# Author desk run-through · Foundation English Weeks 33–34

**29 September 2026; author simulation and artifact inspection only.** This is not a teacher trial, child usability study, accessibility certification, local syllabus approval, scientific validation or measured outcome. [The verifier](verify_pack.py) checks source rows, daily timing, learner routes, held-out print separation, PDF text/A4, links and hashes. A real educator must still test and adapt for a class.

| Lens used in dry run | Concrete action and observed issue or result | Correction / remaining work |
|---|---|---|
| New Prep teacher, Day 161 | Opened README → lesson → P/Q source cards → source description. Six steps add to 25 minutes. Three oval P leaves and two narrow Q leaves can be counted by sight, adult description or broad tactile tokens. | The source is explicitly an **invented drawing**, so a teacher cannot mistake it for local species evidence. Real local observation remains conditional on school and child safety. |
| New Prep teacher, Day 166 | Read C, laid two labelled paper strips across the same drawn gap and used one disk token. The printable carries the full report; six steps add to 25 minutes. | “Tissue tore/card stayed whole” is printed as a **fictional reported result**. A live classroom test may differ and must be recorded separately. |
| Child without sound/vision or fine-motor access simulation | Read exact linear P/Q and roof descriptions, used broad leaf/block/disk cards and directed an adult. The task still asks for source clue and bounded claim, not colour, speed or touch. | Real AAC vocabulary, tactile discrimination, print size and motor routes require child/access-team review. Nonvisual users should hear labels and result text, not infer strength from tactile pieces. |
| Fresh-check child view | Opened all learner/optional pages first; Day 165 R/S drawing, Day 170 Malo pocket account and four optional CVC items were absent from teaching at authoring. | Assessments/keys remain separate. A local school may have used a word already, so the item is not administered or replaced with a documented equally new taught-point item. |
| Parent with little time | Selected a five-minute drawn-leaf or paper-object story, asked “What tells you?”, and accepted a point/drawing response. | No plant collection, device, printer, purchase, photo, upload or home disclosure is required; family activity is optional. |
| Potential funder or reviewer | Followed exact ACARA workbook SHA and QCAA links; inspected five A4 PDFs, SVG metadata, source/rights ledger and status language. | No adoption, efficacy, state approval, translation or complete-year coverage is asserted. |
| Sentence and spelling evidence | Simulated a child dictating “P has three leaves.” Adult wrote rich words while child chose content and final stop. | Separate the meaning sample from any child-selected CVC letters or punctuation. Do not treat adult scribing as independent spelling. |

**Specific critique:** The first Day 170 key draft risked calling Malo's pocket comparison a fully controlled test. The report states the **same star** but not equal pocket dimensions or construction; the key now says what was reported and explicitly refuses unreported controls. The roof report keeps strip length, gap and disk the same, yet one fictional trial cannot establish why a material behaved differently or a universal material rule. Plant P/Q cards show line features, not species or needs. Both checks use fresh combinations and keep later practice separate.

**Printable inspection:** All five SVGs have A4 dimensions, title and description. Five rendered PDFs were visually inspected for clipping and large response spaces; their text can be extracted, and the claim/evidence/source labels do not depend on colour. The adult-read roof source is deliberately smaller than the child-facing labels; a teacher can read it aloud, enlarge it or use the linear transcript in MATERIALS.

**Still required:** a practising local teacher checks pacing, curriculum sequence, taught phonics, site safety, real observation consent/visibility, print legibility and assessment conditions; children/support teams test access; communities author any First Nations language or cultural content. No automated translation or fictional local-knowledge proxy should be presented as authoritative. Collect real classroom evidence before an impact or access claim.

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