Curriculum provenance
The exact three content-description rows and wording come from the ACARA Australian Curriculum v9 downloadable workbook, retrieved 29 September 2026 and pinned in source-snapshot.json. The workbook is held locally under products/curriculum-studio/research/sources/ and the import under products/curriculum-studio/data/frameworks/. See ACARA copyright and terms. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. The workbook material was downloaded from the Australian Curriculum website (accessed 29 September 2026), and the import removed markup. Covered core curriculum material is CC BY 4.0 subject to source terms and exclusions. ACARA does not endorse, sponsor or approve SubjectNest.
The QCAA Digital Technologies P–10 page and Prep alignment PDF are official Queensland applicability references. They are linked, not reproduced; this is not QCAA endorsement. These sources establish curriculum wording and alignment, not whether the authored activities work in a classroom.
Authored material and exclusions
All fictional lists, paper source cards, example swaps, checks, answers, teacher language, original diagrams, interface layout and sounds-free interaction in this directory were authored for SubjectNest. No real child, class, community, First Nations cultural source or translated text was used or inferred. The names of ordinary invented objects are not survey findings. Do not enter real children's data into the print pages or offline switcher.
Original prose, SVG and PDF aids: © NeuroForgeIO Pty Ltd 2026, licensed Creative Commons Attribution 4.0 International (CC BY 4.0) for reuse with attribution, change indication and a link to the licence. See https://creativecommons.org/licenses/by/4.0/. This grant covers the original authored material, not separate ACARA/QCAA content, logos or the font. verify_pack.py, print/generate_print.py and the original interactive code are under Apache-2.0. PDF rendering uses the DejaVu Sans font under its separate licence.
The PDFs have selectable text but are not tagged PDFs. Full linear descriptions and tactile construction provide an alternative, not a formal assistive-technology certification. The local HTML asks for no personal value and uses no account, external service, network request or browser storage; its classroom use still depends on school device/access approval. Print and paper routes do not demonstrate actual digital-system exploration. No educational effect, child-user trial, policy compliance or local cultural authority approval is claimed.