# Teacher, learner and assessor desk review · 29 September 2026

## Teacher run-through

I set up Day 3 from [A](print/scene-a.pdf) and the [stage map](print/space-map.pdf) 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](LEARNER.md) 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](print/TEXT-ALTERNATIVES.md) 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.