# Author desk run-through · Foundation English Weeks 29–30

**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](verify_pack.py); a human educator must still review a class setting. [Australian Curriculum v9 downloads](https://www.australiancurriculum.edu.au/downloads) and [QCAA ACiQ v9](https://www.qcaa.qld.edu.au/p-10/aciq/version-9) were checked on this date; the pinned workbook SHA-256 is in the [crosswalk](CURRICULUM-CROSSWALK.md).

| 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.

Original SubjectNest QA narrative © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.