Status: Author simulations and artifact checks only, on 29 September 2026. No child, classroom, First Nations cultural authority, family, school safety officer or funder tested this pack. “Would” below describes a proposed action, not an observed result.
| View | Concrete run-through | Finding and revision/hold |
|---|---|---|
| Teacher, 5-minute setup | Open Materials, print the Day 1 map and question mat, read the exact fictional source, fix the top edge, choose point/draw/adult-directed response, then use the 3+4+5+7+4+2 minute script. For Day 5, cover Check A until independent response; later read the separate key. Repeat on Day 10. | The daily materials/route/check links lead to print and child copy. The source can be read without a child supplying home or family facts. Keep paper checks out of routine rehearsal. A teacher must still judge classroom pace and local Prep planning. |
| Child, no reading assumed | On Day 2, point to the MAKER TABLE centre and WATER POINT bottom-right in the 3×3 fictional map, then direct a marker into matching broad record cells. On Day 3, hear Pip and Ren one at a time and select the name attached to each reason. On Check A, find new CARD RACK top-middle from the fresh 2×3 map. | Same evidence target is available by point, mark or child-directed adult movement. Adult reading is access; an adult-supplied location or speaker is a content cue and is recorded separately. This was simulated, not observed with a child. |
| Supporter/carer, time-poor | Use one optional home prompt: ask a puppet where STORY MAT is on the printed fictional map. Stop after a few minutes if desired. Do not submit a home floor plan, family names, birthplace, photographs or celebration account. | Home work can reinforce a map/source question without disclosure or purchase. A reply or device is never required for school participation. K01/K02 remain unaddressed by this optional practice. |
| Funder/public reader | Trace exact source row K03, inspect the published paper stimulus and Check A, then compare the key's answer boundary and ledger. Try to locate evidence for K04 or real sign usability. | The pack documents partial K03/S01–S05 opportunities and holds K01/K02/K04. A paper source does not establish local Country/Place knowledge, real accessibility, outcome improvement or a whole term. Any broader funding claim would require authentic implementation evidence. |
Print and integrity review
Ten SVG/PDF pairs were rendered as one-page A4; a two-row contact sheet and individual full-size pages were visually inspected for clipped text, off-page icons and sufficient non-colour labels. The fixed map, Check A and Check B source positions and mixed timeline were checked against full text and public teacher key. PDF text extraction retains source labels. The independent verifier checks hashes/links/source rows and fails if its source data drifts. This is a desk test of artifacts, not a screen-reader usability study, classroom observation, local cultural review or safety audit.
Practical next evidence before a wider claim
An educator can record a real child-controlled question, attributed source use and limited conclusion privately, then try a school-approved real place/sign with appropriate safety and accessibility review. The school must separately provide the approved local/cultural sources and evidence for K01/K02/K04 through the insertion gate. Teacher judgment should note when a source was read aloud versus when a content clue was given. No public learner record is needed to use this pack.