Review date: 29 September 2026. This is an authored local desk check, not a live classroom trial, child or disabled-user study, authority approval, funder review, accessibility certification or measured impact.
Teacher lens
I walked through Science Day 12, HASS Day 14, HPE Day 12, Technologies Day 19 and Music Day 17 against the four 12-minute stages. Science’s coffee-filter task must use teacher-approved clean sand and water with no tasting; a visibly clearer filtrate is not potable evidence. HASS’s “ancient token” is explicitly a classroom prop made yesterday; without provenance, it cannot be used to invent a historical or cultural claim. HPE requires an actual rule trial and willingness check before recording inclusion. Digital Day 19 uses a runnable Python starter with one deliberate wrong branch; staff need an approved offline runtime and a real edit/retest for implementation. Music needs two actual heard layers, not just a score. Setup and transitions can exceed 12 minutes; the clock is a guide, not a reason to rush access.
Learner lens
I traced the fresh Technologies B pixel code 1 0 / 0 1 to two black diagonal cells and the route cases to QUIET and ASK_STAFF. I compared this with the private key and found that a correct trace does not claim the program was run. I answered HASS A as “two versus five map squares, but slope and hours are missing; a clay drawing without finder/date/place cannot establish ancient origin.” The private key accepts the reasoning and asks for a more targeted source question. These are simulated learner responses, not real student results. The learner pages do not ask for real identity, health, finance, political/cultural disclosure, public posting or unsafe experiment. Real learners must still test reading load, sensory choices and task timing.
Potential funder / adoption lens
This pack offers 50 optional blocks, 50 context swaps, ten fresh subject checks with separate staff moves, six reusable A4 SVG/PDF/text aids, an original four-second WAV/text cue, an offline runnable coding example, an exact pinned curriculum crosswalk and hash manifest. Ordinary materials and editable sources support low-cost reuse. This is a small pilot slice, not all Year 7 subjects taught for Weeks 3–4. No learning gain, teacher time saving, inclusion outcome, state-specific adoption, translation accuracy, community approval or user satisfaction is measured. Funding claims should await observed teacher use, learner feedback, curriculum moderation, rights review and iteration.
Local checks and next real use
- The pack verifier checks five 10-day menus, four stage marks, three routes, closure and response move per block, four HASS disciplines, five Arts forms, clean/private Day 15/20 checks, exact pinned ACARA codes/levels/rows/wording, local links, six A4 print pairs, audio metadata and file hashes.
- All six PDF pages were visually inspected; PDF page dimensions, embedded DejaVu font subsets and text extraction were checked. The PDFs are not tagged, so the text/tactile alternatives are the accessible route.
- The supplied Python starter was run locally: two cases match and the quiet-route case intentionally fails. A corrected temporary copy is run during QA to verify the expected output; the learner starter stays unfixed for debugging.
- The audio frame count and printed/tactile beat pattern were checked. Listening quality with actual students and devices remains untested.
For a real pilot, ask a Year 7 teacher and learners with varied access needs to try one Science practical, one HASS source task, one movement or Arts task and one digital task. Observe setup time, access choices, actual evidence status, misconceptions and student response. Review state/territory sequence and First Nations cultural protocols with appropriate people before making broader claims.