Educator desk run, not classroom evidence. I laid out A's three feature icons and deliberately asked a question it cannot answer (“Does everyone feel calm?”). Day 103 worked only when content and permission had separate tokens; combining them hid the target. Day 104's Fin card permits one exact fictional sentence, not a broad paraphrase. Day 106's three-way sort makes a supported feature fact, a waiting quotation and an unsupported all-visitors claim visible. Day 107 can be run without a physical map or real display. The Day 105 and 110 cases use unseen features/people and keep their worked key in teacher/. A teacher still needs to schedule actual HASS time and assess authentic knowledge elsewhere.
Learner desk simulation, not a child result. I tried pointing to two feature icons, hearing A read, and moving raised feature/status cards. In Check A I could say “Paz lists an oval table; Nola likes it; Nola was not asked for public quotation.” In Check B I could build a guide with the general feature list and Miko's permitted exact sentence while leaving Dara's declined sentence off. These are adult simulations; real child comprehension, access and engagement remain untested. A private, quiet, tactile, AAC or scribed route can express the same decision without public speaking.
Family/carer desk pass. Every bridge is short and optional, with no device, purchase, home source, translation, answer return or adult availability assumed. Missing home participation cannot block the next lesson. A published translation or First Nations language version would need competent language/cultural review; none is supplied here.
Potential funder desk pass. The pack visibly includes ten timed scripts, 30 access routes, 20 worked transfers, 10 family options, eight original A4 pairs, two independent public checks with separate key, exact ACARA/QCAA pins, rights/source ledger and SHA-256 receipt. That supports an authored draft completeness and reproducibility claim. It does not show children learned, teachers saved time, a public guide was safe in a real building, a community approved a source, consent was obtained, accessibility worked for every child, or a school year is covered. Those require actual use, permissions and evaluated evidence.
Self-critique and next revision: The activity adds a useful audience/consent question to HASS source sharing, but fictional permissions could be mistaken for real approvals. The sources and lessons repeat that boundary; a school reviewer should still test the wording. The icons are feature illustrations, not a wayfinding map, so teachers must not use them as directions. The pack has no authentic K01–K04 evidence or classroom trial. User review should precede any 10/10 claim.