# Candid desk run-through · 30 September 2026

**As a new teacher.** I can start Day 82 with one key, a four-slot strip, a boundary marker and a scripted 25-minute arc. The schedule tells me exactly what to model, save and avoid inferring. It does not supply a school timetabled Music allocation, a classroom sound-level policy or a local real arts work. Before using any sound, I still need to listen to all candidate files and approve level on the intended device. If that is impractical, the card lesson is complete for its score-planning target.

**As a learner using varied access.** I can see large printed V/S words, feel one/two raised dots, direct a neutral adult or use AAC. I need not sing or disclose a home story. “Pass” and no-sound are meaningful choices. The tactile cards must be made locally from the exact directions; the PDF itself is not a raised-print artefact. A neutral adult needs to avoid pointing at W's correct gaps or filling X's strip.

**As a potential funder or assessor.** This is ten optional sessions within a broader year, 30 routes, 20 worked swaps, 20 interest bridges and original reusable assets. It is *not* a delivered classroom trial, universal accessibility certification, evaluated outcome, complete curriculum coverage, approved narration or cleared cultural work. Actual-audience and community-use codes remain conditional. A deterministic generator, pinned official content rows and read-only hash verifier make local review possible; they do not replace expert pedagogy or human listening.

**Critical review and action.** Paper V/S differentiation can be mistaken for actual dynamic control. The lesson recording fields and checks deliberately label planning evidence and leave sound observations blank until a real safe event. One/two dots could be read as number or pitch, so each aid repeats full words and says the dots indicate **relative planned level only**. The term's “shared place” theme could invite noise; every lesson keeps sound optional and locally approved. If tested in a class later, collect teacher friction, learner choice, source rights and sound comfort separately before claiming impact.