These are explicit hypothetical teacher/parent/learner/funder scenarios and actual file/browser checks, not recruitment or evidence from real children, parents, teachers or funders. A classroom pilot, local curriculum approval, individual accessibility review and measured usefulness remain open.
Teacher use
Read MATERIALS and prepare three broad props/cards in five minutes; cutting or printing is unnecessary. Source A's order has the same meaning in objects, pictures and symbols. An adult can prepare/handle all props on exact child direction. The daily script names the source, modelling, child decisions and next move, with a 25-minute suggested schedule. Day 33 provides a real usable output—a board whose reader can locate the matching key. Record the actual interpretation rather than invent a successful audience.
For Check A, first read the fresh source/key neutrally, then preserve the child's three forms and category response before opening the key. Check B has more components; split it into another short sitting if necessary without coaching the translations. Time taken is not a learning judgement. Both checks have independent, supported and not-yet-observable criteria with a practical next step, not a converted grade.
An independent reviewer identified an important clarity point: a child's authored key/board can be their created data without containing identifying details. The materials, lesson and key now distinguish authorship/owned data from personal identifying values. The supplied invented key is teacher-authored; a child's own key can also be their data. No licence is inferred from participation.
Learner use
Child-facing invitations are short: “Give your reader your key,” “New key, same message,” and “Show a moon instead.” Children can make a tabletop puppet message, choose an original short show, or describe/direct the same decisions. There is no required movement, voice, touch, public share, device, cutting or personal disclosure. High-contrast labelled shapes, complete descriptions and broad fixed props support multiple information/response routes without diagnosis assumptions. A tactile/assistive route still needs an actual individual's review.
Hypothetical error: a child keeps the old symbols under Key 2. Teacher saves the first response, then reads the exact key and rebuilds in plain data before selecting symbols. This is a teaching scenario, not a real child result. Another child can prefer a silent private show or decline a reader. The message target remains available; missing live events remain unobserved.
Parent/carer use
Open README → today's learner-card row → exact source. Three broad pieces of scrap paper and an adult's labels suffice. No printer, account, purchased puppet, family photo or recording is needed. Optional home bridges take one small task; checks remain unseen until their first response. A parent can be a willing private reader and return an exact interpretation without submitting learner records. The digital activity never asks a parent to enable camera/microphone, log in or disclose information.
Potential funder use
Ten scripts, 30 routes, 20 worked variations, ten bridges, two fresh checks/key, eight A4 aid pairs, a fixed-data interactive and exact curriculum/rights records are inspectable authored outputs. They establish availability and internal checks. They do not establish adoption, measured time savings, equity, effectiveness, classroom readiness or universal accessibility. The contribution workflow can collect suggested resource improvements without automatically publishing them; actual pilot/outcome evidence needs consented use and measures.
Actual completed checks
- Root fetched the official ACARA workbook on 30 September: HTTP 200, SHA
db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3, matching the pinned import. All three exact content descriptions and placements are verified against actual workbook rows and import. Official ACARA Foundation work-sample text was read; QCAA direct PDF open was blocked, and official indexed alignment/comparison text was inspected. The separate-Digital PDF'sAC9TDI2K02discrepancy is recorded honestly. - Root generated and visually inspected all eight actual single-A4 PDF renders as a contact sheet. Broad diagrams, labels, margins, answer spaces and identical first/final revision items are clear; no visible collision or clipping. The search-text checks and exact visible wording in linear alternatives pass. These are untagged PDFs, not certified assistive documents.
- Root used the activity through the Browser: four message choices × two keys × two views, at default desktop and 390/320px, 48 states. Source order, each mapped label, pressed view state, 44px controls and actual client-width overflow checks passed. Desktop and 320px screenshots were inspected. Keyboard key/view change, reset and reload were also checked.
- An independent agent separately reviewed the full teacher/material/check/route/crosswalk files and all eight PDF renders, and exercised 48 states at 1280/390/320px with keyboard, reset/reload, exact mappings, no page errors/outside requests or overflow. They found no blocking substantive defect. The authorship clarification and timing flexibility above were added following their critique.
- Default verifier checks exact sources/rows, ten scripted timings, route/variation/bridge counts, fresh-source/key separation, eight A4 geometry/text pairs, 17 byte-reproduced print outputs, JS syntax and absence of data/network/device APIs, local links/anchors and an exact SHA file inventory. Only explicit
--write-manifestrefreshes the manifest. Browser QA here records actual internal use, not a classroom trial.
Remaining practical gates
An educator checks sequence, real timing and reporting against their approved program. School staff approve materials/devices/consent and any display. Actual users test the intended visual/tactile/assistive routes and PDF alternatives. Other states and languages need accurate source/version/authority work. No real learner, actual school sign, family data, cultural symbol or community-language translation is supplied. Review those contexts before adding them; do not relabel the invented key as a real community convention.