Desk run-through: teach it… | Year 3 English · T1 W3–4 · Run Through

Status 29 September 2026: adult desk simulation and file/print checks were completed; no live Year 3 classroom, child participant, specialist accessibility panel or state curriculum authority has endorsed this fortnight. These are practical review notes, not invented impact results.

New teacher's Monday (Day 11) and Friday (Day 15)

With Lesson 11, Story C, the paper mat, a pencil and any small token, the teacher can follow the 2+5+6+7+3+2 sequence. On the mat, the original story clue “green shape” leaves a garden bed and shade tree. The revised clue reaches the tree from ENTRANCE by one square up, one right. A child who points to the author's wording has listening/comprehension evidence; the story was adult-read, so no independent fluency is claimed. The teacher can use route A, B or C without preparing a digital account.

Friday logistics check: Check A is genuinely a different 3×3 grid and different word items. Following DOT → BELL → PEG → STAR gives the keyed destination. A single teacher cannot privately listen to every child's words and score composition in a seven-minute station; conduct focus conferences over rotations and mark others not yet observed. That constraint is in the lesson, not hidden from the buyer.

Child's choice, including a child who avoids partner noise

In Day 14's learner card, the quiet solo replay keeps the same target as partner testing: find the place a reader would pause, change one word/label and compare drafts. The text/tactile version makes all named cells and the page orientation available without colour or a printer. Both printed aids were rendered as one A4 page each and visually inspected for readable labels and writing lines; their PDF text also extracts. That is a desk check, not an accessibility user trial. A child may say, select, type, draw or move a token; record the actual route used rather than treating an adult scribe as independent handwriting.

Funder or curriculum lead's challenge

There are ten distinct scripted 25-minute English sessions, 30 genuinely different core context choices, 20 more optional daily tasks, three original shared texts, two reserved formative checks, separate teacher answers/next moves, two original A4 SVG/PDF aids and explicit plain-text/tactile equivalents. The crosswalk is generated from a hashed official ACARA workbook, while the verifier checks links, source, days, choices, held-out leakage, true arithmetic, assets and hashes. This makes the authored slice inspectable. It does not make the whole Year 3 sequence complete or supply specialist-reviewed multilingual translations. The original teaching content is reusable under CC BY 4.0; ACARA material and embedded font subsets keep separate rights.

Fixes made during desk review

The story's second direction was tightened to one square up, then one square right, matching the printed grid and removing a hidden geometric contradiction.
The word noticeboard was replaced in word study with bookcase so the explicit compound example would not conflict with the story's conventional two-word notice board.
Day 20 uses 13 204 on the fresh check and avoids the parallel mathematics pack's held-out 41 205 and 624 − 187. The check supplies correct group labels, so it can assess explanatory language without requiring new five-digit computation.
The number claim “more thousands” is paired with “same total” and a visible equal-value exchange; a learner repeating a label is not counted as independent place-value proof.

Next human test

Ask one new teacher to set up Day 11 with this README only; observe preparation time and where directions are unclear. Ask at least one learner using each relevant access mode to try the mat/alternative. Ask a curriculum lead to review the local jurisdictional sequence and sample work against the current Year 3 achievement standard. Keep their actual feedback, revisions and dates in a future review log rather than filling this file with predicted praise.