Teacher simulation, not a classroom trial. I placed A overhead map, B eye-level sketch, C named voices and D keeper instruction in order. The ten 25-minute blocks separate locating features, reading a legend, attributing a reason, considering two different uses, an independent new case, distinguishing instruction from action, asking a care question, choosing a future source, composing a bounded account and a second independent case. Each is 3+4+5+7+4+2 minutes. Whole A4 pages and text/tactile equivalents avoid tiny cutouts. I would keep both checks unseen until Days 85/90 and the public key separate until a first response was saved. I would also coordinate with the integrated Week 18 real-place educator before any actual visit or care action.
Learner-route desk simulation. On A map I can find both round planters; on B sketch I see one. I can say “the other is not shown” without claiming it vanished. C tells me why the bench matters to Mira and why walkway matters to Theo; the map alone tells neither reason. D asks for a clear path but never reports anyone followed it. A child can point to full-page shapes, direct an adult across broad raised symbols, use AAC or speak. A fictional response never requires sharing a real family or place.
Family/carer desk simulation. The optional bridges use an invented scrap-paper room. A time-poor carer can use one prompt in under two minutes or skip it. There is no printing, purchase, field trip, photograph, household disclosure or homework penalty. First Nations language/Country content is held until appropriate local authority, not auto-translated.
Potential-funder audit simulation. Source-snapshot, exact ACARA rows, QCAA Prep links, eight original A4 SVG/PDF pairs, full alternatives, print generator, read-only verifier and SHA-256 manifest are independently inspectable. They demonstrate authored coverage and integrity, not learner improvement, adoption, cost savings measured in schools, cultural endorsement or full state implementation. The public check cases are formative and openly inspectable, not secure tests.
Critique and next review. The map/sketch contrast is useful but invented; an actual familiar-place concept and real care result require approved source access. An educator should pilot child comprehension of map versus eye-level sketch and test broad raised shape practicality, then revise. Check all translated prompts with qualified speakers and local authorities where relevant. Treat this as a reviewable teacher draft until that work happens.