Date: 29 September 2026. This is a manual desk simulation with the authored files, not a classroom trial, user interview, QCAA validation or evidence of learning gains. See the source/QA ledger and verifier.
Teacher: can tomorrow's opening sessions run?
Route used: Year 12 start → English setup → English Text A/B → English Day 1 → Maths setup → Maths Card A → Maths Day 1 → studio Day 1.
What worked on paper: Both subject scripts name six timed steps summing to 25 minutes, a visible success criterion and an exit check. Studio script sums to 35 minutes and can be omitted. Learner materials can be copied without the separate teacher keys. Text B is released on Day 3; Text C and Card C have explicit hold-until-Day-10 files. The diagrams print at A4 landscape; their PNG previews were rendered and visually checked for clipping and label accuracy, and text alternatives contain all content. The same fictional issue gives the teacher a concrete cross-subject link.
What a teacher must still do: Confirm the cohort, syllabus version, actual Unit 3 start, approved prescribed texts, assessment schedule, technology, school safeguarding and adjustments. A 25-minute slice does not fill a senior period or the notional Unit 3 hours. After an exit, record actual learner evidence and a next move; no pre-written answer can substitute for that observation. Keep any real student work private.
Learner: can I find the task without the answers?
Route used: Read English Texts A/B, annotate claim/audience, then attempt Check 1; read Maths Card A, fill totals and row shares, then attempt its Check 1. Switch to plain text asset descriptions without opening SVGs.
What worked on paper: The English microtexts show two plausible positions; B partly agrees, so the comparison cannot be solved by labelling one “good”. Maths Card A states “visits, not unique people”; row denominator is explained. Both practice checks ask for source/limits and give an optional scaffold. A learner can use typed, spoken, AAC, private or tactile routes without needing to disclose personal circumstances.
Remaining risk: These are short public-issue texts, not the school-selected prescribed texts. Text and data are fictional and deliberately narrow. Day 10 fresh materials are linked for transparency, so a teacher should release them at the intended time if using the checks independently. The teacher key exists publicly in the source tree; “separate” means separate copying and labelling, not secure test secrecy. No recorded narration or qualified translation is available yet.
Potential funder: is the claim honest and the material reusable?
Route used: Inspect the year map, crosswalk, rights, file hashes, assessment boundaries and one visual. Ask whether “a full Year 12 course” would be supported.
Finding: The answer is no. Only the opening fortnight has authored daily sessions; Slots 3–40 are provisional plan entries. The syllabuses are linked to exact page areas, with Queensland senior pathways named. Original prose/data/SVG are CC BY 4.0; QCAA material stays linked. The pack supports a demonstration of a reusable resource model, not a claim of classroom efficacy, complete Year 12 coverage, state-by-state portability or accreditation.
Next evidence required: Review by subject specialists, at least one supervised classroom/pilot use with consent and privacy safeguards, accessibility testing with actual users, teacher preparation-time measures, error-reporting process, more authored weeks and versioned syllabus rechecks. These are pending, not implied by a passing local verifier.