[ { "ladder": [ "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." ], "teacher_common": "GROW uses Independent as the starting route. Offer Supported and optional Aspire without changing the weekly outcome. Use a pair and a trio for five learners; rotate player, pulse keeper and listener so every pupil learns a part and has a personal record. Agree a quiet stop cue. Model following one instruction at a time: look, wait, play, stop. Quiet finger taps, silent pointing or signs are valid access modes; offer a quiet space and a pause. Do not require solos or a public audience. Scribe exact words or confirmed choices, read them back and allow corrections. Plan in any language before sharing in the chosen mode. 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.", "term": "Autumn 2", "pathway": "GROW", "shared_with": [], "week": 2, "dates": "9 and 11 November 2026", "duration": 40, "part": "A", "part_name": "Take part", "access": "You can tap softly, point, sign, speak, draw or write. Ask for a pause or a quiet space. Follow the stop cue.", "source_links": [ "GROW Weekly - Autumn, B110/C110, row 110" ], "scheme_outcome": "Learn a part for a group performance.", "source_row": 110, "source_sheet": "GROW Weekly - Autumn", "source_cells": [ "B110", "C110" ], "header": "Creative Arts · GROW · Autumn 2 · Week 2", "colour_key": [ "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." ], "comparison_intro": "Compare these two original class parts. They are teaching examples. Count each box for one equal beat. A: TAP REST TAP TAP. B: REST TAP REST TAP.", "comparison_prompts": [ "Both parts use ___ equal beats.", "The rest is on beat ___ in part A and beats ___ in part B.", "When both parts play, we tap together on beat ___.", "I can keep my part by ___." ], "comparison_note": "These are original class patterns. They are not works by named artists and do not count as an artist encounter. Compare what you can hear or show; do not invent a performance record.", "patterns": { "A": [ "TAP", "REST", "TAP", "TAP" ], "B": [ "REST", "TAP", "REST", "TAP" ] }, "colour_declaration": [ "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." ], "teacher_support": { "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." }, "formative": "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.", "evidence_integrity": "Keep only actual pupil responses and observed attempts. Leave pupil code and judgement fields blank until used. A class model, attendance or a prefilled tick does not prove learning or complete the award.", "id": "ART_GROW_A2_W02_P1", "lesson": 1, "date": "Monday 9 November 2026", "title": "Learn and keep your part", "goal": "I can learn a four-beat part and repeat it with a steady pulse.", "locator": "A_Take_Part.pdf · page 1 · Week 2 practice record", "status": "Learn and rehearse an original class part. This is practice evidence for taking part, not a claim that the award or a public performance is complete.", "success": [ "I can follow the count-in and start on beat 1.", "I can keep each rest as long as a tap.", "I can repeat my part twice without speeding up." ], "words": [ [ "pulse", "Even beats that keep the music moving." ], [ "part", "The pattern one player or group follows." ], [ "rest", "One beat with no sound. Keep counting." ], [ "count-in", "A count before we start together." ] ], "steps": [ [ "Read", "Point to four boxes. Read TAP, REST, TAP, TAP." ], [ "Count", "Wait for 1, 2, 3, 4. Start on the next 1." ], [ "Play", "Play part A twice. Give each box one full beat." ], [ "Check", "Hear one useful comment. Choose a next step and try again." ] ], "demo": [ [ "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." ] ], "mistakes": [ [ "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." ] ], "kit": [ [ "Four-beat score and word mat", "5 individual sets; 1 large model" ], [ "TAP / REST / WAIT / STOP cards", "5 sets and one adult set" ], [ "Quiet tapping surface", "5 stable spaces; no loud objects required" ], [ "Activity and route cards", "5 single chosen route cards" ], [ "Pencils and plain book space", "6 pencils; individual books" ], [ "Evidence slips and existing arts log", "5 blank practice records" ], [ "Response and turn cards", "5 sets for player / pulse keeper / listener" ], [ "Quiet response option", "1 calm space; silent pointing available" ] ], "setup": "Set out part A with beat numbers 1–4 and a clear repeat boundary. Agree the low volume and the red STOP signal. Check each pupil can see the count-in and can choose a comfortable action. Arrange a pair and a trio with predictable turns. Keep personal code fields blank. The adult model stays labelled class example. No track, recording or named artist is needed.", "cleanup": "During minutes 34–37, keep each pupil’s actual practice note with the chosen score, read back any scribed words, and return cards. Record support used and one next step. Collect no personal disclosure. Put selected evidence in the existing arts log; record the real date only after teaching.", "end_question": "How did you keep the rest in time when you repeated your part?", "starters": [ "My part is ___ on beats ___.", "I kept the rest by ___.", "The listener noticed ___.", "Next I will ___, then try again." ], "routes": { "Supported": [ "Use part A: TAP REST TAP TAP. Point and say it first.", "An adult points to the beat numbers while you count in.", "Tap softly or point for two repeats. Keep the rest for one beat.", "Choose a picture to show one thing that stayed in time.", "Respond to one next step and try the part again." ], "Independent": [ "Read part A: TAP REST TAP TAP. Mark the rest in your book.", "Wait for a four-count count-in, then start on the next 1.", "Play two repeats while the pulse keeper points silently.", "Ask a listener to check the rest and the repeat.", "Note one next step, respond and replay with less help." ], "Aspire": [ "Learn part A, then read part B: REST TAP REST TAP.", "Explain where their rests and taps differ.", "Rehearse either part for four repeats with a silent count-in.", "Ask a listener to check whether the pulse stayed even.", "Choose a change to your practice method and explain its effect." ] }, "arrival": [ "Show a soft tap, then stop on the cue.", "Point across four beat boxes at an even pace.", "What could you do during a silent beat?", "Choose a comfortable way to join today." ], "arrival_answers": [ "Soft action stops on the agreed visual cue; teach the cue if it is new.", "Four equally spaced points; avoid rushing the final box.", "Keep a small silent movement, point or count in the mind. A rest still has length.", "Accept quiet tap, silent point, sign or directing a partner; check the pupil retains the musical choice." ], "starter": "Read A: TAP REST TAP TAP. Read B: REST TAP REST TAP. Which part has just one rest?", "starter_options": [ "A: one rest", "B: two rests" ], "starter_answer": "A has one rest, on beat 2. B has two rests, on beats 1 and 3. In both parts every silent beat lasts as long as a tapped beat. Point through all four boxes to check.", "guided": [ "Count in together: 1, 2, 3, 4. Wait until the next 1.", "Point and play part A twice: TAP REST TAP TAP.", "The listener checks beat 2 stays silent for a full beat.", "Choose one next step, then repeat once with less adult pointing." ], "guided_answer": "Start after the count-in. Taps occur on 1, 3 and 4; beat 2 is silent for the same length. The next cycle begins one beat after beat 4. Accept a steady silent performance with accurate pointing.", "exit": [ "Where is the rest in part A?", "When do you start after the count-in?", "What did you change or keep after the comment?" ], "exit_answers": [ "Beat 2. It takes one full beat.", "On the next beat 1 after the count-in finishes.", "A specific actual response, such as following the pointer through rest 2, plus a further attempt. Do not fill a response for the pupil." ], "guide_focus": "Observe each pupil reading or showing a part, waiting for the count-in, keeping the rest and repeating. Note the actual support and pupil response to one next step. Keep a short pupil-authored practice record and a score or description. This supports practice within the award; it does not certify a whole part.", "evidence_lines": [ "My part: A / B / my labelled part ___.", "I kept the pulse by ___.", "My listener noticed ___.", "My next step was ___. On my next try ___.", "Keep a real practice note in A_Take_Part.pdf." ], "caption": "One box takes one full beat, even when it is silent.", "evidence_pages": [ { "title": "My part practice record", "page": 1, "tag": "practice", "box_label": "Show your four beat boxes and mark each TAP or REST", "box_height": 35, "fields": [ "My part is ___.", "I kept the pulse by ___.", "The listener noticed ___.", "My next step was ___. On the next try ___." ], "note": "Record only what really happened. An adult may write your exact words and read them back.", "extra": "Pupil code __________ Actual date __________ Support used __________" } ], "activity_title": "Read the part, keep the space", "activity_intro": "Each box has one equal beat. Keep the silence as long as a tap.", "activity_prompts": [ "Part A: 1 TAP · 2 REST · 3 TAP · 4 TAP.", "Count-in: 1, 2, 3, 4. Start on the next 1.", "Play A twice. Point through the rest on beat 2.", "Ask: Did the silence last one full beat? Try one useful change." ], "book_cues": [ "Show four even beats and your comfortable action.", "A or B, with a rest count from the score.", "Copy or sketch part A with four numbered boxes.", "Show where you wait, start and rest.", "Use one word in a sentence or sketch.", "A checked count-in and two attempts of part A.", "Your rest check and one response to feedback.", "Your selected part and practice method.", "One supported attempt and your response.", "Two repeats and a listener check.", "Your comparison or longer repeat check.", "Your own practice note and next attempt.", "The rest, start point and one useful next step." ], "timing": [ [ "0–5", "Arrival", "Teach the soft tap and stop cue; retrieve four equal beats; choose an access mode." ], [ "5–8", "Starter", "Read A and B. All choose the part with one rest and explain using the numbered boxes." ], [ "8–14", "I do", "Model the four-stage demonstration, score and words; use the check for understanding." ], [ "14–18", "We do", "Count in and play A twice with a visible pointer; fade adult speaking." ], [ "18–22", "We do 2", "Use hinge A. Re-model if needed, then use the parallel hinge and retry." ], [ "22–34", "Independent", "Choose one route; rotate player, pulse keeper and listener; respond to one NS and replay." ], [ "34–37", "Review", "Read back each personal record and keep the score, actual support and response." ], [ "37–40", "Exit", "Each pupil identifies the rest and start, then describes one real practice change." ] ], "cfu": { "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." }, "hinge": { "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." }, "parallel_hinge": { "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." }, "cold_call": { "F": "Point to the silent box.", "M": "Why must we count through the rest?", "H": "How would you show that two repeats kept the same pulse?" }, "ta_focus": { "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." }, "reading_extra": [ "Picture colours: navy headings and outlines; blue count-in; teal TAP; amber REST; red STOP; grey beat boxes; white backgrounds; black words and symbols. The preserved logo uses navy, mint green, cream, amber and black. Words, shapes and numbers also show each meaning.", "You can tap softly, point, sign, speak, draw or write. Ask for a pause or a quiet space. Follow the stop cue." ], "slides": [ { "stage": "Opening", "title": "Learn and keep your part", "minutes": 0, "lines": [ "I can learn a four-beat part and repeat it with a steady pulse.", "I can follow the count-in and start on beat 1.", "I can keep each rest as long as a tap.", "I can repeat my part twice without speeding up." ], "visual": "overview" }, { "stage": "Arrival", "title": "Recall and get ready", "minutes": 5, "lines": [ "Show a soft tap, then stop on the cue.", "Point across four beat boxes at an even pace.", "What could you do during a silent beat?", "Choose a comfortable way to join today." ], "visual": "recall", "answers": [ "Soft action stops on the agreed visual cue; teach the cue if it is new.", "Four equally spaced points; avoid rushing the final box.", "Keep a small silent movement, point or count in the mind. A rest still has length.", "Accept quiet tap, silent point, sign or directing a partner; check the pupil retains the musical choice." ] }, { "stage": "Starter", "title": "Look, hear and choose", "minutes": 3, "lines": [ "Which part has one rest: A or B?" ], "visual": "compare", "answers": [ "A has one rest, on beat 2. B has two rests, on beats 1 and 3. In both parts every silent beat lasts as long as a tapped beat. Point through all four boxes to check." ], "notes": "Read A: TAP REST TAP TAP. Read B: REST TAP REST TAP. Which part has just one rest? A has one rest, on beat 2. B has two rests, on beats 1 and 3. In both parts every silent beat lasts as long as a tapped beat. Point through all four boxes to check." }, { "stage": "I do", "title": "Read and count", "minutes": 2, "lines": [ "Point to four boxes. Read TAP, REST, TAP, TAP.", "Wait for 1, 2, 3, 4. Start on the next 1." ], "visual": "steps12", "notes": "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." }, { "stage": "I do", "title": "Play and check", "minutes": 2, "lines": [ "Play part A twice. Give each box one full beat.", "Hear one useful comment. Choose a next step and try again." ], "visual": "steps34", "notes": "Part A is TAP REST TAP TAP. What happens on beat 2, and how long does it last? No sound for one full beat; point or move silently while counting. If every pupil can show this, fade spoken counting. If anyone compresses the rest, model one full silent beat, practise together, then check individually." }, { "stage": "I do", "title": "Words for our part", "minutes": 2, "lines": [ "pulse — Even beats that keep the music moving.", "part — The pattern one player or group follows.", "rest — One beat with no sound. Keep counting.", "count-in — A count before we start together." ], "visual": "words" }, { "stage": "We do", "title": "Play with the count-in", "minutes": 4, "lines": [ "Count in together: 1, 2, 3, 4. Wait until the next 1.", "Point and play part A twice: TAP REST TAP TAP." ], "visual": "practice" }, { "stage": "We do", "title": "Check, respond and retry", "minutes": 4, "lines": [ "The listener checks beat 2 stays silent for a full beat.", "Choose one next step, then repeat once with less adult pointing." ], "visual": "improve", "answers": [ "Start after the count-in. Taps occur on 1, 3 and 4; beat 2 is silent for the same length. The next cycle begins one beat after beat 4. Accept a steady silent performance with accurate pointing." ], "notes": "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. A: TAP on the new 1. The repeat has the same pulse. 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. Parallel: Part C is TAP TAP REST TAP. After its beat 4, what comes next when C repeats? TAP on the next beat 1, at the same pace. The rest remains on beat 3." }, { "stage": "You do", "title": "Choose one route", "minutes": 12, "lines": [ "Supported: use the score with help.", "Independent: keep your own part.", "Aspire: add repeats, comparison or a cue.", "Use one route. Keep your own record." ], "visual": "routes" }, { "stage": "You do", "title": "Supported", "minutes": 0, "lines": [ "Read A: TAP REST TAP TAP.", "Count in with an adult and follow the beat numbers.", "Tap or point twice. Keep the rest for one beat.", "Show one thing that stayed in time.", "Respond to one next step and try again." ], "visual": "route", "route": "Supported" }, { "stage": "You do", "title": "Independent", "minutes": 0, "lines": [ "Mark the rest in A: TAP REST TAP TAP.", "Start on the next 1 after the count-in.", "Play twice while a partner points silently.", "Ask for a rest and repeat check.", "Respond and replay with less help." ], "visual": "route", "route": "Independent" }, { "stage": "You do", "title": "Aspire", "minutes": 0, "lines": [ "Read A, then B: REST TAP REST TAP.", "Compare their taps and rests.", "Play either part four times with a silent count-in.", "Ask a listener to check your pulse.", "Change your practice method and explain its effect." ], "visual": "route", "route": "Aspire" }, { "stage": "Review", "title": "My real practice record", "minutes": 3, "lines": [ "My part is ___.", "I kept the pulse by ___.", "The listener noticed ___.", "My next step was ___. On my next try ___.", "Keep my real practice note in the arts log." ], "visual": "record", "notes": "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." }, { "stage": "Exit", "title": "What helped your part?", "minutes": 3, "lines": [ "Where is the rest in part A?", "When do you start after the count-in?", "What did you change or keep after the comment?" ], "visual": "exit", "answers": [ "Beat 2. It takes one full beat.", "On the next beat 1 after the count-in finishes.", "A specific actual response, such as following the pointer through rest 2, plus a further attempt. Do not fill a response for the pupil." ] } ], "hinge_parallel": { "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." }, "hinge_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." }, { "ladder": [ "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." ], "teacher_common": "GROW uses Independent as the starting route. Offer Supported and optional Aspire without changing the weekly outcome. Use a pair and a trio for five learners; rotate player, pulse keeper and listener so every pupil learns a part and has a personal record. Agree a quiet stop cue. Model following one instruction at a time: look, wait, play, stop. Quiet finger taps, silent pointing or signs are valid access modes; offer a quiet space and a pause. Do not require solos or a public audience. Scribe exact words or confirmed choices, read them back and allow corrections. Plan in any language before sharing in the chosen mode. 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.", "term": "Autumn 2", "pathway": "GROW", "shared_with": [], "week": 2, "dates": "9 and 11 November 2026", "duration": 40, "part": "A", "part_name": "Take part", "access": "You can tap softly, point, sign, speak, draw or write. Ask for a pause or a quiet space. Follow the stop cue.", "source_links": [ "GROW Weekly - Autumn, B110/C110, row 110" ], "scheme_outcome": "Learn a part for a group performance.", "source_row": 110, "source_sheet": "GROW Weekly - Autumn", "source_cells": [ "B110", "C110" ], "header": "Creative Arts · GROW · Autumn 2 · Week 2", "colour_key": [ "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." ], "comparison_intro": "Compare these two original class parts. They are teaching examples. Count each box for one equal beat. A: TAP REST TAP TAP. B: REST TAP REST TAP.", "comparison_prompts": [ "Both parts use ___ equal beats.", "The rest is on beat ___ in part A and beats ___ in part B.", "When both parts play, we tap together on beat ___.", "I can keep my part by ___." ], "comparison_note": "These are original class patterns. They are not works by named artists and do not count as an artist encounter. Compare what you can hear or show; do not invent a performance record.", "patterns": { "A": [ "TAP", "REST", "TAP", "TAP" ], "B": [ "REST", "TAP", "REST", "TAP" ] }, "colour_declaration": [ "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." ], "teacher_support": { "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." }, "formative": "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.", "evidence_integrity": "Keep only actual pupil responses and observed attempts. Leave pupil code and judgement fields blank until used. A class model, attendance or a prefilled tick does not prove learning or complete the award.", "id": "ART_GROW_A2_W02_P2", "lesson": 2, "date": "Wednesday 11 November 2026", "title": "Join parts and improve together", "goal": "I can keep my part with another part and use feedback to improve.", "locator": "A_Take_Part.pdf · page 2 · Week 2 group practice and response", "status": "Small-group rehearsal with two original parts. Keep actual individual contribution and response to feedback; no staged public event or award result is inferred.", "success": [ "I can enter after the shared count-in.", "I can keep my part while a different part plays.", "I can use one comment and show the effect on another try." ], "words": [ [ "pulse", "The even beats shared by both parts." ], [ "rehearse", "Practise a part so it becomes more secure." ], [ "cue", "A clear signal that tells us when to act." ], [ "feedback", "A useful comment about what happened and what to try." ] ], "steps": [ [ "Recall", "Read A or B. Point to your taps and rests." ], [ "Join", "Wait for the count-in. Play your part with the other part." ], [ "Listen", "Ask what stayed together and what needs care." ], [ "Retry", "Use one next step. Try again and compare the result." ] ], "demo": [ [ "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." ] ], "mistakes": [ [ "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." ] ], "kit": [ [ "Part A and part B four-beat scores", "5 individual choices; 1 aligned class pair" ], [ "Count-in and beat-1 re-entry cards", "1 large set and 5 small cues" ], [ "Quiet tapping surface or silent pointing choice", "5 comfortable spaces" ], [ "Player / pulse keeper / listener cards", "1 pair set and 1 trio set" ], [ "One chosen route card and word mat", "5 sets" ], [ "Pencils and book space", "6 pencils; individual books" ], [ "Group practice record and evidence slip", "5 blank individual records" ], [ "Quiet option and stop cue", "1 calm space; visible red STOP card" ] ], "setup": "Retrieve each pupil’s actual first-lesson score and next step. Place A and B in aligned beat columns. Agree low volume and roles before sound starts. In the trio use player A, player B and listener/pulse keeper; rotate all roles. In the pair, an adult briefly keeps the pulse while both parts join, then fades. A pupil may direct or point a part silently. Keep code and judgement fields blank.", "cleanup": "Use minutes 34–37 to check each pupil’s personal contribution, listener comment, chosen next step and actual retry. Read back exact scribing. Return cards and keep the score beside the real record in the arts log. If a pupil did not retry, record that honestly and plan the next opportunity.", "end_question": "What helped you keep your own part, and what changed on the next try?", "starters": [ "My part had taps on ___.", "We shared the pulse by ___.", "The listener noticed ___.", "I tried ___. The next time ___." ], "routes": { "Supported": [ "Choose A or B and point to it with an adult.", "Rehearse your own part once with the other part silent.", "Wait for the count-in and join for two repeats.", "Use a silent pointer or next-beat-1 cue if you lose your place.", "Choose one helpful comment, respond and try again." ], "Independent": [ "Recall your chosen part without copying the other player.", "Join A and B for two repeats after one count-in.", "A listener checks the start, full rests and shared tap on beat 4.", "Choose one next step and record your response.", "Try again with less cueing and compare what happened." ], "Aspire": [ "Keep A or B for four repeats while the other part plays.", "Direct a silent count-in and a safe beat-1 re-entry cue.", "Explain why beat 4 can help the players check alignment.", "Swap parts after a new count-in, keeping their rests accurate.", "Use specific listener evidence to judge whether your practice change helped." ] }, "arrival": [ "Show part A softly or silently from last time.", "Where is its rest, and how long does it last?", "What next step did you really choose?", "Show the stop cue before the group starts." ], "arrival_answers": [ "TAP REST TAP TAP across four equal beats. Provide the score if retrieval needs support.", "Beat 2 for one full beat.", "A genuine recorded next step; if no record exists, agree a new aim without inventing history.", "The agreed STOP signal is recognised and acted on; use silent rehearsal first." ], "starter": "Both parts share four equal beats. A taps on 1, 3, 4. B taps on 2, 4. On which beat do both tap?", "starter_options": [ "Beat 2", "Beat 4" ], "starter_answer": "Beat 4. Align the two scores and point down column 4. Beat 2 has a rest in A and a tap in B.", "guided": [ "Play A alone once; then B alone once. Keep four equal positions.", "Use one count-in, then join both parts for two repeats.", "A listener checks the shared tap on beat 4 and the full rests.", "Respond to one next step, retry and say what stayed or changed." ], "guided_answer": "A sounds on 1, 3 and 4; B sounds on 2 and 4. Both sound together on 4. They keep the same four-beat length, including silent positions. Recovery follows the pulse silently until the next beat-1 cue.", "exit": [ "Which part did you keep, and where were its rests?", "How could you rejoin after losing your place?", "What did the feedback help you change or check?" ], "exit_answers": [ "A rests on 2; B rests on 1 and 3. Accept the chosen score accurately described or shown.", "Follow the pulse silently and rejoin at the next beat-1 cue. Do not rush extra sounds to catch up.", "An observable individual response and another attempt, such as a more aligned beat 4. A reasoned decision to keep a secure method is valid if checked." ], "guide_focus": "Keep an individual note for each pupil even when the sound is shared. Observe a chosen part, common count-in, maintained full rests, any recovery and one response-led retry. The score and real comment can support taking part within the award. A group recording alone does not identify each learner’s understanding; use a brief individual explanation or checked choice.", "evidence_lines": [ "I played or showed part ___.", "My rests were on ___.", "The listener noticed ___.", "My next step was ___. I responded by ___.", "On the next try ___. Keep my real response in the arts log." ], "caption": "Different parts keep the same pulse. Listen, respond and retry.", "evidence_pages": [ { "title": "My group part and response", "page": 2, "tag": "group-practice", "box_label": "Show your part and circle a beat you checked", "box_height": 32, "fields": [ "My part was ___. My rests were on ___.", "The listener noticed ___.", "My next step was ___. I responded by ___.", "On the next try ___." ], "note": "This records a real practice attempt. Keep your own contribution visible or described.", "extra": "Pupil code __________ Actual date __________ Support used __________" } ], "activity_title": "Two parts, one pulse", "activity_intro": "Keep your own score visible. The two patterns fit the same four beats.", "activity_prompts": [ "A: 1 TAP · 2 REST · 3 TAP · 4 TAP.", "B: 1 REST · 2 TAP · 3 REST · 4 TAP.", "Both tap on 4. Use this to check that the parts line up.", "Lost your place? Follow silently. Rejoin on the next 1 cue." ], "book_cues": [ "Recall part A and a real practice aim.", "Beat 2 or 4, with a reason from both scores.", "Copy your chosen part in four numbered boxes.", "Mark its rests and a safe re-entry point.", "Use one word in a sentence or sketch.", "Record the count-in and your chosen part.", "A specific listener comment and response.", "Your route choice and group practice aim.", "Your part with support and your next attempt.", "Your two repeats and shared beat-4 check.", "Your cue, swap or longer repeat comparison.", "Your contribution, feedback, response and retry.", "Your rests, recovery cue and one actual change." ], "timing": [ [ "0–5", "Arrival", "Retrieve A, rest length and the real next step; rehearse stop cue." ], [ "5–8", "Starter", "Read aligned A/B scores. All identify the shared tap and justify." ], [ "8–14", "I do", "Model joining, quiet recovery and response-led retry; check understanding." ], [ "14–18", "We do", "Practise each part alone, then join two repeats with a shared count-in." ], [ "18–22", "We do 2", "Use hinge B about recovery, re-model if needed, then the parallel check." ], [ "22–34", "Independent", "Rotate roles in pair/trio. Keep a personal part, use one comment and retry." ], [ "34–37", "Review", "Read back individual evidence and compare actual attempts." ], [ "37–40", "Exit", "Show rests, explain safe re-entry and identify one effect of feedback." ] ], "cfu": { "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." }, "hinge": { "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." }, "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." }, "cold_call": { "F": "Point to a rest in your chosen part.", "M": "How can different parts share the same pulse?", "H": "What evidence would show that a retry improved the group timing?" }, "ta_focus": { "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." }, "reading_extra": [ "Picture colours: navy headings and outlines; blue count-in; teal TAP; amber REST; red STOP; grey beat boxes; white backgrounds; black words and symbols. The preserved logo uses navy, mint green, cream, amber and black. Words, shapes and numbers also show each meaning.", "You can tap softly, point, sign, speak, draw or write. Ask for a pause or a quiet space. Follow the stop cue." ], "slides": [ { "stage": "Opening", "title": "Join parts and improve together", "minutes": 0, "lines": [ "I can keep my part with another part and use feedback to improve.", "I can enter after the shared count-in.", "I can keep my part while a different part plays.", "I can use one comment and show the effect on another try." ], "visual": "overview" }, { "stage": "Arrival", "title": "Recall and get ready", "minutes": 5, "lines": [ "Show part A softly or silently from last time.", "Where is its rest, and how long does it last?", "What next step did you really choose?", "Show the stop cue before the group starts." ], "visual": "recall", "answers": [ "TAP REST TAP TAP across four equal beats. Provide the score if retrieval needs support.", "Beat 2 for one full beat.", "A genuine recorded next step; if no record exists, agree a new aim without inventing history.", "The agreed STOP signal is recognised and acted on; use silent rehearsal first." ] }, { "stage": "Starter", "title": "Look, hear and choose", "minutes": 3, "lines": [ "On which beat do both parts tap: 2 or 4?" ], "visual": "compare", "answers": [ "Beat 4. Align the two scores and point down column 4. Beat 2 has a rest in A and a tap in B." ], "notes": "Both parts share four equal beats. A taps on 1, 3, 4. B taps on 2, 4. On which beat do both tap? Beat 4. Align the two scores and point down column 4. Beat 2 has a rest in A and a tap in B." }, { "stage": "I do", "title": "Read and count", "minutes": 2, "lines": [ "Read A or B. Point to your taps and rests.", "Wait for the count-in. Play your part with the other part." ], "visual": "steps12", "notes": "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." }, { "stage": "I do", "title": "Play and check", "minutes": 2, "lines": [ "Ask what stayed together and what needs care.", "Use one next step. Try again and compare the result." ], "visual": "steps34", "notes": "A rests on 2. B taps on 2. Should A add a tap there to match B? No. A keeps its silent beat while B plays. Both still follow the same pulse. If all can keep the different actions silently, join the sounds. If anyone copies, lower volume, separate parts and add sound gradually." }, { "stage": "I do", "title": "Words for our part", "minutes": 2, "lines": [ "pulse — The even beats shared by both parts.", "rehearse — Practise a part so it becomes more secure.", "cue — A clear signal that tells us when to act.", "feedback — A useful comment about what happened and what to try." ], "visual": "words" }, { "stage": "We do", "title": "Play with the count-in", "minutes": 4, "lines": [ "Play A alone once; then B alone once. Keep four equal positions.", "Use one count-in, then join both parts for two repeats." ], "visual": "practice" }, { "stage": "We do", "title": "Check, respond and retry", "minutes": 4, "lines": [ "A listener checks the shared tap on beat 4 and the full rests.", "Respond to one next step, retry and say what stayed or changed." ], "visual": "improve", "answers": [ "A sounds on 1, 3 and 4; B sounds on 2 and 4. Both sound together on 4. They keep the same four-beat length, including silent positions. Recovery follows the pulse silently until the next beat-1 cue." ], "notes": "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. B. Keep the shared pulse and use a clear re-entry point. 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. Parallel: A player misses beat 3. The pulse continues. Where can they safely rejoin after following silently? The next beat 1 cue, keeping the same pace and their chosen score." }, { "stage": "You do", "title": "Choose one route", "minutes": 12, "lines": [ "Supported: use the score with help.", "Independent: keep your own part.", "Aspire: add repeats, comparison or a cue.", "Use one route. Keep your own record." ], "visual": "routes" }, { "stage": "You do", "title": "Supported", "minutes": 0, "lines": [ "Choose A or B and point with help.", "Practise while the other part is silent.", "Join for two repeats after the count-in.", "Follow silently. Rejoin at the next 1 if needed.", "Respond to one helpful comment and try again." ], "visual": "route", "route": "Supported" }, { "stage": "You do", "title": "Independent", "minutes": 0, "lines": [ "Keep your chosen score; avoid copying the other part.", "Join A and B twice after one count-in.", "Ask a listener to check starts, rests and beat 4.", "Choose one next step and respond.", "Try with less cueing. Compare what happened." ], "visual": "route", "route": "Independent" }, { "stage": "You do", "title": "Aspire", "minutes": 0, "lines": [ "Keep your part for four repeats.", "Direct a silent count-in and re-entry cue.", "Explain why beat 4 helps check timing.", "Swap parts after a new count-in. Keep the rests.", "Use listener evidence to judge your practice change." ], "visual": "route", "route": "Aspire" }, { "stage": "Review", "title": "My real practice record", "minutes": 3, "lines": [ "I played or showed part ___.", "My rests were on ___.", "The listener noticed ___.", "My next step was ___. I responded by ___.", "On the next try ___. Keep my real response." ], "visual": "record", "notes": "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." }, { "stage": "Exit", "title": "What helped your part?", "minutes": 3, "lines": [ "Which part did you keep? Where were its rests?", "How could you rejoin after losing your place?", "What did feedback help you change or check?" ], "visual": "exit", "answers": [ "A rests on 2; B rests on 1 and 3. Accept the chosen score accurately described or shown.", "Follow the pulse silently and rejoin at the next beat-1 cue. Do not rush extra sounds to catch up.", "An observable individual response and another attempt, such as a more aligned beat 4. A reasoned decision to keep a secure method is valid if checked." ] } ], "hinge_parallel": { "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." }, "hinge_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." } ]