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

**Date:** 29 September 2026. This is an author simulation and mechanical audit, **not** a classroom pilot, independent subject review, accessibility user test, movement observation, safeguarding evaluation or learning-outcome study. All names, prices, population figures, device scores and new-case data are invented.

## Teacher simulation

I selected one block each from Science, HASS, HPE, Technologies and Arts. Each menu has ten Day 11–20 blocks; each block names a kit, 0–2/2–4/4–10/10–12 stages, at least three switchable routes, a response move and a no-cost home option. A teacher can prepare the six one-page A4 aids, the original WAV/text rhythm or offline code as needed. A real class may require more than 12 minutes for setup, language access, safety or feedback: extend the block rather than treating the suggested timing as measured feasibility. The blocks **supplement** school subject allocations; they do not deliver the full required weekly time or progression.

- **Science Day 13:** I traced apart/together/past paper arrows and checked that the prompt asks for real-world evidence before any hazard claim. No geological observation occurred. **Science Day 19** has one obvious fictional anomaly (41 against 8/9/8) and does not silently discard it.
- **HASS Day 13:** I distinguished the British Library's modern catalogue entry from the 1215 historical document it describes, then noted missing perspectives. **HASS Day 18** shows the fictional change $4→$5 and 30→24 orders without claiming the price caused it. **Day 19** fictional lines add 25+18+12+5=$60.
- **HPE Day 13:** the response script accepts “no” and provides a no-recording route. Paper role plans do not count as observed relationship skill; movement codes need willing, safe actual action. Any real disclosure follows school policy.
- **Technologies Day 19:** I ran the original starter offline. Baseline results were **two matching tests and one deliberately failing high+maintenance case**. In a temporary copy I changed only the wrong return to `PENDING_RECHECK`; all three tests then matched. No real sensor, hardware, account or personal data was used.
- **Arts Day 17:** the original WAV is a 3.2-second, mono, 16-bit, 16 kHz synthesised cue. The text/tactile score has the same eight beat positions and two layers. Frame/score/script tasks state when actual production, performance or showing must be observed. Audio quality was not judged by an independent listener.

## Learner simulation and fresh checks

I answered the new cases from the learner prompts without referring to the teacher key, then checked the result. Science A's slide-past arrows indicate transform motion; Science B's joined unlike repeating pairs model a compound, while unjoined mixed types model a mixture. HASS A changes +2 then +1 metres **in a fictional table**, so no rate or mechanism is established; HASS B balances $50 with a possible $8 panel and $2 reserve. HPE A respects refusal; HPE B distinguishes a proposed target adjustment from observed movement. Technologies B gives `0111=7`, `9=1001`, and REPAIR/HOLD/RESTOCK for the three nested cases. Arts A calls for original paper frames and a privacy step; Arts B separates a made study from a planned exhibit.

Each subject has fresh A and B cases in [ASSESSMENT](ASSESSMENT.md) with separate [teacher keys](TEACHER-KEY.md). The clean [learner copy](LEARNER-COPY.md) does not link to those answers or reproduce held-out values. These publicly distributed files are **not secure examination items**: the teacher must manage first exposure. A six-minute response can guide a next move; it cannot establish whole-code achievement.

## Asset, source and funder review

The six original SVGs were exported as vector PDFs and converted to a six-page contact sheet for **visual inspection**. Titles, boxes, legends and writing spaces were visible with no observed clipping. The verifier additionally checks each one-page A4 size, extractable text, subset embedded font, SVG title/description, linked complete text/tactile alternatives, local links/anchors, WAV structure, executable debug exercise, arithmetic, code syntax, official workbook SHA-256, exact code/level/row/wording and file hashes. These are mechanical checks, not proof of real device accessibility or print usability for every learner.

A funder can accurately describe **50 original optional 12-minute blocks, 50 additional contexts, ten fresh formative prompts, six vector print aids, one original cue and an offline learner code lab**. The [crosswalk](CURRICULUM-CROSSWALK.md) maps selected official Year 8 and Years 7 and 8 band descriptions with **partial or conditional** scope. The [source and rights ledger](SOURCE-AND-RIGHTS.md) distinguishes official source facts, invented data, CC BY 4.0 teaching assets, Apache-2.0 scripts and DejaVu font rights. It would be inaccurate to claim full Year 8 coverage, complete HASS/Arts allocations, state endorsement, First Nations/local content, certified translations, measured learning gain or 10/10 user experience from this desk work alone. Classroom, specialist accessibility, jurisdictional and cultural review remain necessary before stronger claims.