# Desk run-through and next iteration

**Status, 29 September 2026:** author/desk simulation only. No qualified dance educator, learner, First Nations cultural authority, access specialist or QCAA representative has reviewed this pack; no classroom trial, observed impact or endorsement is claimed. Source links and version were checked that day; schools must recheck current versions and permissions. The asset/verifier commands in the manifest were run locally.

## New teacher at the desk

**Day 2 rehearsal:** lay four count cards twice, build H–F–R–H and H–N–R–H, cover counts 1/3/4, then ask for a purpose and count-2 reason. Three routes use the same written output. Prep needs paper and markers. A teacher must decide local warm-up/cool-down and movement suitability before offering the physical option; the page does not qualify an untrained teacher to deliver technique. **Fix made:** route text now explicitly states that table paths are not walking directions, and opt-in movement is not the evidence target.

**Day 5 rehearsal:** hand out G only after A–F practice; learner marks two facts and changes one element. Collect first answer before opening teacher key. If a student stays on paper, check their count/space reasoning and leave physical technique unjudged. **Fix made:** Check A asks for a safe no-movement route and a bounded inference; the worked key stays in `teacher/`.

## Learner at the desk

Follow the [learner answer frame](LEARNER.md) on Day 3 with no sound: “I changed arrival timing at count 2. For a calm notice, the gradual line may make the rightward cue less abrupt because the destination remains R on counts 2–3. I cannot know how every viewer reacts.” The same source positions appear in the time strip. A neutral scribe can record this. **Cognitive load check:** one variable changes at a time; all cardinal labels are defined and the diagrams use letters as well as colour. A learner need not disclose mobility, diagnosis or background to switch route.

## Assessor at the desk

Read Check B without the key. Original H score is two identical H–F–N–H phrases, so “repetition” is directly supported. A revision to H–L–N–H in phrase two changes count 6, remains eight counts and supports a possible two-panel reading. The assessor can verify source facts and reasoning, but **cannot rate alignment, control, stamina, technique or expressive performance from these marks**. No formal instrument claim. Day 9 source metadata is not a substitute for viewing a work or checking adaptation rights.

## Print and audio checks

Eight generated pages are A4 SVG/PDF with searchable text and embedded DejaVu font subsets; the exact-alternative file lists every printed label and the tactile build order. All eight were inspected as rendered pages. The object map was revised to keep labels inside the page; the time and structure strips gained visible count marks after the first review. The WAV is optional; its frame format, four onsets and spacing were checked by code, while no human listening test has occurred. Its exact no-device equivalent is four equal counts. Rebuild/check commands and sha256 manifest bind the files. A human still needs to check printed legibility in their actual printer/browser and learner-specific accessible format.

## Holds before claiming a complete unit

- Choose licensed live/recorded works and teach contemporary plus at least one other genre/style; verify history and cultural origins using first-authority sources and more than a promotional blurb.
- Plan valid physical technique and expressive performance teaching/assessment with qualified local staff and individual access needs; paper scores cannot stand in for it.
- Complete the remaining notional time, school assessment and moderation requirements under the current QCAA syllabus.
- Seek cultural authority and rights before using any First Nations or other culturally specific movement, story, image or music. The linked Bangarra page does not authorise our reuse.
- Pilot with real teachers and learners, including accessible print/tactile users, then document findings before making outcomes claims.