# Internal run-through · teacher, learner, reviewer

**Date:** 29 September 2026. This is a content and paper-route inspection, **not a classroom pilot, independent legal opinion, First Nations cultural review, translation review, specialist accessibility test or impact result**.

## Teacher: can the first fortnight run?

The ten [scripts](LESSONS.md) each allocate 2+4+5+7+4+3=25 minutes, name a target and materials, include an explicit model, an error to challenge, and a short exit. A teacher can print Cards A–H and five full-word aids, display a lesson and hand out the learner page. Twenty extra worked contexts let the teacher switch away from a prompt without changing its legal target. A real school would add longer reading, local cases, current legal source checks, lesson extension and the school-developed Unit 1 assessments. The 7-minute independent response is deliberately an initial diagnostic window, not a complete legal analysis period.

## Learner: does the route lead to a defensible answer?

The default student desk gives one clear question each day and avoids linking a teacher key. Day 5's new Horizon file is distinct from practice Card A's Banyan hub. Day 10's South Quay file is distinct from Cards C/H. Both demand citation of file evidence plus a limit, and the worked key is on a separate, public teacher path. The three routes per day preserve the same source/legal distinction. A speaking/AAC/dictated answer and full-word tokens can show reasoning while the teacher records support. No learner must recount a personal allegation, court experience, disability or cultural identity.

## Source and legal critique

I checked the official [QCAA 2025 v1.3 syllabus](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_legal_25_syll.pdf) printed p. 12 and course/assessment pp. 4–5: Unit 1 Topic 1 is *Legal foundations*; the unit is 55 hours; this 250-minute starter cannot satisfy the whole topic or assessment program. I checked the [Queensland Acts Interpretation Act 1954 s 14A](https://www.legislation.qld.gov.au/view/pdf/inforce/current/act-1954-003) against the operative authorised PDF: purpose preference does **not create or extend criminal liability**. The fictional Card H and Check K therefore do not create an offence. I checked Queensland bill/assent steps against [Queensland Parliament](https://documents.parliament.qld.gov.au/explore/education/factsheets/Factsheet_3.7_MakingOfALaw.pdf), and the first-level/serious-matter court descriptions against [Queensland Courts](https://www.courts.qld.gov.au/the-courts/magistrates-court/about-the-magistrates-court). Power classification is sourced to [PEO](https://peo.gov.au/understand-our-parliament/your-questions-on-notice/questions/what-is-the-difference-between-exclusive-residual-and-concurrent-law-making-powers). No synthetic named statute is presented as enacted. Exact current criminal offences, penalties and defences are outside the pack and must be verified before a live case discussion.

## Cultural and accessibility critique

Day 9 has a necessary but narrow source: an **1986** Australian Law Reform Commission report. It cannot stand in for current Aboriginal or Torres Strait Islander community voices; the lesson names that gap and asks for appropriately authorised partnership. No community-specific law is invented. The print aids use words and numbering as well as colour; each has complete text and a tangible rebuild route. PDFs have selectable text but are **untagged**. Visual paper inspection found readable one-page A4 output and no clipped labels; it cannot substitute for screen-reader or classroom testing.

## Reviewer/funder claim

The pack offers an original, source-traceable, reproducible **two-week partial elective starter** with 30 route choices, 20 context swaps, two public formative checks, separate keys and five original visual/text/tactile aids. It does **not** show a year-ready Legal Studies course, QCAA endorsement, secure assessment, learning gains or legal/cultural expert validation. The current legal source links and visible QA limits make those next gates inspectable.

## Next gap after Day 10

Extend Topic 1 with authentic legislation, judgments and careful contemporary issues; co-design living-law learning with appropriate First Nations partners; teach Unit 1 Topics 2–4; create the school-selected Unit 1 assessment and progression into Unit 2. Review every legislative link and syllabus version on deployment and before reuse.