# Teacher, learner, family and funder desk run-through

**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](verify_pack.py) 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](LESSONS.md#week-7--day-32--which-panel-does-a-viewer-meet-first) 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](print/two-panel-path.pdf), read its [exact linear version](print/TEXT-ALTERNATIVES.md#2--two-panel-pathsvg--pdf), show the [offline browser choice](digital/README.md), 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](AUTHENTIC-SOURCE-SLOT.md).

## Learner: try a screen and a screen-free answer

For Day 37, I can choose ARCH then BAR on [visual-unit](print/visual-unit.pdf), 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](digital/index.html) 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](print/TEXT-ALTERNATIVES.md) 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](LEARNER-CARDS.md) 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](CURRICULUM-CROSSWALK.md) 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](digital/README.md). The [rights ledger](SOURCE-AND-RIGHTS.md) separates our re-usable text/art from curriculum quotations and any future real maker source. The [SHA receipt](manifest.json) 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.html` directly as a `file:` 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](verify_pack.py), 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.