29 September 2026 · internal teacher/child/carer/funder simulation, not a classroom pilot. This is a review record for the Week 31, Week 32 and optional family cards. No child, teacher, carer or specialist was observed in a real setting.
| View | What I actually tried on paper | Finding and correction |
|---|---|---|
| Teacher opening Week 31 | Prepared the three original-source roles, twenty broad number cards, a track and a model paper screen; walked Day 151's 5 + 7 + 8 + 10 + 5 minutes | A child could reasonably explain a sign using its action while another chooses the story for its sequence. Both can be accepted with source detail. The loose page is a fictional prop; the adult handles a real damaged book under school rules. |
| Learner using text or AAC | Followed a child-directed adult mover route: select the complete Next and Back labels, order 8/12/17, state what the paper frame cannot show |
The reasoning target can be expressed without touching a card or seeing a coloured button. A spoken interpretation does not provide independent-reading evidence. A paper screen does not satisfy actual digital-system exploration. |
| Learner counting Week 32 | Recomputed each integrated event independently: 7 + 1 = 8; 8 − 3 = 5 still in box and 3 on display; 6 + 1 = 7; 3 + 5 = 8; 10 − 1 = 9 | Initially a Day 158 title suggested the two final counts were alike even though 7 differs from 5. The title was corrected to “The event changes the count.” Day 160 now asks the child to say the actor is not stated, rather than inventing one. |
| Child making and revising | Played both audience cases: a real consenting listener answers; a paper-listener role only rehearses a possible response | The guide now records actual audience evidence only when another person really responded. A copied frame, or an adult's unacknowledged suggestion, cannot be silently credited as a child-authored Media Arts decision. |
| Time-poor carer | Tried Cards 151, 157 and 159 with only spoken words/fingers; declined a physical piece and device | Each still has a valid route. No card asks for a home photo, family spending, a purchase, a login or work to return. Card 159 correctly records a prediction when no listener is available, not a fabricated test. |
| Funder or school lead | Traced curriculum code → exact official workbook row → opportunity → exclusion, then checked licence and local holds | The product claim is bounded: ten 35-minute optional integrated sessions and ten short home/class invitations alongside separate subject lessons, not ten more independent checks or a completed term. Human educator, local curriculum, accessibility and cultural review remain open. |
I opened the two-frame HTML model in a local browser. Initially its complete transcript was visible without selecting anything and Next was disabled. The first draft exposed its mutually exclusive choices as two independent toggle checkboxes in the accessibility tree, so I changed them to native radio controls. I then selected “A page is loose,” saw Next enable and the status announce the choice, advanced to Frame 2 with focus on its heading, returned with Back, and used keyboard Tab/Left to change to the other radio choice. This is a real local interface check, not a screen-reader, child or specialist usability study. The paper/text route remains complete without a device.
Release checks actually run on 29 September 2026: both subject pack verifiers passed (English: ten 25-minute scripts, thirty routes, two fresh checks, five A4 aids, 35 local links; mathematics: ten 25-minute scripts, thirty routes, two fresh checks, five A4 aids, 81 local links). The integrated verifier passed ten 35-minute sessions, ten family invitations and 28 local links against the pinned official workbook. Full-pack Ruff passed. A root review removed direct links to the teacher key from the mathematics learner check while keeping the key separately available; the manifest was regenerated. The optional HTML model was exercised by pointer and keyboard in a local browser as described above. A published-site page check remains for the deployment gate; these checks cannot stand in for real classroom, print, screen-reader or child testing.
Added Weeks 33–34 · second desk run, 29 September 2026
| View | What I tried | Finding and next move |
|---|---|---|
| Teacher starting Day 161 | Put P/Q's invented source drawings beside a different 8-card sort; recomputed 3 oval + 5 narrow = 8 and separated the P/Q caption from the card-count sentence | A learner could quite reasonably transfer P's three leaves to the eight-card total. The two sources now sit on separate mats and every sentence names its source. No school plant is claimed. |
| Learner switching response mode | Worked Day 164's same eight cards by child-directed adult moves: shape 4/4, then visible pot 3/5, while the total stays eight | Speech, AAC, pointing or an adult mover can all preserve the question/sort/count target. Record adult sorting prompts separately; two partitions are not two separate sets of objects. |
| Teacher guarding Day 165 | Read both subject checks and their keys separately, then used this guide's nine-card pot/no-pot practice after first responses | The integrated case differs from the held English drawing and held maths card set. Both learner checks are public teaching checks; prior exposure would require a locally replaced case. |
| Teacher starting Day 168/169 | Walked through the adult preflight, child-directed transfer and balance scripts and the dry fallback | The printable transfer station is legible at A4 and explicitly says its page alone is not a direct comparison. We did not have class-approved cups/balance or a child here. Actual capacity/mass evidence must be deferred until the real equipment works and an observation is recorded. |
| Time-poor parent or carer | Followed Cards 163, 168 and 170 using spoken words only | They ask for a caption, a safe comparison plan or a labelled prediction; none assigns home water work, a purchase, a result or returned homework. A family member can stop without losing a class assessment. |
| School lead or funder | Traced the two new maths codes to workbook rows 17211 and 17187, the subject crosswalks and the limits above | The truthful additional claim is ten optional integrated 35-minute scripts and ten optional family invitations alongside ten new daily English and ten new daily maths lessons. The fictional plant drawings do not establish local Science learning; the invented roof report does not establish a tested Technologies outcome. |
The Weeks 33–34 English and mathematics pack verifiers passed their timing, thirty route, twenty swap, fresh-check, source and A4 print checks. The mathematics learner check had two direct key links removed before release, keeping the teacher key as a separate public page. The integrated verifier passed twenty 35-minute sessions, twenty family invitations and 47 local links across Weeks 31–34. A rendered Foundation maths capacity sheet and Year 11 Specialist Mathematics method sheet were visually inspected in this pass. These are desk and print checks, not an educator, child, screen-reader or physical-equipment trial.
Added Weeks 35–36 · third desk run, 29 September 2026
| View | What I tried | Finding and next move |
|---|---|---|
| Teacher preparing Day 171 | Laid out the Luma/Jay four-scene source, four broad paper tickets and two labelled zones; said aloud which question came from the story and which from the model | Two tickets per zone is a verifiable representation. It cannot establish that either person had a useful turn. The text ends at a proposal; the script now asks for a response after a trial rather than supplying one. |
| Child taking a quiet route | Directed an adult to move twelve pictureless cards into three trays, then chose AAC/text for a respectful request | The equal-group reasoning and question target survive without touch, role-play, speech or personal disclosure. The adult's prompts must be logged so a child-authored request is not inferred from adult words. |
| Teacher protecting Day 175 | Compared the separate English museum-shelf and maths ten-card fresh checks with the integrated imaginary-library twelve-card practice | The new practice uses three bays with four cards each after the first responses. It is transfer teaching, not a second independent score. Public checks cannot be treated as secure tests. |
| Learner building a repeating unit | Copied triangle–square and circle–triangle–square pairs/triples, then described the whole next unit instead of guessing one shape | A correct next single card can be luck. The Week 36 scripts ask for the complete repeating part, full continuation and a reason or instruction. |
| Listener and access route | Tried Day 177 on an upright paper mat with a fixed square: triangle above, circle to the right; rehearsed a paper listener, then separated that from a consenting person's actual action | “Beside” was ambiguous and was replaced with an exact side. A MODEL response is marked as a model. No actual peer, device, screen reader or child was tested here. |
| Time-poor carer and school lead | Read Cards 172, 174, 177 and 180 with only words/fingers, then traced AC9MFN06, AC9MFSP02, AC9MFA01 and AC9MFSP01 to the subject crosswalks and workbook rows | The home invitations work without purchases or returned work. Arithmetic equality cannot certify interpersonal fairness, and paper position cannot certify navigation of a real room. The added claim is ten optional 35-minute integrated sessions and ten optional family invitations alongside the separate subject lessons. |
The English and maths Weeks 35–36 verifiers passed their ten 25-minute scripts, thirty routes, twenty swaps, two fresh public checks and A4/text aids. I opened the rendered equal-sharing mat: its two trays, three groups, count fields and rights line are legible without clipping. The maths pack includes a short original rhythm WAV with an exact text route; waveform/format checks do not establish that a listener finds it clear. The integrated verifier now passes thirty 35-minute sessions, thirty family invitations and its local links across Weeks 31–36. This remains a desk simulation, not a classroom or learner trial.
Added Weeks 37–38 · fourth desk run, 29 September 2026
| View | What I actually tried | Finding and next move |
|---|---|---|
| Teacher preparing Day 181 | Put English source A's 6/4/2 fictional shape tray beside a separate 5/4 fictional nine-label set and asked both a card-count and a child-preference question | Both sources can answer their own count question. Neither can answer what real children prefer. The two sets are visibly named so their numbers cannot be silently combined. |
| Learner switching modes on Day 183 | Re-sorted the same eight original round/square, stripe/plain cards: 4/4 by shape, reset, then 5/3 by mark using an adult mover | The total stays eight. The child's rule, tracking and comparison can survive a change in motor/communication route; adult-supplied categories must be logged separately. |
| Teacher guarding Day 185 | Compared both held checks with the new after-check 2-loop/8-angle game sheet and the optional family card | The held English theatre MASK/FLAG/DRUM source and maths thirteen ARC/BAR labels are not rehearsed by this integrated case. Public teaching checks still need local replacement after prior exposure. |
| Learner checking Week 38 | Worked 9 poster boxes against a TEN sign, a compact 9/spread 6 dot pair, 4+6→10 against NINE, and 11−3→8 against SEVEN | These four paper sources are separate. A prediction can be confirmed or revised by counting; a claim about growth from undated mock leaf drawings remains untested and must be removed from a factual caption. |
| Teacher guarding Day 190 | Read the separate English mock-ramp and maths row/add-to checks before using the later 9-start/2-OUT fictional cart | The 7-remain cart is a different remove model and is taught only after the first responses. No second independent score or actual cart stock count follows. |
| Parent/carer and funder | Tried Cards 183, 187, 188 and 190 with finger marks/words only, then traced the new maths use to workbook rows 17211, 17160, 17151 and 17171 | No purchase, printout, survey, plant visit, home experiment or returned work is needed. The truthful additional claim is ten optional integrated 35-minute scripts and ten home/class invitations alongside the new daily subject lessons. |
The Weeks 37–38 English and maths packs' own verifiers check lesson timing, thirty routes, twenty swaps, two fresh public checks, linked sources and original A4/text aids. I opened the rendered two-question maths card page: its ten labelled cards and reset instruction are visible without clipping. The integrated verifier covers forty 35-minute sessions and forty optional family cards across Weeks 31–38. Desk and print inspection cannot establish classroom timing, child comprehension, assistive-technology fit, real science observation or a learning gain.
Added Weeks 39–40 · fifth desk run, 29 September 2026
| View | What I actually tried | Finding and next move |
|---|---|---|
| Teacher preparing Day 191–194 | Read the English audience/guide steps beside four independent integrated paper sources; counted fourteen labels, recombined two plus six, traced a circle and triangle against fixed BOARD, and sorted seven open-book/five closed-book drawings for the given question | Each day has a fresh source and a 5/7/8/10/5-minute route. The first explanation, any adult-supplied word and actual versus MODEL listener response have distinct places in the record. These sources say nothing about a real display or preference. |
| Learner on Day 195 after checks | Compared English's BAG/BOOK/PENCIL desk-card source and maths 16-mark/17-claim, circle/BOARD and PINE/SHELL sheet with the later four-wing/six-tail kite board | The kite source uses a given question and different labels/counts. It is after-check teaching, not a second score. The original English held BUS label was removed because a prior maths practice case used BUS; its key and verifier were updated with the new desk-card source. |
| Teacher/learner on Days 196–199 | Worked the separate seven-plus-three story/direction, a whole curve–curve–corner unit, the original A4 65/95 mm shared-start strips, and six pairs plus a separate five/three picture sheet | A story event, instruction, pattern, direct length and data answer each have different evidence. I rendered and visually inspected the A4 length PDF, found a line of text clipping the border, split it, regenerated the PDF and rechecked it. A paper story is fiction; length evidence requires same-scale strips actually compared. |
| Teacher guarding Day 200 | Read the held English fictional post desk and maths 2+6, 7+3, SQUARE–CIRCLE–CIRCLE and strip checks before the later eight/four festival-flag sheet | The later sheet checks a given picture question and sign-versus-event distinction without reusing those held sources. Any first child response remains separate; a public check cannot certify a whole year. |
| Parent/carer and funder | Tried Cards 191, 197, 198 and 200 with spoken/finger-mark routes, then traced the integrated claims to the subject crosswalks and official workbook | No printout, purchase, household disclosure or returned homework is needed. A real portfolio entry is included only if available with date/source; otherwise NOT AVAILABLE. The added claim is ten optional 35-minute integrated sessions and ten family invitations, not demonstrated learning impact. |
The Weeks 39–40 English and maths pack verifiers check ten daily 25-minute scripts, thirty routes, twenty swaps, separate first-response checks, links and hashed original aids. The integrated verifier checks fifty 35-minute sessions and fifty family invitations across Weeks 31–40. These are desk and print checks only; classroom timing, child comprehension, access equipment, local assessment and cultural fit still need people.
Open review holds: teacher timing with a real class; local school assessment sequence; actual use with a child and individual access equipment; print/text equivalence for subject aids; cultural relevance without tokenism; parent usability and translation. Keep the same mathematical/English construct across response routes. No diagnosed group is assigned a preset route.