29 September 2026; desk review, not classroom validation. The local verifier checks timing, three-choice coverage, exact source rows, printed sequences, A4/accessible asset metadata, links and hashes. A classroom teacher must review safety, actual taught numbers, access and local assessment use before describing this as tested with children.
| Lens | Concrete run-through and finding | Resolution / limit |
|---|---|---|
| Teacher preparation, Day 143 | Put TAP/TAP/REST tokens in six places, moved a three-cell frame and predicted the next three: TAP/TAP/REST. Ran the same sequence as silent broad marks. | Exact P2 setup and no-sound route are in Materials; math evidence is the repeated unit, not hearing or tapping. |
| Learner action, Day 142 | With P4 circle/square/circle/circle/circle/square and the stated circle–square rule, position four is first wrong. Replacing it yields three full units. | Lesson and follow-up ask for evidence from two cycles; alternative invented longer rules cannot be accepted without two full repeats. |
| Learner action, Day 148 | Matched 12 A tiles against 16 B tiles one-to-one: four B tiles remain. The answer is B uses more; it does not follow that B's stand is stronger. | Added a quantity/strength boundary to lessons, mat and integrated guide. A real safe strength test belongs to Technology/Science observations. |
| Held-out Day 145 | Inspected the teacher-only sequence, verified two full units and three blank places, then checked the separate exact key. Its order differs from the taught three-position order. | Teacher-only sheet named clearly, separate exact key and no assessment symbol/order in learner cards. |
| Held-out Day 150 | Precounted both teacher-only paper sets and compared the recorded answer by one-to-one matching. This pair does not occur in practice sets. | Stop/reprepare if a tile is dropped; do not score bad setup. Numeral recognition is offered only at the child's taught point. |
| Child access simulation | Read P1/P2 as ordered text and used tactile circle/square and a thick REST marker without relying on colour. Large 20-place mat permits moving each piece once or directing an adult. | An individual tactile/AAC trial remains needed; print preview is not a full accessibility certification. |
| Funder/source audit | Checked AC9MFA01, AC9MFN01 and AC9MFN03 against exact Foundation workbook rows; original SVG/PDF, text alternatives and manifest hash list are present. | Claims remain proposed partial national alignment; no learning gain, local approval or classroom adoption is asserted. |
Print preview correction: All A4 sheets were rendered to PDF and viewed. Practice pattern positions and labels are legible; the teacher-only sheet has an explicit warning. The count mat shows twenty indexed places and separate count/check/claim-limit fields. A child could still mistake the printed number in an indexed box for a supplied answer; if counting without numeral cue is the target, cover the number labels or use the blank trays and show numeral choices after counting, as the lesson states.
Remaining review: teacher and access specialist to test tile size/handling in the real room, class transitions, local syllabus and assessment requirements, and the child's current number knowledge. Keep set counts checked out of view. Use different fresh sets for any later progress check. ACARA v9 is the national source; QCAA ACiQ is the Queensland implementation entry.
Original SubjectNest QA narrative © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Credit, link and indicate changes.