Status, 30 September 2026: author-run desk review, live local-browser smoke and visual print/browser inspection. This is not a school pilot, child outcome study, tactile-user review or QCAA endorsement. The pack covers ten partial Visual Arts sessions, not a whole achievement standard or year. The read-only verifier checks exact workbook rows, lesson structure, accessible asset labels, optional browser scaffold, links and file hashes; no automated check establishes classroom engagement.
Teacher: take Day 32 into a Prep classroom
The Day 32 script gives a six-step 25-minute run: 3 minutes to recall a two-panel image, 4 to model across/down, 5 to let children direct a path, 7 to author two fictional scenes, 4 to note chosen route/intention and 2 to close. I can print two-panel path, read its exact linear version, show the offline browser choice, or use empty hand spaces. The child can mark, point, sign, use AAC, direct an adult or stay no-material. I record the child's first-panel choice and intended viewer path, not that every viewer understood it. For a whole class I would choose local grouping/support staff arrangements and school-approved materials; this pack does not invent those realities.
Teacher critique and revision: A fictional cue can look like a real safety sign. I made the Paper Planet mark explicitly MEANING UNKNOWN and separated actual sign actions into the school's child-safety-reviewed integrated Week 7 block. Check M's source drawing placed the teardrop left of the bracket while the first learner text said “above”; I corrected the learner prompt, key and printed caption. The teacher still needs to select and verify any real local sign or real maker work through the authority slot.
Learner: try a screen and a screen-free answer
For Day 37, I can choose ARCH then BAR on visual-unit, point to the whole pair and see it return three times. I can instead describe three pairs to a neutral adult scribe. I choose the gaps because I want a particular viewer path; the teacher records my words rather than assigning a fixed meaning. The optional Visual Beat lets me vary mark type, AB/AAB group and between-unit spacing without a score or account. Its practice choices do not contain the held Check N marks. On Check N, I get new source marks and two blank strips. An adult may read the prompt but cannot tell me which order or effect to choose.
Learner critique and revision: A narrow browser viewport initially stacked panels labelled “across,” contradicting their visual route. I changed the mobile grid so across remains two columns and down is one. A start cue initially wrapped its number awkwardly; I kept it on one line. A child who does not want a device, mark making, sound or touch has an equivalent speech/AAC/sign/directing route. The PDFs are untagged, so the exact linear alternatives are the dependable reading order. Tactile preparation remains conditional on local child/support-team approval.
Family: a five-minute, no-purchase bridge
Every learner card has a Family bridge: two hand-spaces for a panel path, a tiny before/after story, a verbal returning pair or a private share with a willing person. No kit, account, photo or posting is needed. A caregiver can ask one concrete question: “What stays, changes or returns, and what do you hope someone notices?” The check-day home prompts occur after collection so the first independent response is not rehearsed.
Funder or assessor: trace concrete claims
The crosswalk pins four exact ACARA Visual Arts rows and one contextual Mathematics row to the SHA-verified official workbook and QCAA Prep source URLs. The pack contains ten individually timed 25-minute scripts, thirty same-goal access routes, twenty worked contexts, two separate learner/key checks, eight original one-page A4 SVG/PDF pairs, an offline browser activity and original desktop/mobile visual previews. The rights ledger separates our re-usable text/art from curriculum quotations and any future real maker source. The SHA receipt identifies file bytes; it is not effectiveness evidence.
Funder critique: These files support an inspectable delivery draft, not claims of improved learning, lower teacher costs, adoption, accessibility with real users, cultural authority over a particular artwork or audience response. A named real artist/work/source-stated role and child response are needed before AC9AVAFE01 can be claimed. Actual sharing with a willing person is needed for AC9AVAFP01. Pattern recognition/continuation is assessed in the separate maths sequence. No translation or audio asset is claimed here.
QA completed and limits
- Rendered all eight SVGs to one-page A4 PDFs; extracted their text, compared key labels to linear alternatives, and visually inspected a full eight-page contact sheet and revised Check M/quiet-transfer pages.
- Opened the local browser activity on desktop and 390-pixel mobile, clicked panel layout/order/start cue, selected DOT/WAVE and AAB, changed unit spacing, used keyboard Enter, and checked three rendered repeat groups. The mobile across/down grid was corrected and rechecked. No horizontal overflow, JavaScript error or external request occurred; only the page's three local static files were requested.
- Opened
index.htmldirectly as afile:page and successfully changed the panel layout, confirming the offline route. An automated axe scan on the mobile page reported zero detected violations; that scan is not a substitute for child, screen-reader and tactile-user review. - Ran the verifier, code lint and deterministic SVG/PDF regeneration before the final file receipt. The exact results are emitted by those tools. A school still needs to print on its equipment and check contrast/size, approved adult help language, material safety, privacy/retention, real artwork rights and any accessible adaptations with learners.