Author desk… | Foundation Design Tech · T2 W17–18 · Run Through

This is a desk simulation, static check and visual print inspection. No teacher, child, family, real reader, school contact, accessibility user, material, outdoor place or care action was tested. Do not turn a worked example into a classroom observation. The next review is local educator and user evaluation with real approval and consent.

Teacher seat: prepare and run

For Day 81, I can read the two invented cards: CLOSE has two rings; WIDE has those two rings and one triangle. I can ask who needs both and why a large folder might help. I do not need a camera, class survey, actual folder or outdoor visit. The integrated Week 17 six-card media task remains separate.
For Day 84, I use the four steps to teach adult check, broad fold idea, two large practice cards and a willing reader's ordinary find request. With no approved kit, the child uses speech/AAC/drawing and I mark physical action NOT TRIED. I do not simulate a successful handoff.
For Day 87, I first check clean blunt A3-or-larger paper, full-size broad practice cards, clear table, access, supervision and school permission. If approved, I control preparation and safety; a willing child may fold/insert under supervision or direct me. I ask a new willing person to find WIDE without an answer cue and log their exact selected card or non-selection. I do not shake, drop, pull, stress or load the paper. If no try, I record an untried plan rather than material skill.
For Day 86 care transfer, the request card is fictional and its answer blank. I keep WAITING / NO ANSWER and do not move a real item because of a pretend message. A local care action and permission process belong to the integrated place unit and school authority.
For Day 89, a real familiar source slot is filled only from an actually approved familiar product/service/environment with date and child-seen feature. Without one, I teach the design question but do not claim the familiar-source observation for AC9TDEFK01.

Teacher critique: A folder is useful only if a reader can locate the requested card in an ordinary approved interaction. The print drawing alone cannot establish card fit, retention, safe edges or finding. One find trial is narrow evidence about that user and setup; the lesson now asks for the exact selected card, handler and prompts. The A4 pages are clearly diagrams, not patterns for folding an A4 sheet around large cards.

Learner seat: choices without extra materials

On Day 82, I can compare SIDE and TOP with a large drawing or adult description, choose for a named pretend reader and say the result is still unknown. I am not assigned a visual or tactile “type.”
On Day 85, I see a fresh fictional circle/square picture pair and two blank idea spaces. I can speak, point, sign, use AAC or direct a scribe. The printed page contains no sample folder, reader result or claim about a real lantern.
On Day 86, I can show a request place and an empty answer place without going outdoors or asking a real school contact. “WAITING / NO ANSWER” is a truthful answer, not failure.
On Day 90, I can choose between my two designs, tell which adult would control real approval, and use NOT TRIED for material finding if no approved handling occurred. I do not need to claim that a shared place was cared for.

Access still to test with real users: PDFs have selectable text but are untagged. The complete linear alternatives provide a screen-reader/no-print route, and adults can scribe exact words. Any tactile raised-outline or paper fold requires local access and touch consent. Actual user testing is still needed before claiming accessibility effectiveness.

Parent or supporter seat: no home setup

The ten home bridges use talk, pretend questions or drawing. They require no printer, broad paper, container, photo, family story, actual school request, outdoor route, upload or purchase. A supporter can ask “Who needs both notes?” or “Who would need to answer?” and stop there. Home responses do not become school permission or observed making evidence.

Potential funder or reviewer seat: what is evidenced?

The crosswalk uses the official ACARA v9 Foundation Design rows 19725 and 19733, an exact workbook SHA, and the Queensland Prep page/alignment link. The rights ledger separates original open-licensed material from limited official quotations and states the automated direct QCAA PDF 403 limitation. The read-only verifier checks pinned source/import agreement, all ten 25-minute scripts and curriculum codes, thirty same-goal routes, twenty worked swaps, held check isolation, eight original A4 SVG/PDF pairs, textual alternatives, links and final hashes. This supports a claim of authored pack integrity, not student learning, adoption, local cultural adequacy or official endorsement. Physical paper use and real user response need local observation; no such result is supplied here.

Print and verification record

Visually inspected a contact sheet of all eight generated A4 PDFs. The two child checks have generous blank IDEA ONE/IDEA TWO spaces; the fictional care answer remains blank. The paired view graphic depicts exactly two rings on CLOSE and two rings plus one triangle on WIDE. Word/shape labels are visible without colour.
Verified each PDF is one A4 page with selectable text; SVGs contain a title, description and source/order metadata. The verifier compares required page phrases with the full linear alternatives. PDFs are untagged.
Reran the generator after a two-second separation: SHA-256 for all 16 SVG/PDF files was identical. It normalises Cairo time metadata through pypdf; rebuilding needs rsvg-convert and compatible pypdf (5.1.0 used here).
Ran lint, wrote the SHA receipt after final files, and reran the verifier read-only. No real source/user/classroom/accessibility or physical pressure trial was conducted.

Release boundary: An educator must still check the locally adopted scope, school safety/access rules, familiar examples, assessment use and actual permission procedure. Local Country/Place teaching needs authorised local knowledge holders and protocols; this generic fictional folder work cannot replace that.