# Author desk run-through · teacher, learner and reviewer

**Scope:** On 30 September 2026 I simulated all ten lessons, walked both new source cases against the public key, rendered eight A4 pages, visually inspected their combined preview, checked all full-text alternatives and used the pack verifier. This is **author desk review**, not a child/classroom trial, external educator or cultural review, independent accessibility certification, real access result or funder validation.

## Teacher desk pass

- **Preparation:** [Materials](MATERIALS.md) gives A–F in one place; four source-type regions can be drawn by hand. Each daily script names a source, model, child response, correction and exit in a 3/4/5/7/4/2-minute pattern. These are optional blocks to fit the school timetable.
- **Day 41 rehearsal:** point to the actual bench shape, open tray outline and upright board in A. A child can locate each without reading the labels; ask separately whether the model establishes a real room. It does not.
- **Day 44 rehearsal:** Rafi requests, Mara plans, and C's dashed box indicates future intention. Reading the dashed outline as an installed label would erase the source distinction; the teacher points to “plan” and “tomorrow.”
- **Day 46 rehearsal:** B and C belong to Story Day 1, D to Story Day 2. The teacher must say “Ivo writes that he saw” and must not force B/C into a within-day order. D reports location, not usage.
- **Day 49 rehearsal:** a three-source story with one attributed view can yield a conditional care question. It cannot support a real improvement claim. For an authentic familiar place, use school-approved [local source and cultural authority process](LOCAL-SOURCE-INSERT.md).
- **Time/access risk:** Each check has four tasks and only seven response minutes. Let learners continue or split the check, recording what was prompted. Support locally used AAC/tactile systems rather than assigning a fixed style. Speed is not the target.

## Learner desk pass against key

- **Day 45 first-response simulation:** Source 1 draws a low shelf with legs left and actual circular mat right. Nell asks for a square label; Ari plans to try it tomorrow. The new paper packet contains no later source or installed label. A valid question is “Was the square label placed?” The [teacher key](teacher/KEY-AND-NEXT.md) gives the same distinction and does not quietly mark the plan as an outcome.
- **Day 50 first-response simulation:** Source 1 draws desk left, two open-top pockets right. Lea might move one. Noah later reports one beside desk. Jae likes it there; Mina prefers two together right. Mina's preference does not refute Noah's report. Choice A is bounded; B invents benefit to everyone. The printed check source gives neutral packet identification rather than stating that conclusion for the learner. The key agrees and keeps actual use unknown.
- **Route check:** ten [learner cards](LEARNER-CARDS.md) offer thirty switchable same-target routes through marks, speech/sign/AAC and adult direction. Each card includes a free optional home idea with a complete school route. No personal disclosure, device, tiny pieces or purchase is required.

## Reviewer/funder desk pass

- [The source-pinned crosswalk](CURRICULUM-CROSSWALK.md) reproduces all nine ACARA v9 Foundation HASS rows and Queensland Prep context. K03/S01–S05 are partial opportunities; K01, K02 and K04 remain open. Fictional maps cannot establish a real familiar place, family celebration or Country/Place.
- [The rights ledger](SOURCE-AND-RIGHTS.md) distinguishes original CC BY 4.0 material, Apache-2.0 code, separate font terms and official source wording. A school must check real observations, permissions and authority before local coverage or effect claims.
- Public keys make the checks transparent and useful for teaching, but **not secure exams**. Evidence of impact, safety, belonging or benefit would require actual educator/learner use and, for real places, approved authentic sources.

## Render and verification receipt

- Eight A4 SVG/PDF pairs rendered as single pages with broad contrast regions, SVG title/description and selectable PDF text. PDF pages are untagged; the [full words and tactile route](print/TEXT-ALTERNATIVES.md) are available. The combined preview was visually inspected: the check A circle, shelf legs, check B pocket outlines, Pebble Room open tray, dashed future label, text blocks and footers are visible without clipping or overlap.
- The [read-only default verifier](verify_pack.py) checks exact source pins, ten 25-minute timings, thirty routes, twenty worked swaps, key/check separation, illustrated A4 geometry, selectable text, local links and a deterministic SHA receipt. A passing verifier documents authored consistency, not pupil attainment.

## Next live reviews

1. Invite a Prep educator and children to trial source distinction and check length, then record observed understanding and prompts actually needed.
2. Review tactile, visual and AAC routes with relevant learners and specialists; revise them based on observed access rather than presumed styles.
3. For authentic K01/K02/K03/K04, use permissioned local/family sources and the relevant First Nations cultural authority. Keep child evidence private.