Author desk run-through · teacher, parent, learner and…Foundation Visual Arts · T2 W13–14 · Run Through

Status: scenario inspection of authored files, not a child, teacher, funder or classroom study. The illustrative responses below are hypothetical, not results. Mechanical file/browser checks are documented only when run. Local human curriculum, safety, access, rights and privacy reviews remain open.

Teacher pass

• Day 61: teacher reads only the fictional integrated boat details and models the source/art labels. The child can choose the cardboard boat without telling anyone about their own family. If a child says “the story says the flag is red,” the teacher rereads the exact text and leaves colour unknown. The art observation is the child's chosen line/texture, not a HASS family judgement. Six steps total 25 minutes.
• Day 65: keep the lantern source/check/key hidden until first response. Read its one opening and unmarked outer band, demonstrate only a response mode on unrelated paper, capture two child line options and source/art labels before feedback. A real lantern, light or material test is never involved.
• Day 68: if real plant date/view records exist, use them; if not, label paper-leaf practice fictional. A bolder second drawing alone does not show plant growth. A child can say “same”, “different”, “unclear” or “not observed” with the actual source status retained. The Science teacher keeps separate evidence.
• Day 69: without a cleared real artwork/context mark AC9AVAFE01 not observed; without an actual willing audience mark AC9AVAFP01 not observed. A fictional botanical image or intended viewer never fills these events.
• Day 70: read both made-up dated cards with the same three-bump edge. A child proposes two art treatments and states the cards did not depict real plant growth. The check samples source-aware art choices, not a biology or term-grade result.

Learner pass

• Visual/dry mark: large line diagrams show short/long and close/spaced differences with labelled source facts. The held answer areas remain blank and no colour is required.
• Exact description/no touch: linear alternatives state every mark's count, length, position and source status. Child can speak, sign, AAC or direct a neutral adult and retain the same art choice. An unmade plan is marked plan only.
• No real plant/family: every day has a fictional art route. Refusing a plant view, tactile medium, family disclosure or public share does not remove the Visual Arts decision. It also is not treated as evidence of a deficit.
• Privacy/cultural respect: no real family album, unknown plant contact or community design replication is required. Any real work is a separate cleared source event.

Parent/carer pass

• Open the README, then one learner card. The optional home bridge needs no purchase, printing, photograph, upload or family disclosure. A parent may read the invented card and record the child's exact two line ideas privately, without choosing for the child.
• For Day 64, a hypothetical child says “the cardboard boat is from the story; my diagonal lines are my choice.” A parent can ask what the lines are intended to show. This is a model of the conversation, not evidence that a child gave that answer.
• Home participation does not require a plant encounter. Use the explicitly fictional paper leaf; never handle an unknown plant or call different drawing size proof of growth. Return any proposed actual observation to the school's approved plan.
• Keep held Checks U/V and their teacher key closed until the scheduled first response. Later transfer examples have different sources and are explicitly AFTER-capture. Public sharing is optional; a parent who actually views a child's original artwork can give an exact reply only if the child chooses to show it.

Potential funder pass

Ten 25-minute scripts, 30 access routes and optional home bridges, 20 worked examples, two learner-clean checks plus educator key, eight original A4 aid pairs, source/rights gates, deterministic generator, optional offline mark lab and SHA verifier are concrete authored assets. They are production/evidence of availability, not proof of uptake, improvement, equity for all learners, educator approval, real-source authenticity, culture-holder permission or cost savings. Those need consented real use and appropriate measures.

Author QA completed · 30 September 2026

• Ten distinct Days 61–70 scripts each total 25 minutes; each has three switchable same-goal routes and a free optional home bridge. Twenty context examples are worked; four check-day transfer examples are reserved until after first-response capture. Checks U/V are fresh fictional sources with separate teacher responses and next steps.
• Eight original A4 SVGs and eight single-page searchable PDFs passed exact source/label checks, A4 page geometry, page text bounds and deterministic regeneration. Check U's rectangular opening was corrected to be wider than tall. Check V's two three-bump edges are identical translated shapes; both check response spaces remain blank. All eight actual PDF renders were visually inspected in the contact sheet · Download original PNG: clear source/choice separation, broad illustrations and writing spaces, margins, no visible collision or clipping. These are visual PDFs, not tagged PDFs or verified assistive formats.
• The offline browser check exercised all eight length/direction/spacing combinations at 1280, 390 and 320 pixels, keyboard Tab/arrow selection, four marks, current and saved mark bounds, A/B comparisons, clear, reload reset, horizontal overflow, errors and external requests. An added saved-panel check found clipped long diagonal marks at 320 pixels; the narrow saved-panel gap was reduced, then the complete three-width check passed. Desktop/mobile captures were visually inspected. No outside request or page error occurred.
• Fresh ACARA HTTPS download returned 200 and matched the pinned workbook SHA; exact national codes/rows/descriptions matched the local import. Three direct QCAA entry/PDF fetches returned 403. Official indexed Prep alignment text and assessment-resource listing were inspected, including the alignment's repeated-code erratum; current techniques-PDF body remains unverified. Fetch receipts preserve this distinction.
• The default verifier checks sources, script timings/routes, held checks, original A4 geometry/text/source features, deterministic regeneration, local links/anchors, browser code/previews and the full SHA manifest. It is read-only within this pack; the explicit --write-manifest author option creates/refreshes its manifest. The separate browser check is read-only unless --capture is requested.

No actual learner, parent, educator or funder was recruited for these desk scenarios. No live plant, real artwork, cultural permission or audience event is recorded. This is a frozen authored development block, not classroom validated.

Remaining gates

1. Queensland Prep educator checks sequence, art process, timing/word load and assessment alongside HASS/Science.
2. Child-specific accessibility review checks exact descriptions, tactile safety, optional digital controls and untagged PDFs with actual users.
3. School approves real plant/view safety, rights/authority for art, child privacy and any display; no real source is pre-cleared.
4. Other states/countries need their own current primary-source alignment rather than relabelling this pack.