# Source, rights and claim ledger

## Primary curriculum sources

- [Official Australian Curriculum v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 29 September 2026. Local original SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The exact Foundation Design and Technologies wording, code, row and level are in [the crosswalk](CURRICULUM-CROSSWALK.md) and checked against the local import. Curriculum wording appears only as necessary for alignment.
- [QCAA Design and Technologies v9](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-technologies/design-and-technologies) and [QCAA combined Prep Technologies alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_prep_as_cd_alignment.pdf), checked 29 September 2026. The official alignment maps the two Design descriptions to Prep and mentions a school-selected context. It does not endorse or validate this particular brief.

## Original work and reuse

All fictional LOOK/SKETCH, CIRCLE/BAR, POINT/MARK and BUMP/TICK cards; eight print compositions; worked domain swaps; teacher/learner text; checks and key were created for SubjectNest in 2026. © NeuroForgeIO Pty Ltd 2026. Lesson text, SVG and generated PDF aids, and their exact text alternatives are offered under **CC BY 4.0** with attribution. The [generator/verifier code licence](CODE-LICENSE.txt) is Apache-2.0. DejaVu text uses [the font's separate licence](print/DEJAVU-FONT-LICENSE.txt); no font file is redistributed here. No stock art, commercial worksheet, real child image/data, copied cultural motif, translation or third-party audio is included. ACARA/QCAA wording and documents retain their own copyright/attribution terms; this pack does not sublicense them.

| Claim | Evidence basis | Boundary |
| --- | --- | --- |
| Person-designed cue has a purpose | AC9TDEFK01; original fictional design tasks | A fictional cue is not by itself a familiar real product. The school-approved [source slot](print/school-sign-slot.pdf) and child observation are required for that element. |
| Child generates and explains two ideas | AC9TDEFP01; first-response records | A proposed idea is not evidence that paper was safely folded or a stand tested. |
| Folded stand remained upright | Actual supervised paper/table trial, with handler recorded | Nothing printed here predetermines UPRIGHT or FLAT; no real trial was performed by the author. |
| Reader could see instruction order | Actual consenting reader observation in a local context | Uprightness alone does not establish readability; no reader result is prefilled. |
| A repeated unit is understood | Requires separate Mathematics/Arts observation and judgment | These Design tasks use an invented repeat as a display brief; they do not establish those other learning outcomes. |
| Cue is a school safety sign | Not claimed | The cue is explicitly PRACTICE only; schools supply current official signs/procedures if needed. |

The PDFs have selectable text but are untagged; [full linear/tactile routes](print/TEXT-ALTERNATIVES.md) are provided without accessibility certification. This pack has not been classroom tested. Any First Nations language, knowledge or local cultural content needs appropriate authority, source, rights and accuracy review before addition. The public checks are formative rather than secure assessments.