# Author desk run-through · teacher, child, supporter, funder

**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](MATERIALS.md), 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](FAMILY-CARER-OPTIONS.md): 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](CURRICULUM-CROSSWALK.md), inspect the published paper stimulus and Check A, then compare the key's answer boundary and [ledger](SOURCE-AND-RIGHTS.md). 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](print/TEXT-ALTERNATIVES.md) and [public teacher key](teacher/KEY-AND-NEXT.md). PDF text extraction retains source labels. The independent [verifier](verify_pack.py) 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](LOCAL-SOURCE-INSERT.md). 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.