Author desk… | Foundation English · T3 W29–30 · Qa Run Through

29 September 2026; desk review only. This is not a teacher trial, child usability study, accessibility certification, local syllabus approval or learning-impact claim. Source rows and file checks are machine verified by the pack verifier; a human educator must still review a class setting. Australian Curriculum v9 downloads and QCAA ACiQ v9 were checked on this date; the pinned workbook SHA-256 is in the crosswalk.

Lens used in dry run	Concrete action and observed issue or result	Change made / residual
New Prep teacher, Day 141	Opened README → lesson → source A → beat mat and picked a book-cart route. Six stages total 25 minutes (3+4+5+7+4+2); child can use broad cards without preparing an instrument.	Wrote exact sound/text/tactile cue and kept adult-read poem separate from child print. An educator still needs to preflight group transitions and local sound rules.
New Prep teacher, Day 147	Read Mina's original design source, then used BEFORE / I CHANGED / BECAUSE with a fictional example. A “better” claim without test evidence was too easy.	Added source-bound and “not tested yet” language, first/revised response record and a separate key move. One successful paper stand still cannot prove why it worked.
Child access simulation	Tried to follow the poem with sound muted and no tapping. The written `tap, tap, silence` transcript and broad empty rest box preserve sequence; child can direct an adult or select marks.	Added exact nonvisual descriptions and a no-sound route. Real AAC/vision/hearing/motor access needs individual review with child and support team.
Fresh Day 145/150 check simulation	Read all practice pages as a child before opening held-out checks. The unseen poem and design account were absent from teaching; optional CVC words were not in the earlier Foundation English corpus at authoring.	Separate ASSESSMENT and TEACHER-KEY pages; verifier scans for taught/held-out collisions. A school may have already taught a word, so record that and swap for a new locally checked item.
Parent with little time	Selected one optional paper-only task: hear two spoken pairs, or retell a three-card design change. No account, printer, purchase, picture upload or private family disclosure was needed.	Family route made optional and no evidence collection required.
Potential funder/reviewer	Followed the source ledger to exact ACARA row/text, confirmed original poem/story/vector/audio claims and rights boundary, inspected A4 PDF text and source SVG metadata.	Source/rights status is explicit and hash manifest is reproducible. No adoption, outcome or measured accessibility number is asserted.

Cross-check: Week 29 poem A actually contains beat/seat rhyme and book/beat shared /b/ start. The held-out poem changes sound words and beat order; Week 30's held-out account changes the object, modification and result. Neither print assessment item is on learner cards. Audio is an optional 4.5-second original synthetic cue; no task requires it. The A4 beat sheet's long label was shortened to CHANGE ONE after visual print preview, and the design sheet now uses ACTUAL RESULT / STILL TO CHECK to prevent text clipping.

Remaining review: local teacher to check taught grapheme–sound sequence, community languages and contexts, child-specific communication setup, safe material dimensions, room acoustics, class timing, audience consent and school reporting decisions. A First Nations language or cultural example must not be translated or supplied without appropriate language-owner/community authority. Record actual learner use and correction before describing this as class validated.