Status: source, content, print and link review on 29 September 2026. No live Prep child, educator-user, funder panel or physical material trial participated. I did not physically fold/turn a page or slide a marker; no actual material result or learning gain is claimed.
| Desk role/scene | What I tried with authored sources | What the artifacts support | Boundary and next action |
|---|---|---|---|
| Teacher, Day 11 | Trace a fictional puppet purpose to TOP/SIDE tab pictures and the 3/4/5/7/4/2-minute script. | The feature, user, intended purpose and untested question are stated; real local familiar source has a separate blank insertion card. | Select/observe an approved real familiar page or product before claiming that part of K01. |
| Teacher, Day 12 | Follow ASK FIRST through both fictional YES and NO THANKS paths. | Source order and response move agree; no real school procedure/person is supplied. | School help/safeguarding policy and any actual interpersonal evidence remain separate. |
| Teacher, Days 16–18 | Use safe step sheet with a pretend plan, a possible slip and a possible turn, without pre-selecting either as the result. | The mat distinguishes prediction, adult demonstration, child/assisted handling and actual TURNED/SLIPPED/NOT TRIED result. | Actual broad paper, access, safety and result require supervised classroom observation. |
| Child role, Check A | Hide key, read two new fictional messages, propose a broad cover and a two-sided card, then choose for one-message-at-a-time purpose. | Separate key accepts varied safe two-idea explanations and does not assert a puppet understood. | Public case/key are not secure; collect first child-controlled answer. |
| Child role, Check B | Hide key, read a new large flat marker/broad sheet START–END prompt, propose two stop shapes and inspect the three result choices. | STOPPED/CROSSED/NOT TRIED rules are conditional; no shape is guaranteed to work, and a crossed line is usable design evidence. | No real gate or slide was run by the author; school-approved adult must supervise any physical try. |
| Time-poor supporter | Read the ten optional home routes and open the full text of every A4 sheet. | Scrap-paper/puppet options require no purchase, family detail, photograph or upload; no child must complete home work. | Home work alone is not educator-observed making or a real familiar-source check. |
| Potential funder | Trace both exact codes/rows, source/hash, QCAA Prep applicability, rights and claims. | This pack links to pinned official sources, has original reusable assets, a verifier and an honest conditional evidence model. | It is one partial fortnight, not full-year subject coverage, school endorsement, child-user evidence or certified material safety. |
Print and browser QA: all eight original SVG/PDF pairs rendered as one-page A4 with selectable text, strong labels and blank physical result fields. A complete contact sheet and full-size browser render of both fresh source SVGs were visually inspected; source order, no preselected success and uncut labels were checked. The verifier checks PDF text, SVG source metadata/order, exact curriculum rows, local links and file hashes. The PDFs are untagged; the linked full-text/tactile alternatives remain necessary.
Open field work: school chooses/approves local context and page/marker sizes; educator checks actual safety/access; teacher observes any child-controlled material steps, optional consenting reader response and physical outcome; child/assistive-technology feedback informs revision. Do not copy a predicted or teacher-demonstrated result into a child's record.