Scope: On 30 September 2026 I stepped through all ten scripts, checked the two new source cases against their separate public key, generated and visually inspected eight A4 PDFs, checked full text/tactile alternatives and ran the local verifier. This is author desk review, not a child/classroom trial, external educator or cultural review, accessibility certification, real tool trial or funder validation.
Teacher desk use
- Prepare: Materials gives A–F and links every full page. The same four-field comparison mat works for map, turn plan, note and open questions; a teacher can redraw its broad boxes by hand. Each optional script has source, model, child response, corrective move and exit in 3/4/5/7/4/2 minutes.
- Day 51: the board rectangle visibly touches the top of the left desk in A. A teacher can ask a child to identify the drawn board without relying on labels or colour. The sketch cannot show an actual room visit.
- Day 52: the two Neri maps hold desk/tray/easel positions constant and change only board position. Ask “What differs on paper?” before asking what another source would need to show about physical action.
- Day 54: C's EVA FIRST → ION NEXT card is a plan, not a log. The teacher must not infer equal time, consent or any child's actual skill from it. The linked integrated guide teaches permission separately.
- Day 56: D reports that fictional Ion used the board after Eva at the right easel. It supports one attributed account within the story, not a complete turn record or direct class observation.
- Day 58: the missing-information question can be about duration, another user's view or actual use. If a child answers “same order is fair,” ask what times and needs the sources record; they record none. Do not solicit a child's own disability or family resource story.
- Time/access risk: the checks each ask four things in seven response minutes. Split them when needed, record prompting/extra time and avoid interpreting speed as HASS attainment. Use locally supported AAC/tactile routes rather than a fixed style label.
Learner case walkthrough
- Day 55 Reed Room: first Jo map draws board on a table at left; second draws board on a stand at right. The board's page position differs and story dates order the sketches. Neither names an actual mover or real visitor. The public teacher key keeps those limits.
- Day 60 Birch Room: Source 1 draws open tray left and worktop right. Kai plans Asha then Len; Len says they used tray after Asha. Asha prefers left and Len would prefer right. There is no later location or turn-length record. Choice A is bounded; B invents a move and equal time. The printed source card itself does not state that inference for learners.
- Response routes: the ten learner cards offer thirty switchable same-target routes through marks, speech/sign/AAC and child-directed adult recording. Ten optional free home ideas all have a full in-class substitute. No small cutting, device, loud performance, personal disclosure or purchase is required.
Reviewer/funder desk use
- The pinned crosswalk reproduces all nine ACARA v9 Foundation HASS rows and Queensland Prep frame. K03/S01–S05 are partial; K01, K02 and K04 remain held for authentic work.
- The source/rights ledger separates original CC BY 4.0 text/media, Apache-2.0 code, font terms and official curriculum descriptions. A local school would still need approved real sources and child responses before making a curriculum-coverage or outcome claim.
- The transparent teacher key makes formative feedback easy but the checks not secure exams. Paper maps do not measure actual classroom participation, fairness, access, tool benefit or counting ten.
Render and consistency receipt
- Eight original SVG/PDF pairs render as one A4 page with strong outlined zones, SVG title/description and selectable PDF text. PDFs are untagged; full linear and tactile directions are supplied. The eight-page contact preview was visually checked: the day-one board touches the desk, day-two board sits on the easel, check maps have actual outlined objects, and no page has visible clipping or overlap.
- The read-only verifier checks workbook/source pins, ten 25-minute scripts, thirty routes, twenty swaps, independent check/key separation, A4 geometry/selectable text, local links and SHA receipt. A passing receipt is authored consistency evidence, not observed child attainment.
Next real reviews
- Trial source order and check length with a Prep educator and children, recording what was actually understood and the prompts required.
- Review visual, tactile and AAC routes with relevant learners/specialists; adjust based on actual access rather than assumed styles.
- Use school-approved authentic familiar-place and voluntary family sources, and relevant First Nations cultural authority, before any K01/K02/K03/K04 local claim. Keep child evidence private.