the pupil can maintain the pattern.

The player speeds up to catch a lost place: Keep following the pulse silently. Offer a clear next-beat-1 cue and rejoin there; accept that recovery as a skill.

Feedback is only “good” or “bad”: Ask for an observable detail: start, rest, shared tap or repeat. Set one feasible next step, hear the response and compare another attempt.

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": "A rests on 2. B taps on 2. Should A add a tap there to match B?", "answer": "No. A keeps its silent beat while B plays. Both still follow the same pulse.", "decision": "If all can keep the different actions silently, join the sounds. If anyone copies, lower volume, separate parts and add sound gradually."}

{"question": "You lose your place while the other part continues. A: Play faster to catch up. B: Follow silently and rejoin on the next 1 cue. C: Make the other part stop.", "answer": "B. Keep the shared pulse and use a clear re-entry point.", "decision": "All choose and then show it. If every pupil can demonstrate B, move to independent practice. Otherwise rehearse a silent lost-place example, cue the next 1, then use the parallel hinge."}

{"question": "A player misses beat 3. The pulse continues. Where can they safely rejoin after following silently?", "answer": "The next beat 1 cue, keeping the same pace and their chosen score.", "decision": "Observe the re-entry, not a spoken answer alone. Retain a visible cue and log support where needed."}

{"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": "Align the two scores and track the same beat column. Check chosen access modes.", "We do": "Listen for copying, compressed rests or rushing. Fade voice before fading the score.", "Independent": "Keep one individual observation per pupil. Prompt specific listener detail, then let the pupil choose and try the next action."}

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.