Teacher route
I planned a single 12-minute slot from each teacher sheet: prepare only a learner card and paper shapes; read the prompt without suggesting a response; run the 2/7/3 minute phases; keep the child card separate from the assessment key; write an observation with mode and prompting level; choose the matching next move. The scripted starts and end questions work as standalone blocks. The teacher must still fit them into an approved yearly scope, movement/safeguarding procedures and local sources. These forty blocks are supplementary, not a complete timetable.
Learner route and exact teacher checks
| Trial role and fresh card | Plausible learner response | Teacher interpretation and next move |
|---|---|---|
| Science Day 5, fictional rabbit place | “I can see a shaded box. I think it could shelter the rabbit. I cannot tell if it has water.” | Credit need/place clue and unknown. If learner says a drawn bowl proves drinking, revisit “picture shows / we know” with a new card. |
| HASS Day 5, two fictional lunch-container descriptions | “The source says one is metal and one plastic; I cannot tell which all children used.” | Credit a source-bound change and a limit. If learner generalises to every family, ask which source word supports it and compare a new dated card. |
| HPE Day 5, invented turn request | “Ask once, listen to no, choose another game.” | Credit the respectful sequence. If the learner treats a refusal as needing an explanation, practise accepting “no” with a new puppet choice. Do not elicit a real personal incident. |
| The Arts Day 10, chosen Visual Arts route | A learner moves a dark paper shape after a viewer says the sign is hard to see, then points to the revised sign. | Record intention, changed choice and privately shared explanation. Observe only the Visual Arts presentation code for this response; do not award all five Arts codes. |
The exact teaching checks live in the separate ASSESSMENT.md files. A simulated answer is not evidence that a real child learned. Test understanding later with the unfamiliar rechecks described in each subject assessment.
Print and accessibility route
Generated the four original SVG/PDF pairs from print/generate_print.py. Rendered each A4 PDF to a page image and visually inspected it: readable black text, white writing areas, intact margins and no clipping. Science has two needs panels and two time panels; HASS has earlier/later sources plus same/changed/unknown spaces; HPE has permission boxes and two routes around a centre block; Arts has first/revised panels and a four-beat option. Every diagram has SVG title/description and a fully selectable text alternative. A tactile version can use paper shapes/strings and a child-directed adult recorder. This is a document review, not a screen-reader or low-vision user study.
Funder / parent route and honest claim
Open README, choose a subject, inspect a student card, inspect the separately held teacher key, and open the matching PDF or text route. A family can run a card with paper and no purchase; personal family stories are optional and never needed. A funder can inspect source provenance and rights, official-code crosswalk, and hash manifest. This pack demonstrates a reproducible, original two-week supplement; it does not demonstrate a full-year program, state alignment, translation quality, student outcomes, uptake or classroom impact.
Review findings applied
- Kept all scenarios clearly fictional where no actual local source exists, and avoided implying four European seasons everywhere in Australia.
- Separated teacher keys and next moves from learner cards and print text. Safety help language stays visible to children because safety information should be accessible.
- Treated media-technology and public-share descriptions as conditional on what the learner actually does.
- Marked classroom, home, access-user and funder field testing as pending rather than treating this simulated run as those tests.