29 September 2026; author simulation, source comparison and file inspection only. No child, practising teacher, family, access specialist or funder has piloted the pack. The verifier checks 25-minute timing, exact workbook rows, print-pool and held-case separation, A4/PDF text, local links and hashes. A local educator must still check the class phonics sequence, access, cultural fit, pace, safety and reporting.
| Lens in desk run | Action and result | Correction or remaining work |
|---|---|---|
| New Prep teacher, Day 181 | Opened README → source A/B → six timed steps → question cards. A gives three count groups and a one-symbol rule, so “How many triangles?” has an observable clue; “best” has no purpose and children’s likes are absent. | No child survey is needed. Teacher can substitute a different approved fictional inventory while preserving the source/question distinction. |
| New Prep teacher, Day 186 | Read MOCK DRAWING before counting two versus three leaf outlines. D's first draft says a real school plant grew overnight, while C gives no dates or real plant. | Changed caption work to explicitly name drawings and leave real growth to future observation; no local species or needs are inferred. |
| Child using nonvisual or limited-motor access simulation | Used A's exact linear six/four/two counts and broad separate trays, then C's two/three oval-token groups. A child can direct an adult instead of grasping tokens; same question/evidence target remains. | Actual tactile discrimination, AAC vocabulary, print size, hearing/vision access and fatigue require individual review with child/support team. |
| Fresh-check child view | Read learner cards before checks. Theatre props and mock position diagrams are in the teacher-held page only; after-check examples use new cases. Optional CVC are separately reviewed for taught points. | A locally familiar or untaught held word is NOT ADMINISTERED or replaced with a documented new taught-point item. Record first response before feedback. |
| Time-poor family | Tried the five-minute question “What can this paper picture tell us?” with a drawn group, and a one-sentence caption revision. | Paper and oral options need no login, printer, photograph, upload, outdoor visit or disclosure. Family may decline. |
| Potential funder or reviewer | Followed official workbook hash, exact code row table, QCAA entry links, CC/ACARA rights boundary and SVG/PDF asset hashes. | No full curriculum coverage, state approval, adoption, impact, classroom pilot, language translation or accessibility certification is asserted. |
| Later science use | Reviewed optional real observation language: school approval, safe no-touch position, date, same object identity and exact visible feature are required before a real-change claim. | This English pack is a planning rehearsal. Any actual Science evidence needs its own recorded investigation and official alignment. |
Specific critique: Source A could have encouraged the mistaken leap from “most cards” to “most liked”; B and Days 181/183 explicitly force a missing-evidence answer. C could have encouraged “A before B”; the mock labels, missing dates and Days 186/188/189 repair that. The held Day 190 source uses paper position rather than another plant picture, testing transfer; it does not ask a child to handle a ramp. Teacher scribing and adult reading are logged rather than counted as child spelling or independent reading.
Still required: practising teachers check pacing, phonics and assessment conditions; children/support teams test modes; local schools approve any actual investigation. First Nations language/cultural content needs relevant language-owner/community authority and checked source material. Original SubjectNest QA narrative © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0.