29 September 2026. This is a file-level teacher/learner/funder simulation, not a classroom pilot, child interview, accessibility certification or learning-impact measure. The verifier checks timings, exact ACARA rows, print metadata, links, fresh-check separation and hashes. Human school review remains required.
| Lens and action | What the dry run exposed | Correction or current limit |
|---|---|---|
| Teacher preparing Day 11 | Opened README → lesson → Text A → blank source/scope mat. The teacher can name the two source roles, exact count unit and one overclaim within the six 25-minute steps. | The source label and anonymous poster were made explicit. A named team can report its own log, but is not an independent durability authority. Class setup/transitions are still untested. |
| Teacher preparing Day 12 | Skimmed headings to find opening times, scanned the numerical line, then read its complete sentence. A keyword-only answer about future hours would have been wrong. | Lesson requires skim–scan–confirm and names sleeves, not visitors. The two fictional session dates, 10 and 17 September 2026, are both Thursdays; no future opening is promised. |
| Learner route through Day 14 | Read frame 3 first, inferred Hala might act before permission, then revealed frames 1/2 and their captions. The interpretation changed without claiming permission never occurred. | Printable sheet uses original abstract icons and full captions; exact ordered text lets a nonvisual learner reason about the same sequence. No child image is needed. |
| Learner route through Day 17–18 | Compared “queue curled like a ribbon” to a literal long queue, then built a main-plus-dependent clause. A draft noun group added “paper” to a cover although the exact cover material was not established. | Model now says “Sol's loose book cover”; unsupported feeling words are rejected. The dependent-clause exit uses a line actually present in Text C. |
| Day 15 unseen check | Worked the fresh notice independently, checking its counted unit, what was not recorded and how an altered first panel affects a reader. | Fresh source and panel order are separate from teaching Texts A/B. Assessment page and teacher key remain separate from learner copy. |
| Day 20 unseen check | Marked a new narrator's observation, inference and later correction, then checked whether an alternate-view account stayed within supplied speech/action. | Component-specific key allows text-grounded alternatives. The private story does not appear in learner routes or optional practice. |
| Parent with little time | Selected one optional five-minute public/pretend notice discussion. No purchase, app, photo upload or family disclosure needed. | Home activities are optional and not scored. |
| Funder/rights audit | Followed 19 exact Year 5 code rows to pinned ACARA workbook hash, checked QCAA's English page, original-source statements, CC BY grant and DejaVu font notice. A4 PDF text and SVG title/description were inspected. | National alignment is partial; local school mapping, actual child testing, translations and year-long text-range review are outstanding. No adoption or gain is claimed. |
Math/source consistency: Text A records 12+15=27 sleeves, with repeat books/visitors unresolved. The fresh Day 15 arithmetic, counted unit and claim boundaries were independently checked against its separate key; the exact check values are kept on teacher pages. Text B order 1→2→3→4 differs from 3→1→2→4 in first impression. Text C's narrator inference is explicitly distinguished from Sol's later words. The held-out story changes setting, action, imagery and characters, so it is not a copied rehearsal. The prefix routine uses transparent re- examples and deliberately avoids teaching repair as “pair again”.
Visual/access inspection: The three A4 PDFs were rendered and viewed at screen size. Headings, icons, captions and blank writing regions did not overlap; PDF text is selectable. SVGs have accessible title/description and the plain text alternatives preserve order and meaning. The PDFs are not claimed tagged or universally accessible; a real screen-reader/braille/AAC trial and individual adjustments are still needed. Printed sheets keep answers blank and are not the private Day 15/20 stimuli.
Before a classroom-ready claim: a Year 5 teacher should run the ten sessions and measure setup/transition fit; a curriculum leader should check the school's current state/territory syllabus, assessment conditions and full-year literature range; students/families with different access and language routes should test and correct the materials; school privacy processes must govern any actual child work. No First Nations cultural account or language translation was invented. Record resulting changes and rerun the verifier.
Original SubjectNest QA narrative © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Credit, link and indicate changes.