Desk run-through and… | Year 6 English · T1 W3–4 · Run Through

Status: simulated internal review of files on 29 September 2026. One person read/used the pack in teacher, learner and potential funder roles. This was not a classroom pilot, child usability study, impact evaluation or independent curriculum review.

Role and task simulated	What worked on the desk	Issue noticed and action
Teacher, prepare Day 11	Source A poster, Source B table, lesson timing and D11 choices are linked from the start page. Source-origin question makes it possible to separate poster/tally emphasis from independent evidence.	A new teacher might say “two sources confirmed 11.” The packet and teacher key now explicitly say A/B/D share the same fictional event. Teacher models the distinction before choices.
Learner, inspect Day 12 poster without seeing it	The full alternative gives exact words and order, including large ELEVEN and the small lower caveat. A strip/tactile route can reproduce prominence.	Small caveat would otherwise be easy to miss. The alternative states it fully and the print poster labels “Read the closing detail too”. Still needs real screen-reader/low-vision review.
Learner, choose D13-B or D14-B	Garden and sports mini-cases ask for source-bounded claims instead of a repeat of Dockside. A learner can use speaking, text, cards or AAC to express the same inference.	Weatherproof and unlogged-return language risk invented outcomes. Source packet/key now require indoor one-day and not-yet-logged boundaries.
Teacher, Day 15 check	The unseen Borrow Box packet has a different domain and numbers from preceding models. Four items separate context, design effect, supported claim and next question. Staff key is outside learner file.	D15 practice could coach the result. Choices and lesson mark those routes later; the ten-minute check replaces practice/exit. Accessibility support and content hints are logged separately.
Learner, build Days 16–19 argument	Blank four-stage planner gives a decision reader, source evidence, limit and next step without pre-filling a response. D16–19 offer multiple domains and a private pitch option.	A cue card alone can be mistaken for delivered speaking evidence. Day 19 and staff key explicitly distinguish planning from delivered presentation. No accent, loudness or public confidence score.
Teacher, Day 18 grammar	The opening `Although ... , ...` example and restrictive `that` clause are grammatically distinct; `records` is a narrower verb than `proves` for a tally.	ACARA rows cover more than these examples. Crosswalk names the taught slice and keeps list/dialogue commas, full tense/adverb range and more clause work for later lessons.
Learner, Day 20 check	Fictional reading-cart sources are unseen before check day and have new figures (`19 + 11 = 30`). The response asks for one X fact, one attributed Y view, a limited recommendation and an unknown/next step.	The source and four-sentence prompt are substantial for ten minutes. Spoken/AAC/dictated response is allowed and first response is saved. A school may split the check for access/time, but must record the change before treating it as comparable evidence.
Potential funder, assess reuse and honesty	Original source texts, three vector/print pairs, clean learner material, separate keys, exact source rows, rights ledger, alt/tactile routes and hash manifest are present.	There is no evidence of classroom effect, uptake, state approval, formal accessibility testing or independently checked learner outcomes. The README and source ledger state this openly; no ROI or impact figure is offered.

Arithmetic, language and print desk audit

Closing counts checked: Dockside 11 + 4 + 3 = 18; zines 18 + 12 = 30; sports 16 + 4 = 20; labels 32 + 8 = 40; fresh checks 9 + 3 = 12 and 19 + 11 = 30. Counts are fictional, not empirical findings.
Day 12's ten-word example in the staff key counts as: Eighteen(1) of2 thirty3 zines4 were5 taken6 at7 the8 trial9 shelf10.
Day 18: a comma follows the fronted dependent clause in “Although eleven items worked at closing, the log does not show whether they lasted.” The identifying that clause in “The four discs that had no logged return at closing need checking” has no enclosing comma. These are examples of the relevant rule, not exhaustive grammar instruction.
Three print PDF pages checked with pdfinfo, selectable text with pdftotext, font subsets with pdffonts, and raster render at 1000px inspected for clipping/contrast. The lower caveat is deliberately smaller to make design analysis possible, and the full text route supplies it accessibly.
Local links, exact ACARA workbook source rows, lesson/choice/check counts, PDF/SVG attributes and pack hashes are checked by the read-only verifier. It does not replace professional editorial or accessibility review.

Next iteration after field feedback: revise any confusing phrasing or time pressure with teacher/learner evidence, add a verified jurisdiction adaptation layer, and extend later weeks/other genres. Preserve the clean fresh-check boundary when revising examples.