# Author desk walkthrough · teacher, learner and reviewer

**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](MATERIALS.md) 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](teacher/KEY-AND-NEXT.md) 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](LEARNER-CARDS.md) 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](CURRICULUM-CROSSWALK.md) 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](SOURCE-AND-RIGHTS.md) 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](verify_pack.py) 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

1. Trial source order and check length with a Prep educator and children, recording what was actually understood and the prompts required.
2. Review visual, tactile and AAC routes with relevant learners/specialists; adjust based on actual access rather than assumed styles.
3. 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.