# Desk run-through — teacher, learner and potential funder

**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](source-and-qa.md) and [verifier](verify_pack.py).

## Teacher: can tomorrow's opening sessions run?

**Route used:** [Year 12 start](README.md) → [English setup](english/term-1/weeks-01-02/README.md) → [English Text A/B](english/term-1/weeks-01-02/student-materials.md) → [English Day 1](english/term-1/weeks-01-02/LESSONS.md) → [Maths setup](mathematics/term-1/weeks-01-02/README.md) → [Maths Card A](mathematics/term-1/weeks-01-02/student-materials.md) → [Maths Day 1](mathematics/term-1/weeks-01-02/LESSONS.md) → [studio Day 1](term-1/integrated/week-01.md).

**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](term-1/print/text-alternatives.md) 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.