Date: 29 September 2026. This is a paper and rendered-asset run-through, not a classroom trial. No child, educator or funder was observed using the pack, and no actual sky, movement, sound, drama or media performance was sampled. The counts below describe authored opportunities, not learner outcomes.
Teacher route: can a new teacher run the block?
- Open the pack index, choose one of 40 optional blocks and read its setup. The science, HASS and HPE pages each offer Days 11–20; the Arts page has exactly two days for each of Dance, Drama, Media Arts, Music and Visual Arts. Each block has a
2 + 7 + 3 = 12minute sequence, a concrete prompt, access/home route and staff evidence limit. - For Science Day 15, prepare the unseen invented two-time strip; withhold the staff key. The learner can order 8:30 and 11:30, compare 6 and 3, and state “invented”. A teacher can see exactly whether the child compared lengths or made an unsupported all-days inference. Maths checked:
6 − 3 = 3. - For HASS Day 20, check the different museum record and read the original learner paraphrase. The staff key explicitly limits inference to this item and its stated use span. If the source is unavailable, defer the real-source claim and use a fictional source-identification rehearsal instead.
- For HPE Day 20, reserve a safe clear route and separately record plan, movement, fair-rule use and cooperation. If only tabletop work is possible, record planning and tabletop manipulation; leave physical-action cells not yet observed. The child may pause or opt for a different route.
- For Arts Day 18, a media tool must actually be used for media-technology evidence. A paper storyboard remains a valid design prompt but must be recorded as preparation. For Days 14/19 music, sound or listening must actually happen for sound evidence; a silent pattern card alone cannot stand in.
Teacher finding: The day-by-day prompts and separate staff notes are executable for a short slot with ordinary paper materials. Real local maps, genuine sky observation, a safe movement space and school-approved media equipment are conditional inputs, never asserted present. The pack does not supply a full Year 2 timetable or substitute for local curriculum and teacher judgement.
Learner route: can a student use the visible page?
- Open a single subject’s
LEARNER.md; it contains the Day 11–20 prompts and source cards, with no staff scoring table or solution key. The printable aid pages are blank scaffolds with labels and spaces, not worked answers. - Try the Science Day 13 shared record with paper strips: 9:00 four units, 12:00 two, 15:00 five. A child can point to a shorter/longer pair, state that the numbers were made for practice and ask what they cannot prove. A read-aloud or tactile route keeps the comparison task available.
- Try the HASS Day 13 nested-place model: the child may put three labelled cards inside one another, but the teacher must not present the invented labels as real Country, region or municipality. The text alternative allows the same sorting without a printed image.
- Try Arts Day 15 with large, raised or thick-line generic symbols for three fictional destinations. A new viewer’s interpretation gives local feedback; it is not proof of universal readability. Children can share privately.
Learner finding: The pages have short action prompts, optional ways to answer and ordinary-life contexts. A child who needs a spoken, tactile, AAC or partner-directed response has a route into the central task. Reading demand still depends on adult support and individual needs; no universal accessibility or engagement result is claimed.
Potential funder route: what is verifiable and what remains to prove?
- The exact ACARA crosswalk is generated from a pinned official import; every selected code is checked against its official Year 2 or Years 1–2 band and workbook row. Crosswalk notes identify partial/conditional coverage. This is 39 selected descriptions across four areas, not 39 completed outcomes.
- The source and rights ledger distinguishes facts, invented scenarios and rights. The source paraphrases and printable diagrams are original; the official descriptions and linked publisher pages retain their own terms.
- The manifest and read-only verifier make local edits visible and check structural integrity. Four printable PDF/SVG pairs have a text/tactile route. They do not measure learning gain or classroom uptake.
- Missing evidence for a scale or impact claim: independent classroom observation, accessibility testing with relevant learners, teacher workload measurement, safeguarding review in specific settings, source maintenance and licensed/local cultural collaboration. Obtain consent and appropriate governance before such studies; no student data is collected by this pack.
Funder finding: This is a usable, auditable two-week supplementary slice with a clear cost/access story and honest evidence boundaries. It is an authored prototype, not a proven year-long, state-complete or impact-validated programme.