# Desk run-through · educator, learner and potential funder

**Status:** author/desk simulation 2026-09-29. No children, classroom teachers, families, community custodians, real audience, outside assessor or physical printer took part. These checks are design reasoning, not observed learning outcomes.

| Lens | Walk-through | Finding / correction |
| --- | --- | --- |
| Educator, Days 31–34 | Can a child work with invented signs without being taught false universal meanings? | Every script refers to the maker’s *local legend* and adult-stated purpose. A card’s image is never assumed to reveal intent by itself. |
| Educator, Day 35 | Is K a fresh source? | New THREE DOTS → SQUARE legend is absent from A–F solved practice; first response saved before After Check swaps. |
| Educator, Day 36 | What is made? | A completed child-chosen single-panel card is small paper media production. A blank template or adult-authored card is not credited as child work. |
| Educator, Day 38 | What if no willing reader is present or child passes? | Private rehearsal/later/pass remains valid participation, with no actual-audience claim or invented viewer words. |
| Learner, low reading or touch avoidance | Can sign–meaning decisions be made without colour, fluent print reading or hand movement? | Large cards, oral/tactile descriptions, AAC and neutral adult movement serve the same decision targets. No touching is compulsory. |
| Learner, Day 40 | Is GO/PAUSE too easily mistaken for real safety instruction? | Source and script explicitly call it a fictional paper game, not road or emergency signage. Answer accepts multiple non-colour revisions. |
| Funder / assessor | Are counts, source and rights claims reviewable? | Deterministic generator, read-only verifier, SHA256 manifest, exact QCAA code rows and scope holds are present. A desk pass cannot establish classroom impact. |

**Self-critique:** Many icon design tasks can invite overconfident claims about “clear for everyone.” This pack asks for local, stated meaning and actual reader words only when obtained. A real cross-cultural media encounter is essential later but cannot be fabricated here; the authentic-source slot remains permission and authority gated. A classroom trial should measure whether children can hold two symbol–meaning pairs, whether the large-card work is engaging, whether 25 minutes works with support, whether a real viewer question is neutral, and whether black-and-white copies still preserve distinctions. Adult transcription and material choices require careful attribution to child versus adult. The formative checks are public, so they are for teaching, not secure ranking.

**Technical QA at freeze:** run the generator, read-only verifier, Ruff, PDF size/font/searchability checks, exact SVG-text alternatives comparison, byte-identical regeneration, and rendered A4 visual inspection. These cannot verify physical print contrast in every setting, actual child accessibility, local source permission or audience interpretation.

**Observed desk/technical result:** The eight A4 pages were rendered and visually reviewed as one contact sheet. Each local legend and target has a distinct visible relationship; K and L show unsolved starting sources, with no answer panels. No text clipping or panel collision was seen. All eight SVG printed-text streams matched their verbatim alternatives. A second generation produced identical SVG/PDF bytes. The read-only verifier and Ruff checks passed after content review. No physical printer, child or reader trial occurred.