# Year 3 supplementary · desk run-through and critique

**29 September 2026.** This is a simulated use review, not a classroom pilot. We opened the teacher, learner and separate key pages; rehearsed timing, paper responses and next moves; checked actual numerical/logical examples; generated and visually inspected the five A4 mats; then ran the read-only pack verifier. No child, family, teacher, access user or funder was observed using the materials.

| Lens | Actual desk route and result | Revision or remaining limit |
| --- | --- | --- |
| New teacher at the start of Day 18 Science | Selected the 12-minute card, read 2-minute notice, supplied the explicitly labelled **MODEL** readings 22, 23, 24°C at 0, 2, 4 minutes, used the blank Science mat, and checked the answer row: 24°C at minute 4. The teacher can withhold the key and record whether a real instrument was used. | The original card was tightened so a model graph cannot be scored as a real measurement. A real investigation still needs staff risk approval and actual source data. |
| Learner reading without a teacher key | Followed the clean Science Day 16 record: 24°C to 25°C; arithmetic is +1°C. The card asks for a cause question but does not tell the answer. HASS Day 11 clearly labels its sign invented. | Every learner page now has an individually written direct prompt, rather than copying teacher directives. Adult reading, AAC, drawing and tactile routes remain available. Real age/readability testing is pending. |
| Home caregiver with little time or equipment | Chose Technologies Day 17: BLUE card, BLUE/GREEN boxes, scrap paper IF/ELSE; about twelve minutes with no purchase, account or printer. Science uses paper models without a home heat task. HPE paper plans are explicitly labelled **PLAN**. | A home route does not manufacture actual movement, digital-program or experimental evidence. Household testing with caregivers has not happened. |
| Learner needing quiet, reduced print, motor or sensory choices | Used the full [text alternatives](print/TEXT-ALTERNATIVES.md) to follow the HPE route without seeing a diagram, then used a paper token around KEEP CLEAR. Chose private response. The key recorded a **plan**, not a bodily movement outcome. Music has a silent composition route without claiming audible performance. | Options are access routes, not learning-style labels or universal accommodations. Individual plans, specialist review and co-design are still needed. |
| Arts specialist | Checked two cards per form. Media Arts Day 13 requires approved offline capture of paper shapes before production codes count. Day 18 requires an actual informal share for its presentation code. Dance, drama, music and visual choices are equally explicit about what happened. | No school device was operated in this desk test. Paper-only media plans remain valid preparation but not media-tool evidence. No First Nations art form is imitated. |
| Teacher checking a transfer response | In fresh Technologies Day 20, A and C have boxes and B does not. A/C match, while B pauses/asks; a guessed placement would miss the no-guess user story. The next-move column supplies a different blank-label case. | This is one short formative sample, not proof of sustained algorithmic understanding or digital implementation. |
| Potential funder / public claims reviewer | Followed [crosswalk](CURRICULUM-CROSSWALK.md) from selected codes to exact official text and row; opened [source ledger](SOURCES-AND-REVIEW.md), font rights and manifest. Counted 50 short cards, 58 verified code links and five original A4 aid pairs. | Clear scope statement says partial Australian v9 alignment and outstanding state, local, classroom and access review. No outcome, translation, impact or complete-coverage claim is made. |

**Cross-checks:** Science invented records: `24→25 = +1`, `22→24 = +2`, `22→22 = 0`, `24→26 = +2`, `24→24 = 0`. Design/Digital paper branch: BLUE goes to BLUE; a nonmatch follows ELSE; in the Day 20 A/B/C case B has no box and must pause or ask. HASS invented accounts are attributed, never used as evidence of a real school policy. The print mats contain blank scaffolds rather than answers. The PDF fonts are embedded and text extractable, while screen-reader tagging remains an open limitation.

**What changed during review:** Student-facing cards received fifty direct child-readable prompts; the five subject menus gained exact mode boundaries and separate assessment pages; optional 12-minute menus were distinguished from a compulsory 60-minute daily addition. No lesson was made contingent on a family device, purchase, public performance, personal disclosure or translation. The pack remains a draft pending human educator and access review.

Original review record © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).