New teacher, Days 2 and 3. Two fixed image cards reverse order without redrawing: arrival/departure remains a possible interpretation. A movable wide/close border makes cropping concrete; the circle remains physically present outside the close view. The teacher can do both with large cards and no device. Design fix: prompts no longer say the object “disappeared” when it was merely cropped out.
Learner/parent, Days 5 and 10. G/H are new sources with first responses recorded before the separate key. Exact tactile/large-print routes use the same frames. No recording, account, upload, real child photo/voice or public display. A child can pass or choose a paper puppet rehearsal; this is not counted as actual audience sharing.
Assessor/funder. The pack has 10 scripts, 30 routes, 20 worked swaps, 20 domain bridges, 2 fresh checks with separate key and 8 original A4 SVG/PDF pairs. The dedicated current Prep Media Arts alignment controls the codes; the older comparison document's Dance-code error is disclosed. This is 250 minutes of opening work, not a full course, official instrument, C-standard judgment, proven impact or independent accessibility certification. No teacher/class/child pilot has occurred.
Print and remaining holds. Eight rendered A4 pages are visually reviewed; PDF text, embedded fonts, local links, precise storyboard models and hashes are checked. Actual printer/browser and learner-specific tactile access remain untested. Schools still need age-appropriate permission-cleared real media works and maker/community voices, including culturally authorised content, plus broader production experiences. This pack does not capture any child's image or voice.