# Educator setup · low-burden complete routes

## Ordinary kit and first useful action

One broad page/card or existing approved local plain-text file per learner is enough. Give the complete original sources in [ORIGINAL-TEXTS.md](ORIGINAL-TEXTS.md), the relevant print/plain-text aid, and optional broad labels. Adult controls any preparation. No new purchase, electrical/device repair, blade, fastener, camera, account, public upload, compulsory peer or personal item. Learners are not asked to diagnose or repair equipment. Start an own opening on Day 11 before extensive planning. One useful component is evidence; a full-form quota is not required.

A broad page may hold a script, described mode plan or an exact adult transcription. Fixed broad panels can support directing without requiring gripping or handwriting. Provide comfortable seating/position, pause/rest, processing time, predictable short instructions and alternate sittings. AAC means augmentative and alternative communication. Exact adult inscription preserves learner wording; adult-provided sentences remain adult wording. A selected or directed argument is useful within that contribution, not automatic independent authorship or spoken performance. No route is a fixed learning style.

## Complete original offline route

Use the two complete arguments P01–P06/Q01–Q06 and worked address W01–W06. They are original computer-assisted fiction, not reports of a real public forum, human writer intentions or product experience. Teacher reads exact labelled passages or offers accessible text; the entire source stays available over sittings. Use each ordinary day’s specific craft question and actual composition/selection task. A missing prior paragraph can be restarted now. The same analytical and composition goals are achievable on paper/no device, with exact source limits. This route does not establish study of an actual historical media text, prescribed-list text, contemporary actual IA1 issue, live public speech or an observed audience effect.

## Runnable actual historical media route · Days 12/16/19, or another sitting

Preparation belongs outside optional learner time; do this once for a small group, not an individual source form per child.

1. Open the complete [Productivity Commission article](https://www.pc.gov.au/media-speeches/articles/right-to-repair-consumer-goods/) **8 December 2021, Julie Abramson and Paul Lindwall**, and [ministerial release](https://minister.dcceew.gov.au/plibersek/media-releases/delivering-future-remade-australia) **24 April 2024**, with its dated attribution to Tanya Plibersek and John Thwaites. Inspect the actual body, date, genre, item rights and current school access. Source identities were read in official indexed text 30 September 2026; the pack has not captured or reproduced the complete articles. Teacher source receipt is not learner access.
2. Prepare school-lawful complete access: direct site reading, approved accessible browser/text, or a lawfully obtained private classroom copy under the school’s permissions/licence. PC material is generally CC BY4 except logos/coat-of-arms/third parties; the publisher prefers links. Ministerial item/subdomain and attributed-quote reuse rights are not presumed covered by the Department’s blanket notice. Link first; if a lawful accessible complete copy cannot be prepared, choose the complete original offline route today. Do not put source body copies or learner work in the public repository.
3. Give a simple shared label: **2021 agency article / 2024 government announcement**. Read the whole body in manageable sections, perhaps over more than one sitting. Learners can choose either text first and exact read-aloud/assisted access. Reading only a capsule or a heading is not recorded as reading the complete source.
4. Ask: “What change is this text asking for or announcing? Which words show that? Who is invited to care?” Locate the PC opening/problem-remedy sequence and the release launch/staged-procurement passages plus its benefit-framing quotes. Each learner chooses one actual phrase/passage; concise teacher sample note records source title/date + paragraph/heading locator + actual encountered portion + learner response + support/mode. A record can be oral/private; no public disclosure or whole-class paperwork requirement.
5. Compare purpose and scale. The PC article argues for a reform package around consumer repair choice; the release announces government procurement and presents future benefits. They are related contributions, not a direct two-sided debate or interchangeable policy. Ask how the words might position a reader and what a different reader might question. Use exact words from actual complete access, not invented human testimony.
6. Keep claims historical and source-bound. PC2021 recommendations are recommendations in that article; DCC2024 launch/staged dates and predicted benefits are what the release announces. Neither source establishes implementation, current consumer law or measured2026 effects here. Do not infer that advisory recommendations were adopted. Factual background beyond these dated claims needs another current primary source and material-specific rights; otherwise omit it or identify it as an open question.
7. Learners create an own comparison or public-address section using only encountered source matter and exact dates. Actual reading, composition, delivery and willing feedback are separate. Private script, original-source alternative, one component and later sitting remain available. No learner is required to reveal household resources, purchases, beliefs or family stories.

## Substitutions and cultural/assessment preparation

A teacher may substitute another complete lawful media pair representing the same issue, with producer, date, genre, exact paragraph/page/time locators and a concise access/rights receipt. It is not a fabricated summary or an automatic equivalent formal assessment. Recheck fresh separation: do not reuse the new held facts or model their questions in ordinary practice. Strong unfamiliar background reading can span additional sittings.

School confirms course/cohort, Units3–4 sequence, contemporary media/prescribed-text program, unit55-hour allocation and formal IA instruments/AARA. The eight supplied print aids are untagged searchable PDFs, so offer plain text/read-aloud and check actual individual access; broad tactile panel labels can represent layout but not visual reading or heard performance. No machine-generated translation is verified. First Nations texts/knowledge/languages require appropriate writer/source rights and cultural/ICIP authority; this module supplies none and does not meet that course requirement. Record learner work only in approved private systems, never the public repository. Educator administration stays concise; preserve time for genuine reading and making an argument.