# Desk walkthrough · educator, learner, family and potential funder

**Educator desk run, not a classroom trial.** I laid out A with SOME, ALL and NOT TOLD. The drawing of three strips was easy to mistake for three attendees, so Day 112 explicitly returns to notice words. Alba B states an individual reason; Jun C states non-participation but withholds why. Day 116 question cards make an assumption visible without interrogating a child. The independent checks use different event objects, voices and dates, and their worked answers remain in `teacher/`. An educator must still fit blocks to actual HASS time and source authentic K02 evidence separately.

**Learner desk simulation, not a child result.** I tried printed, spoken and raised-card routes. For Day 114, I could place Jun's DID NOT MAKE token under ACTION and leave REASON blank. For Check A, I could say “Yara gives a reason; Teo does not; I can ask if Teo wants to share, or leave it open.” For Check B, B is the question that allows a choice and pass. These are adult simulations, not evidence of child comprehension, access, engagement or psychological safety.

**Family/carer desk pass.** The ten bridges use pack fiction, are optional and need no device, money, adult availability, real observance or return. No child's family is treated as less valuable for declining a story. A home-language or First Nations language version would need competent language and cultural review; none is supplied.

**Potential funder desk pass.** The visible draft has ten timed scripts, 30 access routes, 20 worked swaps, 10 bridges, eight original A4 pairs, two fresh public checks with separate teacher key, exact ACARA/QCAA pins, rights ledger and SHA-256 receipt. That supports an authored draft/reproducibility claim. It does **not** prove attainment, teacher time savings, classroom engagement, cultural approval, family inclusion, safeguarding effectiveness or full year coverage. Those claims require real implementation, permissions and evaluated evidence.

**Self-critique and next revision:** The quiet/declining visitor prevents a common assumption, but a child may still treat the fictional event as an actual family observance. Repeat the fiction/authentic hold and use the school source gate. The question-comparison task needs careful adult tone; real safeguarding matters belong to policy, not roleplay. Eight print pages add preparation, so the exact no-print route should be tried with actual educators and learners before accessibility claims. This is a verified draft, not a 10/10 outcome claim.