Status: desk review of the authored files and rendered pages, 30 September 2026. These are scenario checks, not a teacher/child/funder user study, real classroom observation or proof of an outcome. The exact first responses below are hypothetical and not stored as results. Source/rights, local safety, child-specific access and school assessment still need human review.
Teacher's 25-minute pass
- Day 43: open the source card, read FICTIONAL before showing the square handle, then choose either an actually approved object with source/date or a made-up card. Do not transfer the integrated Week 9 practice counts into the art record. The teacher can run 3+4+5+7+4+2 minutes; a child may direct the card with no paper. Record the child's visual focus and actual marker separately. Concern caught: saying “we found” without source status could falsely imply a real observation. The card, script and record all now prompt REAL + DATE / MADE UP.
- Day 45: keep the cart check and key out of sight until that day's first response. Read “tray, oval pod box, hook handle” and the two blank idea spaces. Demonstrate only response mode on unrelated blank paper. If an adult has to place cards, they repeat the child's directions and log the handler. Concern caught: the source illustration also includes wheels; the exact alternative names them as diagram context, not a required focus. No answer is supplied.
- Day 49: if there is no cleared real artwork/context, use the fictional fallback and mark AC9AVAFE01 not observed. If no child shares their own work with a willing person, mark AC9AVAFP01 not observed. The 7-minute child step can be a private response or pass. Never label either event complete because the page was opened.
- Day 50: read the clock's first draft and its adult/fictional status. No adult suggests a new cue. A learner can make a now version or dictate an exact plan. The record distinguishes source fact, child revision decision and actual maker. The clock is not a real station sign or a real child's earlier work.
Learner's access pass
- Full-colour visual: Day 41's blue circle has dots; orange triangle has lines and printed names. A child can choose another colour/cue combination without being told that blue means calm or orange means excitement. All task comparisons remain possible with the named marks.
- Greyscale/no colour: the circle/dots versus triangle/lines, toolbox stripe location, square-handle hatch, first/now outlines, cart parts and clock triangle remain distinguishable. The page does not require a particular hue. Exact linear descriptions in Text alternatives provide the same source facts. This is an author inspection, not a colour-vision-user validation.
- No print/no touch: the adult reads each source and blank question exactly. A learner can give two options, a choice and a reason by speech, sign, AAC, eye gaze to locally supported options or partner-directed adult scribing. A precise described plan is not silently promoted to physical artwork.
- Sensory/private route: no paint smell, sound, sticky material, movement or public presentation is needed. A child can decline texture or sharing and still work on the two-cue decision. Route choice is not interpreted as a deficit.
Potential funder's evidence pass
The available artefacts are ten timed scripts, 30 route variants, 20 fully worked context bridges, two fresh learner checks and a separate key, eight original SVG/PDF A4 pairs, source/rights boundaries, exact source pins, a deterministic generator and read-only audit. They show production of reusable teaching materials and a traceable author check. They do not demonstrate learner gains, adoption, accessibility for every user, professional educator approval, QCAA endorsement, complete Prep Visual Arts coverage, cultural permission, translation accuracy or tested cost savings. Those would need school/rights-holder participation and measured evidence.
The optional local-only browser activity adds a switchable visual/text two-option route. It is an author-tested interface, not evidence of child use or a measured viewer effect.
Browser desk check: Opened the bundled page directly from disk in local Chrome at 1280 px and 390 px. Switched part, colour and clue; saved distinct A/B ideas by keyboard and click; cleared both; checked zero horizontal overflow, zero page errors, no automatic HTTP requests and zero automated axe violations in both views. Desktop and mobile screenshots capture the revised wording and two saved choices. Automated checks do not replace child-specific keyboard, screen-reader or colour-vision review.
Remaining human gates
- Queensland Prep educator and local curriculum lead review sequence, word load, timing, assessment use and fit alongside integrated English/maths.
- Accessibility practitioner and actual learners/families choose appropriate assistive formats; inspect reading order and child-specific tactile safety. The PDF is not tagged.
- School approves materials, privacy, display/sharing, real source choice and any local cultural authority work. No real artwork or audience result is pre-cleared.
- If published beyond Australia, map each jurisdiction from its current primary sources; do not relabel this as a translated or international pack.