Method: This is the author's internal run-through. I read P–U against each timed script, clean learner prompt, three routes and short-response key; traced V–W and X–Y against their separate worked responses and compared source limits; reviewed the current QCAA 2025 v1.3 Unit 1 PDF/landing page; rebuilt the three SVG/PDF aids, rendered all three A4 pages and visually checked legibility and clipping. The verifier recomputes timings, local links, source consistency, PDF metadata/text/font and file hashes. No teacher, learner, disabled user, community member, translator or funder participated; this is not a classroom pilot or independent evaluation.
Teacher desk: can this be used tomorrow?
On Day 21 I can prepare P and the foreground sheet, teach the difference between Mina's final point and the unknown earlier sequence, and mark the exit with a specific next move. The 4–3 score is internally consistent with seven total points; neither that total nor the last point can assign all earlier points. Day 22's Jo text is clearly fiction, preventing an invented literary scene from being treated as a match log. Day 26's S observation is exactly six plus four equals ten at day seven; neither a future outcome nor cause is supplied. Days 25 and 30 contain separate public new-case learner cards with worked keys and specific reteaching moves. Every routine totals 25 minutes, while a fuller response can continue in other scheduled time.
Open teacher work: The 250 minutes are short starter slices. A Queensland teacher must align them with the school's actual work program, study complete syllabus-required texts, make appropriate cultural and Australian author selections, design school-approved assessment instruments, and test time/access arrangements in class. The public keys make the formative checks unsuitable as secure first-encounter evidence once viewed.
Learner desk: can I do the thinking in different ways?
I can mark exact text, move full-word source strips, or dictate/type/AAC-compose the same claim. On Day 28 the entire photo description is supplied in words, so I do not need to see an unprovided image to know six planters are in frame and four are outside. The poem T lets me interpret punctuation imagery without guessing plant outcomes. In Check A, V gives Bea, Kian and Rue distinct stated roles, while W explicitly leaves the door's final revision unknown; I can honour the public moment without declaring one creator did everything. In Check B, X's photo depicts one of three named stops and Y's speaker is a single invented voice; the next route is still unknown. Optional home tasks require no purchases, interviews or posting.
Open learner work: These formats have not been use-tested with actual readers using braille, screen readers, AAC or other access arrangements. The searchable PDFs are untagged; use full text for reading order. Log read-aloud separately if independent reading is an assessment construct. No route should be assigned as a fixed “learning style.”
Funder desk: what is verifiable?
The release includes ten authored scripts, six original practice texts, four new-check texts, thirty daily routes, ten optional extras, worked next moves, three original A4 SVG/PDF/full-text/tactile pairs, a QCAA-point crosswalk, a rights/provenance ledger and SHA-256 receipt. The QCAA version/check date is stated; direct scripted PDF download returned HTTP 403 and no binary pin is claimed. File, link, timing, print and source checks are reproducible locally. This demonstrates authoring and internal QA only; it does not demonstrate uptake, class improvement, time saved, accessibility parity, independent fact certification, school approval or QCAA endorsement.
Critique and changes made
- A match headline could falsely assign whole-match credit. P/R now disclose the absent earlier sequence, and the key permits celebration of Mina's final point while preventing sole-credit claims.
- A poem and crop could be mistaken for observation of all ten planters. S distinguishes the day-seven count; U supplies the full inside/outside-frame description and the key marks later growth as unknown.
- Public check keys could be mistaken for secure assessment. Every entry page and the checks say the keys are accessible and suggest locally new parallel cases if first exposure matters.
- Short original texts could be mistaken for syllabus-required complete works. The guide and crosswalk name the unfulfilled Units 1–2 categories and the school's responsibility to select culturally appropriate texts.
- PDF text may be selectable yet lack tagged reading order. The three aids include complete ordered text/tactile alternatives and retain specialist usability review as an open gate.
Next real-use gate: A Queensland General English teacher and assessment lead, students with varied access needs, and qualified cultural/language reviewers must test any locally adapted use before broader quality or effectiveness claims.