# English source, rights and three-role desk review · Weeks 27–28

**29 September 2026 · development draft.** [Exact Foundation Year descriptions, rows and partial evidence](CURRICULUM-CROSSWALK.md) are checked against the [official ACARA v9 downloads](https://www.australiancurriculum.edu.au/downloads) and pinned workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) distinguish generally CC BY curriculum text from excluded resources, photos, logos, site design and third-party content; no such asset is copied. The [AERO explicit-teaching guide](https://www.edresearch.edu.au/guides-resources/practice-guides/teach-explicitly) and [AERO early-literacy guide](https://www.edresearch.edu.au/guides-resources/practice-guides/early-literacy-practice-guide) inform model/guide/try, oral comprehension and taught print; they are external references, not claims that AERO evaluated this pack. All prose, fictional responses, checks and vector art here are original SubjectNest work under CC BY 4.0. No First Nations language/knowledge or named real community is invented or reproduced.

## Teacher desk run

Open [Day 131](LESSONS.md), adult [source A](MATERIALS.md#week-27-adult-information-source-a--the-display-tray) and [three scene choices](LEARNER-CARDS.md). The story is adult-read; the chosen child line is offered only at taught print links. Use a safe paper/fabric pair and mat; a child describes **this pair** and puts “would it keep water out?” under an untested question. Record oral source understanding apart from CVC reading. Day 134 preserves the child's first label and actual edit, including scribe help. On Day 135, keep the new object setup and four print items hidden until the individual check; use a rotating focus group and finish others later same day if necessary. Exact [keys/next moves](ASSESSMENT.md) address taller/smoother versus mass guess, source meaning, CVC and edit separately. Day 136 roleplay offers a pass before a question. On Day 140 a fictional response allows a complete interview/report without personal data or an actual peer. The 25-minute steps have independent first attempts, and the five integrated Week 27/28 guides use different evidence columns.

**Friction addressed:** An object drawing cannot itself prove texture or weight; the adult label and direct test are named as different sources. A rich interview word is not silently called decodable. A respondent's reason cannot be invented from a tally. A consent step and “pass” route occur before any optional real question. If a real respondent corrects a report, keep both versions and do not publish their words. A local teacher still must review language variety, access and state implementation.

## Learner desk run

A child selects maker, book or paper-stage scene without revealing a home object. They may inspect/feel or hear a neutral description, then put a fact and a question into different boxes. A printed CVC line can be heard from an adult if the link is untaught; the child can still make a source-grounded oral label. In Week 28 the child can ask a puppet-role adult, request a repeat, choose a response card or pass. The fictional respondent's answer is reported as that respondent's one-model view. AAC/sign/pointing and child-directed scribing preserve agency. Teacher logs exactly which component was independent; a private AAC report is participation but not fabricated evidence of peer voice volume.

**Friction addressed:** The A4 mat uses large blank boxes and text labels, with a complete [tactile/text route](MATERIALS.md#exact-aid-text-and-tactile-equivalent). Its visual was rendered and inspected for clipping; a human access user trial remains to do. Child cards contain no check source, check print or teacher answer. A wrong prediction can be safely revised after observation.

## Prospective funder desk run

Review ten timed scripts, thirty scene choices, original adult sources, two unseen formative tasks, exact component keys, a printable aid, an exact 20-code national crosswalk spanning the integrated work, source/rights ledger and hashes. These demonstrate **authored, inspectable materials** and mechanical consistency, not a validated classroom outcome, state endorsement, full Foundation English coverage or measured savings. The credible next evidence step is an educator/access review and supervised classroom pilot with consent, documented learner modes and revisions. No AI translation, audio or public child interview data is claimed in this pack.

**Mechanical review:** [verify_pack.py](verify_pack.py) checks lesson count/timing, taught print boundary, held-out CVC exposure, exact ACARA source rows/year, local links, A4 asset/text alternative and [manifest](manifest.json). It cannot judge actual teaching effectiveness, all dialects or full disability access. See the [maths run-through](../../../mathematics/term-3/weeks-27-28/QA-RUN-THROUGH.md) for physical comparison and fictional data.

Original SubjectNest review prose © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. External sources retain their own rights.