Scope: internal author desk reading, source/group arithmetic, eight rendered A4 page inspections, executable sorter-logic simulation and integrity checks. The available browser tools had no browser session, so live rendered/keyboard browser use remains to be checked. No child, educator, accessibility specialist or funder has piloted this pack. Local curriculum, safety, privacy and device approval remain required.
Teacher · run Day 23 at a paper table
Lay out the five broad physical stand-ins beside the printed fictional source. Keep yesterday's SHAPE groups available only as a comparison. Change the question card to BORDER, show SOLID/DASHED/CANNOT TELL bays, and follow 3/4/5/7/4/2 minutes. ID 1 and 4 are solid, 2 and 3 dashed, 5 cannot tell because border is not shown. Ask the child what changed: the question, not the invented badge. Save exact first placements and support. Do not claim a real plant/animal grouping or device use.
Learner · raised/tactile Check A route
The new source uses square/oval shapes and dotted/plain borders. ID 4's border is explicitly hidden. Prepare five large raised physical tokens with ID and shape; keep a separate “border not shown” tag. Reveal one pair of source fields at a time. The child can direct an adult, choose word/raised group labels, use AAC or pass. Save their two complete groupings and one object/picture/symbol link before opening the teacher key. This can show data representation, not actual digital operation.
Prospective reviewer · claim and access audit
The ACARA/QCAA crosswalk pins three Foundation codes and the QCAA typo decision. Eight original illustrated A4 SVG/PDF sheets have exact text/tactile alternatives. The fixed offline sorter uses native buttons and choice menus and has a full paper route; its missing, mistaken, corrected, unknown and changed-rule responses passed a local executable interaction simulation. This does not replace a live browser and assistive-technology check. Public checks use new sources and a separate key. The rights ledger distinguishes original content from curriculum wording and local data permissions. Read-only hashes verify files, not learning impact, independent accessibility, safety of a local device or funder acceptance.
Before classroom use
An educator checks the local curriculum timing, broad token safety, tactile/AAC setup, permissions for any substituted local photos or actual material records, and the school-approved device. If the interactive is chosen, a person checks keyboard/switch behaviour and records genuine child use under the device gate. No class data belongs in the public repo. Review the exact examples with students and educators, then revise from observed needs rather than treating this desk run as a pilot.