Run date: 30 September 2026. This is an author simulation using the actual lesson copy and print files. No child, teacher, classroom, physical card-placement, real tray inventory, viewer or assistive-technology user trial occurred. Do not turn these worked desk responses into learner evidence.
| Viewpoint and task | What I did at the desk | Finding and response |
|---|---|---|
| Prep teacher, Day 41 | Opened the brief, read its left label and three invented material words, then found the blank right zone and asked who designed the divider. Ran the six written segments against a 25-minute clock on paper. | The distinction between supplied labels and real tray counts is explicit. The source page itself has no counts or prefilled real answer. A school-approved real familiar source must still be selected locally for the knowledge description's authentic part. |
| Prep teacher, Day 47 | Followed both branches of the optional placement script. On the no-approval branch, a child can verbally plan, mark NOT TRIED and finish the 25-minute block. On the approved branch, adult preparation happens before the session, and handler, card motion and viewer response have separate fields. | The 7-minute trial slot might be too short for every child in a full class; use a planned small-group station or later approved observation. Never claim all children had a real trial merely because the script includes one. |
| Child route, Day 42 | Read the full linear description without looking at the visual page, imagined beside/above broad zones, then gave a choice for a pretend narrow desk. Repeated as a no-touch adult-directed route. | Both routes allow a purpose-linked answer without tiny pieces, colour dependence or writing. These are desk simulations, not evidence of accessibility-user success. |
| Child check A first response | Read only the child copy, proposed two large labelled zone arrangements, left the real-book slot empty, and gave a conditional viewer question. Only then read the key. | The held source does not prefill a good layout or a visitor result. The public key means the check is formative, not secure. |
| Child check B first response | Read the new three-part source, used PLAN/TRIED/CHANGE as separate ideas/event/next idea, kept TRIED empty and selected NOT TRIED in the simulated no-trial branch. | The check can reveal a child's design reasoning without fabricated physical proof. A child who later has a real trial needs a separate actual event record. |
| Time-poor home supporter | Tried all ten optional home prompts as speech to a puppet, without printer, materials, sign-in, cutting, camera or private family detail. | Each works without a purchase or home testing burden. The home prompts are optional engagement, not assessment. |
| Potential funder | Followed exact ACARA codes and workbook rows through crosswalk, checked the QCAA page's Prep alignment listing, rights, public checks, limitations and SHA receipt. | The local workbook/import support exact code text. The direct QCAA PDF denied automated retrieval, which is disclosed. No endorsement, full coverage, child benefit or trial claim is made. |
Print QA: Generated all eight original A4 SVG and one-page selectable-text PDF pairs locally. Extracted each PDF's text and dimensions, then visually inspected a rendered eight-page contact sheet at high contrast: labels, blank response spaces, footer and boundaries were legible and unclipped. Full linear/tactile alternatives cover the untagged PDFs. The read-only verifier checks the curriculum SHA/rows, lesson timings, route count, held-source separation, exact diagram labels, local links and manifest. Human printing/accessibility checks remain due in the deployment setting.
Local decisions still needed: choose a truly familiar source with permission and provenance; check school paper/table safety; offer the child's preferred access route; record any real handler, placement and willing viewer response; apply school reporting policy. No source in this pack supplies those facts.