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

**Status:** author/desk simulation 2026-09-29. No child, classroom educator, family, custodian, real audience, external assessor or physical printer participated. Technical and desk evidence is not an outcome trial.

| Lens | Walk-through | Finding / correction |
| --- | --- | --- |
| Educator, Days 41–43 | Can the cue idea run with no device? | Broad tick/empty cards and exact two-slot words cover count and order. Live sound is optional and logged separately. |
| Educator, Day 45 | Does M expose its solution in practice A–F? | New pentagon/two-tick source appears only in public check; same-day swaps wait until first response. |
| Educator, Day 46 | Is child production versus adult work clear? | Child chooses original picture and cue; adult may place/scribe neutrally. Blank template or adult choice is not credited as child-owned media work. |
| Learner, auditory sensitivity or no hearing | Must they hear/perform a tick? | No. Printed exact text and raised filled/empty slots support the planning target. Neither route is misreported as heard sound. |
| Learner, Day 47 | What if a child approves then stops sound? | Offer immediate stop/quiet route and record only what happened. No recording or voice request. |
| Assessor, Day 49 | What is actual audience or cultural-maker evidence? | Only willing-person action/words and authorised first-party maker information, separately logged. Rehearsal and fictional sound are not substitutes. |
| Potential funder | Are audio, print, rights and counts reviewable? | Original deterministic WAV/SVG/PDF generator, exact alternatives, read-only verifier and SHA256 manifest support file-level audit; impact is untested. |

**Self-critique:** Tick patterns are deliberately simple and could become repetitive without a richer authentic media context; the next arc should add permission-cleared real works and wider production choices. A paper plan cannot demonstrate hearing, sound craft or a listener’s interpretation. The synthesized examples need local educator listening and volume/access review; no universal “safe sound” claim is made. The classroom trial should observe whether children treat quiet as an intentional choice, whether cue count/order transfer beyond the adult model, whether printed/tactile alternatives are intelligible, and whether 25-minute sessions allow individual responses. The teacher must source real media with cultural authority rather than treating the original ticks as culturally representative.

**Technical QA at freeze:** generator, read-only verifier, Ruff, SHA256 manifest, exact SVG/PDF text, A4/font checks, WAV sample-rate/amplitude/duration checks, deterministic regeneration and rendered A4 inspection. These cannot establish real classroom access, physical print quality, legal permission for outside works or learning impact.

**Observed desk/technical result:** Eight A4 PDFs were rendered and visually reviewed together: filled TICK versus empty QUIET cues, numbered timing, blank maker choices, and unsolved M/N public checks were legible without clipping. All eight SVG text streams matched their verbatim alternatives. Two WAVs passed mono 16 kHz/1.5-second, low-peak, one/two event and zero-outside-event checks; a second generation produced byte-identical SVG/PDF/WAV assets. Markdown list spacing, local links, SHA256 manifest and Ruff passed. No human listened to the WAVs in this QA, so educator listening/volume review remains pending before playback with learners.