# Desk run-through · teacher, learner and funder lenses

**Review date:** 29 September 2026. This is an authored desk simulation, not a classroom trial, child interview, accessibility audit by a disabled user, funder review, or measured learning gain. The checks below document what can be verified locally and what still requires real-world moderation.

## Teacher dry run

I selected Science Day 12, HPE Day 12, Technologies Day 19 and Arts Day 17, checked their listed kits and traced each four-stage sequence on paper against the 12-minute schedule. This was not a live timed class run. The Science comparison initially used the same sand twice, which would confound water amount with a changed substrate; I revised it to **two equal fresh patches**. HPE asks for a real trial and a response from willing players before saying the rule worked. Digital Day 19 cannot truthfully be marked “implemented” without an approved visual environment; the teacher must prepare one or record `paper trace only`. Music Day 17 requires sound actually heard. Each block fits four timed stages, but transitions, behaviour support and setup vary by class; allow extra time or split the block rather than compressing a learner’s response.

## Learner walk-through

I tried the Day 15 Science check using an oral response and the Day 20 Arts check by annotating text. Neither requires reading the staff key. The check stems are new relative to the worked lesson examples; answers depend on explanation, not selecting a hidden “magic word” alone. The route choices can be switched without a fixed learner label. I checked that no learner-facing prompt asks for a real password, address, personal online incident, medical detail, home purchase, public upload or forced performance. A learner may choose a private willing audience. A real classroom should still test reading load, sensory access and response timing with actual learners and adapt.

**Specific desk probes:** I answered Science A as “stone cracks in place; shower carries pieces; pieces collect in a dip; compare before/after positions.” The private key accepts the sequence but asks for the words weathering, erosion and deposition next, with no invented cause of the crack. For Arts B, I marked that the written rest is second while the heard rest is third; the key allows either revised notation or a new performance. These are simulated responses created for review, not child results. A teacher should still listen to a learner’s reasoning before deciding a next move.

## Funder / adoption review

There are five menus and 50 distinct optional blocks, 50 extra swap-in contexts, ten fresh subject checks across Days 15/20, 4 reusable A4 SVG/PDF/text aid pairs and an original optional beat cue, exact pinned ACARA description rows and an explicit rights/source ledger. The no-cost material list and reusable masters lower preparation cost, but the pack is a **small pilot slice** of a much larger year. No adoption, learning-gain, inclusion-outcome, teacher time-saved, translation accuracy, state-specific compliance or endorsement claim is evidenced here. A funder should request real teacher use, learner feedback, consented accessibility testing, local curriculum moderation and documented iteration before treating it as proven at scale.

## What I checked locally

- Each of the five menu files has exactly Days 11–20, four stages totalling 12 minutes and three or more explicit access routes per day. Arts assigns two days to each of its five forms.
- The five Day 15 and five Day 20 checks have separate learner stems and private keys with next teaching moves.
- All cited ACARA codes in the menus exist in the pinned workbook extraction, with exact level, source row and wording in the crosswalk; “partial”, “precursor” and “conditional” boundaries are recorded.
- Four A4 PDFs were rendered from original SVGs; `pdfinfo`, `pdffonts`, text extraction and visual preview checked dimensions, embedded font and readable layout. Text/tactile alternatives are available because PDFs are not tagged.
- The original optional WAV was generated as mono 16 kHz audio, and its 2.4-second frame count and text/visual pattern were checked; it is a cue, not learner performance evidence.
- The local verifier checks internal links, day counts, PDF/SVG pairs, pinned source hash and manifest hashes. See its terminal output when run; this note does not assert a later deployment or classroom result.

## Next real-world test

Ask a Year 5 teacher and diverse learners to try four contrasting blocks with consent and ordinary school safeguards. Observe setup time, actual learner choices, whether the 12-minute closure is realistic, the distinction between planned and observed evidence, and any inaccessible wording or print layout. Revise from their specific feedback before wider use.