This is a desk simulation by the author, not classroom observation, teacher usability research, student learning evidence, a funder review or QCAA approval. The scheduled 25-minute clocks are planned allocations; no actual class timing has been measured.
Teacher pass
I started from README, opened Day 11, printed the period converter, and checked that the annual-period assumptions and reverse-check prompt were visible without the key. I followed the Day 15 and Day 20 instructions: learner prompts are in a separate public file; first responses should be collected before using the public teacher-targeted key. Each of ten days has a timed launch/model/guided/choice/response sequence, three representation routes to the same reasoning, an alternative domain, an optional/home extension and a specific response move. A teacher still has to choose fit, provide individual accommodations, verify syllabus/version and design the school's formal assessment.
I checked the source map against QCAA's current subject page and PDF, especially Unit 1 Topic 1 printed p. 15. The lesson sequence deliberately stays inside selected consumer-arithmetic elements. It does not teach overtime/allowances, government income support, exchange or dividend/P-E calculations and does not cover the full 14-hour sub-topic. The worked key does not pretend these quick checks are the school's Unit 1 assessment program.
Learner pass
I read Card E without the key, used the “excluding → including” price ladder to compute the fictional $84×0.10=$8.40 and $84+$8.40=$92.40, then used the reverse direction to check $121÷1.10=$110 and GST $11. The “fully taxable” condition and real-product classification limit were apparent in both card and aid. I also followed the paper budget route: fixed $680, essential $220, discretionary $110, total $1,010, unassigned $250; no personal figures were requested. Calculator, AAC/read-aloud, large print and counter routes are described, but actual accessibility with an individual learner has not been observed.
For Day 19 I opened the optional offline budget sheet through LibreOffice's headless renderer. Its three formula rows calculated $250/$205/$245 and MEETS. In a temporary copy outside this pack I changed only B's variable-essential input from $250 to $260; the output recalculated to $195 and BELOW. The paper Card G still carries the mathematical task when software is unavailable. This test proves a spreadsheet formula works in that renderer; it does not prove a student used the file.
Funder/reuse pass
I could identify the official syllabus version, source pages, nine Topic 1 bullet locations, exact coverage limits, original content, font licence and reuse terms in source/rights files. The source PDF was read through the official rendered web result; command-line download returned HTTP 403, so there is no false QCAA file hash. This is a reusable two-week partial teaching pack, not a completed Year 11 curriculum or validated school outcome. Its original cases/visuals can be freely adapted with attribution; QCAA/ATO material has its own rights and no endorsement is implied.
Print, arithmetic and repair notes
Five original SVGs and PDFs were generated at A4. I rendered all five PDFs to a contact sheet and visually inspected headings, conditions, answer spaces, contrast, page edges and footer. Each PDF has a selectable-text layer, a matching SVG title/description and a full text/tactile alternative. I also exported the optional spreadsheet to A4 landscape PDF and inspected it. The first spreadsheet print was letter sized and compressed its result labels; I changed the export setup and result alignment, then re-rendered. Check A initially reused one learner-card sales value; I changed it to $900, recomputed commission to $45 and shift total to $235, and kept its worked key in sync. Arithmetic is independently recomputed by the local verifier. Tactile production, Braille translation, multilingual translation, real-user inspection and a real classroom trial remain unperformed.