Desk review on 29 September 2026. This records agent-led simulations and browser checks, not observations of children, educators, screen-reader users or a classroom. The two studios remain draft supplements for local educator and accessibility review.
Teacher route: set up, teach, notice, act
- I opened each HTML page directly from the local folder with the network unavailable to the activities. All four adjacent scripts loaded; no account or child information was requested. The teacher setup names the narrow target, taught-code prerequisite, physical pieces, print route and a short model–try–explain–recheck cycle.
- In maths, I selected Library: fill a tray. The starting model said 2 tens and 10 ones make 30. Checking before an exchange gave the next action, then pressing Exchange preserved 30 and checking confirmed the new 3-tens model. I also checked an incorrect 43-style tens/ones reversal, zero, the 50 boundary and an opened-ten model. The key tells the teacher to ask why the amount stayed the same, so a button press alone is not treated as proof.
- In English, I selected cash after its
shcode would have been modelled, chosec · a · sh, and checked it. Splittingshintos · hgave corrective feedback about sound boxes. I then selected the market story, read the visible longer text as the adult and checked first–next–last. The page and key state that this is supported listening/retell, not independent decoding. The word tile panel shows the printed word, so its result is sound–print grouping, not unseen reading or oral fluency. - I compared the interactive word list against the existing English lesson checks and assessment. The first draft reused reserved transfer words. I replaced them with distinct practice words and added an automated exclusion check. A pronunciation pass also replaced a word whose Australian English vowel would not have matched its short-
uteaching label. The maths pack has some overlapping number targets; teacher checks now name that overlap and give different recheck values. - I reviewed learner print cards separately from teacher answer notes. Both contexts and all twelve cards per studio are represented. The learner copy gives blanks and prompts, while the answer file gives exact models, sound boxes, story order and next teaching moves.
Learner route: different ways to take part
| Simulated route | What I did | Result and boundary |
|---|---|---|
| Keyboard | Used native selectors; Tab/Enter on maths Exchange; focused sound tiles and pressed Space/Enter; checked feedback. | Actions worked and the response text changed. A screen reader should receive the live feedback; no manual NVDA, VoiceOver or TalkBack listening test has happened yet. |
| Touch on a small screen | Used Chrome touch emulation at 320 px width, selected cards, tapped maths pieces and word tiles, checked correct responses. | Both activities worked. At 150% display size with high contrast, neither page had horizontal overflow. Touch emulation is not a real classroom device test. |
| Reduced sound/visual load | Worked without audio, timer, animation or score; changed display size and high contrast; used the complete text alternative. | All task information and feedback remain in text. The mathematical drawing is decorative to assistive technology because the exact tens/ones state is written immediately after it and repeated in action feedback. |
| Adult-directed tactile/print route | Read the full plain-text card bank and teacher instructions as if using ten-strips, counters and letter tiles off-screen. | The learner can point, sign, use AAC or direct placement; the teacher must still observe the decision and note any cue. The print controls were checked in browser print mode for hiding interactive buttons, but paper output and classroom printer sizes still need human review. |
Visual inspection: I looked at full mobile screenshots of both pages at 390 px. The first maths layout placed the changing model below all controls and feedback, forcing too much scrolling. I moved it into the card immediately after the piece buttons, visually rechecked a built 34 and reran the browser checks. The settings are near the top on both pages. The remaining pages are deliberately text-forward; original ten-cell strips, dots and sound tiles carry no colour-only answer. A later print review found that high contrast could leave dark panels on paper; both print styles now force black text on white, with a browser assertion for that state.
Funder or public reviewer route
The source and rights ledger links the current ACARA v9 download, Queensland ACiQ v9 entry and AERO guidance, and states which parts of each code these two activities can actually practise. There are no imported image, font, audio or text assets in the activity bundle. The generated classroom contexts, stories, copy, diagrams and code are original and licenced for reuse. A reviewer can inspect the complete student copy and separate key without creating an account. No impact, endorsement, translation, accessibility-conformance or full-year coverage claim is made from these two pages.
Executed checks and remaining work
The authoring-repository test-aids.cjs suite passed 8/8 on 29 September 2026 with Playwright and axe installed. It covers all 12 maths targets, all 12 English cards, exact rule outcomes and error feedback, reserved English check-word exclusion, local-link resolution, offline script/text routes, direct file:// loading in Chrome, keyboard and touch actions, print-mode control hiding and white-paper colours after high contrast, 320 px/150% high-contrast layout, no HTTP request and no browser page error. The optional @axe-core/playwright scan reported zero violations on both activities in the mobile high-contrast route; an earlier default-view scan also reported zero. This is an automated scan of tested states, not an accessibility certification.
Next human checks: an Australian Year 1 teacher should verify timing and fit against their school's phonics progression and mathematics sequence; students and educators using NVDA, VoiceOver, TalkBack, switches, AAC and print should try the route they actually use; an EAL/D specialist should review the oral-language and dialect guidance. Any later translation needs qualified language review, and First Nations language work needs community-led permission and validation. Check real devices and printed pages before describing the activities as classroom validated.