Teacher run-through
I set up Day 3 from A and the stage map using five paper rectangles. The counter, ledger, door, MIN and JO are already labelled, so no casting, rehearsal room, projection or device is needed. In the seven-minute practice window, one directed card turn and one cited line are feasible as a first attempt; a longer local window is appropriate for access. I checked that MIN’s “ledger” line is the third spoken line and that B changes the facing direction without changing the script fact. Day 6’s cue can sit inside the first count of the same two-count pause, with the second count silent; a card represents this if playback is unwanted. A teacher must still add published scripts, professional theatre and genuine cultural contexts for the full Unit 1.
Learner run-through
I used the learner desk without opening the teacher key. Day 1 can be answered by underlining text: “destination card is blank” is stated, “correct destination” is unknown. The exact alternatives repeat all visible labels and describe how to build the maps with cards. The three routes keep purpose/evidence/evaluation available to a learner who declines a role. For fresh G, the student sheet provides a new script but leaves staging and interpretation for the learner; for H, the new question asks for two orders and a rights judgment. Public keys are discoverable, so neither check is secure. No learner has actually trialled the material; timing, comprehension and sensory load need real classroom feedback.
Assessor / public-interest review
The official source is current QCAA Drama 2025 v1.3; the crosswalk distinguishes this 250-minute starter from the 55-hour unit and says exactly which required text/performance/cultural content remains. The two linked external cultural-rights sources stay outside the freely licensed assets. None of our neutral scene cards are presented as an Aboriginal, Torres Strait Islander or Asia–Pacific story. A school’s later assessment must collect evidence for the unit objectives, including acting where relevant. A directed-card response here shows an opening dramatic-design choice, not assessed acting skill. No QCAA, First Nations company, teacher, student or funder endorsed or piloted the pack. No learning outcome, cultural review or safe-use-in-all-settings claim is made.
Asset inspection and next gate
The SVG/PDF sheets were regenerated with a fixed PDF timestamp; the verifier checks A4 dimensions, searchable text, exact alternatives, local links, cue format and hashes. Visual print inspection covers an original script, a stage map and a fresh check sheet. The synthetic audio signal is format/frequency checked but has not been human auditioned. Before a classroom impact claim, pilot with teachers and learners who use different access routes, record consent and timing issues, and refine from feedback. Before full Unit 1 coverage, plan authorised First Nations/Asia–Pacific and broader Australian theatre, published scripts, professional live/recorded performance, contextual study, rehearsal and school-designed assessment.