Run date: 30 September 2026. I used the actual scripts, linear text and rendered PDFs at a desk to simulate these roles. No real child, classroom, physical paper trial, family artefact, plant observation, viewer or accessibility-user trial occurred. The simulated answers are not learner evidence.
| Perspective and task | What I ran | Finding / action |
|---|---|---|
| Prep teacher, Day 61 | Opened the two fictional drawing cards, read CARD ONE and TWO with their square/dot difference, then walked through the six timed segments. | The source clearly says invented; the designer's purpose is paper positioning, not explaining the marks. The real familiar-source component remains a school gate. |
| Prep teacher, Day 67 | Ran the approved-material branch and the no-material branch in the script. Checked that the record gives separate fields for maker, edge contact and viewer. | Seven minutes may be tight for all children in a whole-class physical build. Prepare materials and use a rotating small group or later approved observation; the 25-minute no-material route stands on its own. Do not claim all children made a guide. |
| Learner, no-print/no-touch, Day 62 | Used only the linear descriptions of the straight lower line and L-shaped corner, chose one for a stated broad-sheet user, and named what a real trial would need. | Same Design target was reachable by speech without sight, cutting, touching or colour. This desk simulation does not establish accessibility-user success. |
| Learner, Check A first response | Read the child prompt before the public key, gave two reference-mark shapes and an observation question. | The held page supplies only new fictional source names and blank idea spaces. No guide answer or physical result is seeded. The public key means formative rather than secure assessment. |
| Learner, Check B first response | Gave two guide ideas for fictional notebook pages, selected NOT TRIED without a physical action, and said a plant-change claim would need real dated, comparable views. | The check separates tabletop paper positioning from Science. Even if two physical pages touched a guide, the source's invented marks could not establish growth. |
| Time-poor supporter | Tried all ten home prompts as short speech to a puppet. | No printer, purchase, plant, outdoor time, private family story or tool trial is required. Home prompts are optional, not assessment. |
| Potential funder | Followed exact rows and source SHA, QCAA listing, rights/limits, both checks and the file receipt. | Provenance and reusable original content are inspectable. Direct automated QCAA PDF retrieval returned 403 and is disclosed; no endorsement, classroom effect, physical success or full-year claim is made. |
Print QA: All eight original SVG/PDF pairs were generated and rendered locally. pdfinfo confirms one A4 page each; pdftotext extracts selectable words; I inspected an eight-page contact sheet for clipping, contrast, clear source labels, blank first-response areas and footer. PDFs are untagged, so full source text and broad tactile/no-print options are supplied. The read-only verifier checks exact official source rows/SHA, 10 lesson timings, 30 access routes, 20 worked swaps, held checks, source/diagram order, local links and SHA receipt.
Local work still needed: material and table safety approval, genuine familiar source if assessing that knowledge component, child-preferred access, any real card handler/contact result, willing viewer feedback, and authentic dated plant records only through the separate Science lesson and school procedures. No family data or living plant handling is required here.