Run date: 30 September 2026. I followed the written scripts and actual printed pages as an author simulating these roles. There was no child, teacher, classroom, real material board, viewer, accessibility-user or permission trial. The sample desk reasoning below is not child evidence.
| Role and route | Desk action | Critique and fix / remaining gate |
|---|---|---|
| Prep teacher, Day 51 | Read the ten-card brief aloud, counted the ten source icons once for source integrity, then ran the 3/4/5/7/4/2-minute script on paper. | The teacher supplies the source quantity; the child can give a Design feature/purpose without an independent count. Genuine familiarity for AC9TDEFK01 still needs an approved real source. |
| Prep teacher, Day 57 | Walked both branches: optional large-paper make/placement with adult preparation, and no-material spoken plan with NOT TRIED. Read the record as separate maker/card/viewer fields. | A 7-minute class-wide physical build would be unrealistic. The script therefore requires prepared materials and permits a rotating small-group/later observation. No pack statement implies every child made a board in one block. |
| Learner, no print/touch, Day 52 | Used only the linear source to compare one long row with two rows of five for a named pretend table; gave a purpose-linked choice verbally. | The target can be reached without handling cards or seeing colour. This is a desk route check, not a user accessibility trial. |
| Learner, Check A first response | Read the child copy before the public teacher key, proposed two arrangements, and named a future fit/viewer question. | Initial visual QA found the source letters pictured in two tidy rows, which suggested one answer. I changed the source to a plain name list and regenerated the PDF so the two answer spaces are independent. The public key means this is formative, not secure. |
| Learner, Check B first response | Described two positions for a card home and cue, chose one, and marked NOT TRIED in the no-approval simulation. | A cue is a proposed design, not a real permission exchange. A real viewer response and actual material fit remain unknown. |
| Time-poor home supporter | Tried all ten optional prompts as brief speech to a puppet, with no printer, account, purchase, small pieces, cutting or personal disclosure. | All are optional and feasible without home materials; none is homework assessment. |
| Potential funder | Traced the two exact ACARA rows/SHA through the crosswalk, checked QCAA's listed Prep alignment resource, rights, checks, file receipt and stated limitations. | Exact code/wording provenance and free-use rights for original material are clear. Direct automated QCAA PDF retrieval returned 403 and is disclosed. No trial, impact, endorsement or full-year claim is offered. |
Technical asset QA: Eight original A4 SVG/PDF pairs generated locally; pdfinfo confirms one A4 page each, pdftotext confirms selectable words, and a rendered contact sheet was inspected for readable labels, unclipped boxes, blank answer space and footer. The PDFs are untagged, so full source text and tactile/no-print routes are supplied. The read-only verifier checks source SHA/rows, ten timings, thirty routes, twenty swaps, held-source separation, diagram inventory/order, local links and the SHA-256 manifest.
Before a school uses the pack: obtain appropriate large materials or use the full plan route, select a real familiar product/source with permission if assessing that knowledge component, follow local safety and consent rules, ask the individual child/user which access route works, record actual handler/card/user events and review any public display. No physical or child result has been invented.