29 September 2026; author simulation and file review only. No teacher, child, family, accessibility specialist or funder has piloted this pack. The verifier checks exact pinned curriculum rows, 25-minute scripts, route/print pool, held separation, A4/PDF text, links and file hashes. Local educators and children still need to test pacing, access and usefulness.
| Lens in desk run | Action and result | Correction or remaining work |
|---|---|---|
| New Prep teacher, Day 191 | Followed README → A's broad card/SCENE pocket guide → six timed steps. TENT, POND and PATH have outline plus word labels, so a visitor can identify them without colour. | A is ready to display, but no actual class use or visitor response is asserted. Teacher checks broad-card handling and safe local setup. |
| New Prep teacher, Day 194 | Tried a private fictional audience first, then read the separate blank listener mat. Fictional “Which pocket?” is labelled MODEL; a real listener action/question is logged only if it happens. | If no consenting peer/adult is available, the child still completes a meaningful rehearsal; do not award actual peer-spoken-delivery evidence. |
| Child accessing text without sight, hearing or grasp simulation | Read A/C/D linearly; directed adult placement of broad labelled shapes; kept story sequence and source purpose targets. Quiet AAC/sign/private speech routes remain. | Actual tactile/visual discrimination, AAC terms, font size, fatigue, Braille needs and safe mobility require individual child/support-team review. |
| Day 197 reader view | Compared D's rich functional sign with E's three controlled strips. One strip may be read independently only after local taught-link/familiar-word check and with picture hidden; D can be adult-read for purpose. | No single strip establishes AC9EFLY04 in full, reading level or complete-year attainment. If not taught, record NOT ADMINISTERED. |
| Day 199 portfolio and parent | Used a genuinely available current retell and meaning record, identifying the adult's scribing separately. Missing earlier work was labelled NOT AVAILABLE. | Child records remain school-private; no name/upload required. Family can decline extra practice. |
| Fresh-check child view | Learner/optional pages do not contain the held BAG/PENCIL/BOOK desk sequence or Sol's pretend post-desk story. Four held CVC words were scanned against prior teaching; after-check choices use different contexts. | A locally rehearsed/untaught word is replaced only with documented new taught-point item or NOT ADMINISTERED. |
| Potential funder/reviewer | Followed workbook hash, exact row table, QCAA links, source/rights ledger and empty portfolio template. Five vector/PDF pages were visually inspected with embedded text. | No adoption, impact, complete state mapping, accessibility certification, translation, actual audience success or year certification is claimed. |
Specific critique: A functional guide could tempt a claim that visitors used it; the guide and lessons explicitly call it a usable model until an actual event is recorded. An imagined puppet reply could be mistaken for peer feedback; the audience mat separates MODEL/NO ACTUAL FEEDBACK from actual words/actions. A portfolio page could imply progress without comparable work; it preserves source/date/help and a NOT AVAILABLE status. Adult-read authentic-purpose text is not silently converted into independent child reading evidence.
Still required: practising teachers check class timing, local phonics and reporting rules; children/support teams test the access routes; any actual samples/listener responses follow school consent/privacy rules. First Nations cultural/language work needs language-owner/community authority and sourced material, not generic automated translation. Original SubjectNest QA narrative © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0.