This is a local author reading, arithmetic/source check and rendered-page review. No educator, child, accessibility specialist, cultural authority, actual audience or funder has piloted it. A school still decides timetable, source rights, local safety, consent, assessment and access. Nine final PDFs were rendered for visual inspection; this verifies legibility and layout only, not learner comprehension.
Teacher desk run · Day 33 in 25 minutes
Lay two large invented stage mats and figure A/card on the table. Use the 3/4/5/7/4/2 lesson sequence. On the C shift sheet, HOLD keeps first scene visible, CLEAR removes the old desk, PLACE adds the shelf. The child may reject this boundary and choose a page turn or LATER tag if it visibly separates moments. As a teacher, save the first order and the child's reason before asking for a revision. The three actions are a devising scaffold, not a required performance or a real sign-response rehearsal. A learner without grip or speech directs the same scene decision through gaze/AAC and neutral adult movement.
Learner desk run · fresh Check M
Set out M or its word/tactile source: P/striped token at desk NOW, an unfinished shelf scene. Do not use a worked Day 31 example as the answer. Let the learner choose a continuity anchor, one change and a boundary, or pass. Broad tactile P/token and first/second frames serve a no-print route. Keep first work even if the learner later decides a different layout would make the shift clearer. Do not infer enacted role, safe use of a real sign or actual audience reception from this paper work.
Prospective reviewer desk run · claims and public access
The crosswalk pins four Foundation Drama descriptions to the local official workbook and QCAA Prep alignment. Seven illustrated practice aids and two fresh check aids are original SVG/PDF, with exact text, tactile and no-print descriptions. The manifest and verifier establish file identity, timing, fresh-check separation, official-source rows, internal links and print properties. The real-work/audience gate holds FE01/FP01 without actual permitted events. The rights ledger lists original and external components. These checks do not show educational impact, local cultural review, universal access, a real audience or funder acceptance.
Before use with children
An educator checks physical-piece size, clear space, AAC/tactile setup, school policies, consent and culturally appropriate authentic-work sources. For any actual sharing, record the willing audience and the child's choice. For a real work, record maker, source, rights and cultural authority before presenting it. Keep children’s work in approved local storage rather than this public repository. Review first responses and revise the pack with educators and learners after genuine use; this desk review cannot stand in for that feedback.