Scope of review: author simulation on 30 September 2026, not a child/classroom trial, independent educator endorsement, funder validation or accessibility certification. I read all ten timed scripts, answered the two fresh checks without the key first, compared source facts against that key, opened the rendered print pages, checked Markdown list structure, and ran the offline verifier. A school still must test the materials with educators, children, local community and appropriate cultural authority before making learning-impact claims.
Teacher desk pass
- Set-up: one adult can print A–D once, keep large broad mats uncut and use exact source facts from Materials. Each script has 3/4/5/7/4/2 minute phases, a precise source, observable response and targeted next move. HASS blocks are optional in the school timetable, so a teacher may spread or revisit them rather than force ten daily HASS lessons.
- Day 21 rehearsal: a source-bound question “What is in the centre?” gets BLUE MAT from A. “Did anyone use it?” stays unknown. The latter is not answered by Ari/Ren's invented views or the shade label. A teacher can record both a child response and whether it was prompted.
- Day 27 rehearsal: Bea's notice supports “Could return large cards to the low shelf” as a possible message. It does not support “everyone did” or a comfort/safety claim. The script gives a useful immediate response if the distinction blurs.
- Time pressure: Day 25/30 checks have four short parts inside seven response minutes. For children who need more time, the teacher can collect the first part and continue later, record the assistance/time, and avoid interpreting speed as knowledge. This is a formative check, not a timed grade.
- Local gate: teacher can use the entire fictional sequence without a real local source. Any real familiar-place source must pass school approval, access/privacy and cultural review. The unfilled template is an insertion point, not completed evidence.
Learner desk pass
- Source A: upright page yields shelf left, mat centre, shade/seat right. The full-text direction and three broad tactile zones agree with the SVG/PDF. The terms refer to page positions, not actual navigation.
- Day 25 first-response simulation: Source 1 gives table left and basket right; Source 2 asks cards to be placed in basket but says nothing about compliance; Tavi alone says they use the table. “Did cards return?” is unanswerable from the three sources. The public key matches. A learner can answer by pointing, speaking/AAC, drawing or directing an adult without needing to cut or type.
- Day 30 first-response simulation: Source 1 has one broad pocket; Source 2 asks for labels to go there; Uma likes the circle; Ivo wishes for a second pocket. Message A is a conditional source-linked care message. Message B invents a second pocket and universal benefit. The key preserves wish versus completed action.
- Choice and privacy: all 30 routes ask the same daily source task and no route requires personal disclosure. Ten no-cost optional home prompts use toys or invented paper places. The source text is available without colour or image perception; actual usability with children using specific AAC, tactile or low-vision supports still needs school review.
Reviewer/funder desk pass
- Crosswalk reproduces nine exact pinned ACARA v9 Foundation HASS rows and identifies K03/S01–S05 as partial. K01, K02 and K04 are open holds. The QCAA Prep alignment is a source, not endorsement.
- Rights ledger distinguishes original CC BY 4.0 lesson/media from separately licensed font and curriculum source terms. Fictional sources are not a local evidence substitute; no real place-care result, biological finding, classroom outcome, translation or cultural content is asserted.
- Teacher key is public by URL. Checks are fresh relative to practice and useful for next teaching moves, but are not secure. School administration and authentic year-level coverage remain outside this fortnight.
Render and verification receipt
- Eight generated SVG/PDF pairs have one A4 page each, SVG title/description, high-contrast broad regions and selectable PDF text; the full linear/tactile alternative covers exact source facts. PDFs are untagged. I rendered all eight PDFs to a contact sheet and visually inspected them for clipped text, overlap, source separation and legible hierarchy; no visible clipping or overlap was found.
- MarkdownIt parsed the public learner cards as 10 bullet lists / 30 items, and the two public checks as 2 ordered lists / 8 items. First-response cases were checked independently against the public key.
- The local verifier checks source hashes/rows, script timing, 30 routes, 20 swaps, held-case leakage, assets/text/geometry, links and SHA manifest. A passing verifier is an authoring receipt, not classroom validation.
Specific next live reviews
- Ask a Prep educator to try one source comparison and a check with real learners, observing whether the 25-minute rhythm and four-part checks need splitting.
- Ask accessibility specialists and users of local AAC/tactile materials to test actual route usability, then adjust spacing/wording without assigning fixed learning styles.
- Seek school-approved real familiar-place sources and relevant First Nations cultural authority before making K03/K04 local teaching or achievement claims. Keep real personal records private.