Evidence level: author desk simulations and machine checks only. No classroom pilot, qualified educator evaluation, learner observation, First Nations cultural authority review, independent accessibility audit, human audio listening test, QCAA/ACARA endorsement or measured learning gain has occurred. These are ready-to-trial materials, not proof of outcomes.
New educator walk-through
Day 2: print the return/hold strip and use six broad cards. Model H–R–H and H–R–R without asking children to freeze their bodies. Offer the three routes; the same target is deciding what count 3 communicates. A child pointing to R at 3 has supplied count evidence. A child physically moving needs the local educator's safety/access preparation, not a generic card instruction. Check first-response ownership when an adult handles tokens.
Day 5: use the new G page only after A–F practice; give H–N–N and purpose neutrally. A child can direct an adult to change count 3 to F, then tell a paper puppet what might be noticed. Puppet play is rehearsal, not evidence of sharing with a real audience. Keep the first answer before looking at the key. The educator records whether the answer was independent, prompted or adult-supplied. Do not score a child's body from paper work.
Learner and supporter simulation
Read Day 7 without a device: the learner picks repeat H–R–H / H–R–H or contrast H–R–H / H–L–H, perhaps via tactile cards or AAC. The child can see or feel count 5 change. A neutral supporter only moves the large card the child selects. If the child chooses quiet observation now, later participation can be offered without demanding an explanation. No home/family disclosure is necessary.
Funder due-diligence simulation
A prospective funder can trace each current curriculum code to the QCAA/ACARA source; inspect ten timed scripts, 30 routes, 20 worked swaps, fresh checks and separate answer key; audit SHA-256 and media rights; and see exact claims held in the crosswalk. The pack is original and redistributable under stated terms, subject to the embedded font notice. Cost/impact limits: no pilot or measured time savings, engagement, inclusion or learning gains are claimed. The real-work, cultural authority and physical-skill components need school resources and permissions before a complete Foundation Dance claim. A future grant proposal should cost that implementation and evaluation rather than presenting this pack as proven.
Print, sound and next iteration
Eight A4 SVG/PDF sheets were rendered and inspected; the repeat/contrast page's lower note was moved away from the footer after review. The exact-alternative file repeats all visible text and gives tactile construction; PDFs have searchable text and DejaVu font subsets with a notice. The optional WAV is checked for three low-level evenly spaced onsets by code, but it has not been human-listened to. A child-specific accessible format and actual printer legibility still require local review. Next, pilot with educators/children under the school's privacy, safeguarding and access plan; seek feedback without collecting unnecessary child recordings; revise before any effectiveness claim.