# Teacher, learner and funder desk run-through

**Performed 29 September 2026.** This is a document/asset test by the author, not a classroom trial or an outcome claim. I followed the same paths a user would take through the pack, physically traced coordinates in the tables, recomputed grouped quantities, rendered the PDFs and inspected the resulting pages.

## Teacher view

1. Opened [README](README.md), [scripts](LESSONS.md), [learner cards](STUDENT-CARDS.md) and [Map A PDF](print/courtyard-map.pdf). Day 11 needs one A4 map and a token. Its phases add to 25 minutes; one of the three cards fits the independent six-minute part. A rotating focus list keeps assessment feasible in a class.
2. Traced Day 12's reference example: meeting mat C3 to shade tree D2 means right one/up one **on the page**. Reversing the reference changes the sentence; that distinction is explicit in the model and key.
3. Built Day 13's three-square brief twice: hub B2, water B1, art C2. A new reader can recover all three from the labels/key. The printed aid has a separate blank 3 × 3 plan below Map A.
4. Tested Day 14's false claim against the source map: water point E1 is to the **right** of notice board C1; seats D4 are below, but not directly below, shade tree D2 because D3 intervenes. The script retains first/revised wording.
5. Kept [Map B PDF](print/held-out-map-b.pdf) closed until the Day 15 check. On opening it, item 2 has book stall B3 and art table D3 with C3 between; item 3 requires a **new** 3 × 3 plan. The separate [staff key](TEACHER-KEY.md) supplies next moves if a learner reverses reference or omits a key.
6. For Week 4, used labelled place cards: 24 306 is `2TT 4Th 3H 0T 6O`; opening one TT yields `1TT 14Th 3H 0T 6O`, still 24 306. The opening fortnight has already introduced five-digit place language, but this lesson models it again.

## Learner view

- Tried D13-C on paper: recycling C3, bench B3 and gate B2 satisfy “left of” and “above.” A key with the three written names makes the map usable by another person. A tactile nine-square version carries the same information.
- Tried D16-B without a calculator: 35 071 = 30 000 + 5 000 + 70 + 1; one TT can become ten Th, making 20 000 + 15 000 + 70 + 1, still 35 071. The zero hundreds place remains explicit in the standard numeral.
- Tried Day 18 model with paper groups: 347+286 has 13 ones → one T and 3 O; then 13 tens → one H and 3 T; finally 6 H, 3 T, 3 O = 633. Its approximate 630 benchmark makes 633 reasonable.
- Tried Day 19 model across zero: 705 = 6H9T15O after two exchanges, so subtracting 3H6T8O leaves 3H3T7O = 337. Addition 337+368 returns 705.
- Tried the held-out Day 20 calculation only after practice: 624−187 can be regrouped as 5H11T14O; subtracting yields 437, and 437+187=624. This was absent from learner practice and lesson rehearsal.
- Considered a learner who cannot move cards: the adult can move one card at a time in response to the learner's exact directions, while recording any mathematical suggestion separately. There is no required timed handwriting or colour recognition.

## Potential funder or adopter view

- Opened the [exact crosswalk](CURRICULUM-CROSSWALK.md) and checked code, Year 3 level and workbook rows against the pinned official import. The boundary column does not claim complete content coverage, especially for five-digit range or all additive cases.
- Opened the [source and rights ledger](SOURCES-AND-REVIEW.md): curriculum wording is credited to ACARA; the lesson words and maps are original/reusable; code and font terms are separate; fictional maps are not represented as real sites.
- Opened all three A4 PDFs. Labels remain inside 5 × 5 cells, the lower 3 × 3 space is usable for a learner-created plan, and the five-place mat has room for cards plus written proof. The [practice text alternatives](print/TEXT-ALTERNATIVES.md) and separate [held-out Map B alternative](print/held-out-map-b-text.md) supply every named cell and prompt.
- Read the [next-move rubric](TEACHER-KEY.md#formative-rubric-and-next-moves). It directs a teacher to rebuild a specific relation/exchange, not to assign a vague ability label.

## Live review still needed

Pilot at least one map-creation lesson and one place-exchange lesson with an educator and learners with varied access needs. Time the six phases, ask a fresh person to decode a learner map without coaching, and observe whether ten-to-one exchange is understood rather than memorised. Print and use the PDFs at actual A4 size. Seek qualified review before any translation, state-specific claim or local cultural/place adaptation.