# Author desk walkthrough · teacher, learner and reviewer

**Scope:** On 30 September 2026 I stepped through all ten optional scripts, answered the two fresh check cases against their separate public key, rendered and visually inspected all eight A4 pages, compared the full linear/tactile alternatives with the drawings and ran the pack verifier. This is **author desk review**, not a child/classroom trial, external educator or cultural-authority review, accessibility certification, private-family source assessment or funder validation.

## Teacher desk use

- **Preparation:** A teacher can read [A–D exact words](MATERIALS.md) without printing, use whole A4 pages, or redraw large cart/book/ticket/cover shapes. The two mats provide broad first/later/source/unknown fields for pointing, AAC and child-directed adult marking. Every script has 3/4/5/7/4/2-minute phases, a specific model, response, corrective move and exit. The family bridges all have a complete school route.
- **Days 71–72 rehearsal:** A tells of a fictional first opening and later marking, naming Mara/Kit but not every visitor. B separates first-year opening, later same-day reading and next-year cover drawing. Sorting is by printed time words and pictured form, not colour or a hidden calendar calculation.
- **Days 73–74 rehearsal:** Mara's reason belongs to Mara. Ivo says Ivo came only the next year and cannot report the first opening's feeling. Ivo's absence reason remains unknown. Nobody's private real family event is requested.
- **Days 76–79 rehearsal:** D's ticket/cover have explicit first/next-year labels but name no holder. A/B overlap on event order; only C supplies Mara's attributed reason and Ivo's report. A three-part narrative must keep the individual view and unknown attendance apart from an “everyone” claim.
- **Load/access risk:** Four questions in a seven-minute check response may exceed some children's processing or motor time. Split the check, record additional time/prompts and first responses, and never treat speed, public speech, hearing a cue or neat writing as HASS attainment. A quiet whole-page tactile/AAC route still needs actual learner/specialist review.

## Learner case walkthrough

- **Day 75 Paper Theatre:** Source 1 orders stage built first, first puppet story later that day and later ticket drawing in the next year to remember the story. Source 2 says Ada came with Aunt Lou only for the next-year day, chose a ticket picture and was not at the first story. Lou's first-day attendance is not supplied. The [separate teacher key](teacher/KEY-AND-NEXT.md) has the same answer and does not guess why Ada was absent.
- **Day 80 Message Wall:** The first-year board is drawn blank; the next-year board carries three paper notes. Sol reports a next-year paper note with Dad; Lee reports helping at first opening and not returning. Message A is bounded; B contradicts Lee and invents universal attendance. No source supplies every family's practice or a real event.
- **Response routes:** The ten [learner cards](LEARNER-CARDS.md) each offer mark, speech/sign/AAC and child-directed adult routes to the same target. Check-day cards support how to respond without naming answers before first responses. No home participation, purchase, recording or public performance is required.

## Reviewer/funder desk use

- The [source-pinned crosswalk](CURRICULUM-CROSSWALK.md) reproduces all nine exact ACARA v9 Foundation HASS rows in the Queensland Prep frame. S01–S05 are partial source-skill opportunities. K02 is **fictional concept rehearsal only**, with K01–K04 all held for appropriate authentic local evidence. The [private K02 gate](LOCAL-SOURCE-INSERT.md) is optional and school-controlled.
- The [rights ledger](SOURCE-AND-RIGHTS.md) distinguishes original CC BY 4.0 material, Apache-2.0 code, embedded DejaVu font terms and official curriculum terms. It does not claim community authority, attendance, improved outcomes, musical proficiency, dry-station function or capacity evidence.
- The public answer key makes formative feedback reviewable but the checks **not secure exams**. This pack is a useful authored teaching option, not proof of impact, state approval or a completed individual syllabus.

## Render and consistency receipt

- Eight original SVG/PDF pairs render as single A4 pages with outlined cart/book/stage/wall forms, SVG title/description and selectable PDF text. PDFs are untagged; complete linear and tactile-equivalent routes are supplied. The contact sheet and full-size notice, timeline and two checks were inspected for pictured forms, readable text, no clipping and no conflicting label/shape facts.
- The [read-only verifier](verify_pack.py) checks workbook/source pins, ten timed scripts, thirty routes, twenty swaps, ten bridges, fresh check/key separation, A4 geometry and exact text phrases, local links and SHA receipt. A pass documents authored consistency, not observed child attainment.

## Next real reviews

1. Ask Prep educators and children to use the timeline and checks, recording actual comprehension, time, prompts and route adjustments.
2. Review AAC, low-vision and tactile alternatives with relevant learners and specialists rather than inferring modality from diagnosis.
3. Obtain suitable school-approved private family-event sources and locally authoritative First Nations review before any authentic K01–K04 claim. Keep learner/family evidence private.