# Country/Place planning-kit review

**Author desk preparation, 30 September 2026.** Original conditional teaching structures, not authorised local content, a classroom trial, a completed K04 lesson or a legal permission agreement.

## Four-role walkthrough

**Teacher:** begin through the established school/community relationship, bring a concrete small proposal, agree one appropriate source and the scope/access, then select one short invitation. Reuse a single kit and sample a few responses rather than demand a full record for everyone. A name/map cue alone misses importance; an importance account alone may leave school context open. Existing authorised sources can work without a new guest visit. Adult records carry the preparation detail; child sees a useful locating/listening/question task.

**Parent/carer:** no family history, cultural identity, photograph, material purchase, compulsory homework or source donation is requested. A home recap uses only the specifically agreed source/audience scope; the generic familiar-place alternative remains available. Preparing school content is not delegated to a First Nations child/family by identity.

**Learner:** one chosen action or question is enough for an invitation. Point/direct/sign/communication-board/drawing/scribe/private/pause routes preserve meaning and source identity; exact equivalence still requires local preparation. No expected cultural feeling, dramatic ceremony or physical care performance is introduced. These are adult desk simulations, not observed child comprehension, enjoyment or access.

**Funder/reviewer:** the kit makes a previously broad local-content dependency into concrete preparation and selectable original teaching structures. It supplies no Country name, language translation, cultural account or authority. Opportunity preparation, local readiness, teaching and learner evidence remain separate. It cannot be counted as six additional authored daily scripts, whole-code attainment, eight-state approval or measured time savings.

## Artifact review

Root directly re-fetched the canonical curriculum workbook and checked the actual selected Learning areas cells, K04 description and K03/K04 elaborations. Current primary QCAA, Queensland Education, AIATSIS guide-page and ACARA terms checks are recorded in the [source record](SOURCE-AND-RIGHTS.md), with text/download/layout distinctions explicit.

Generated, rendered and visually inspected both actual one-page A4 PDFs. Two broad source/own-response spaces remain blank and distinct; the four response invitations are choices rather than required steps. Plain rectangles and line cues carry no local cultural meaning. All supplied SVG/PDF words match the complete alternatives; actual PDF words stay within page margins and displayed fonts are embedded. Four SVG/PDF outputs reproduce byte for byte in temporary storage. The read-only audit checks six complete 15-minute allocations, exact canonical target, local file/heading links and complete file hashes while preserving bytes/modified times. Root formatter/lint and final audit are completed before publication.

No human/local authority review, communication to a school or community, learner-data collection, recording, physical printing or child access trial has occurred. Independent HASS-agent desk review is complete below; this remains a conditional planning draft.

## Independent HASS review · 30 September 2026

A separate HASS agent read all teaching/source/crosswalk/review files, both complete alternatives and the generator/verifier, and inspected both actual PDF renders/contact sheet/full pages. The default audit passed: exact K04/code pins, six 15-minute structures, 24 links, four byte reproductions and 16 hashes. Seven further in-memory read-only probes rejected wrong target wording, timing, local-content boundary, preparation link, exact alternative, A4 dimensions and a false-outcome manifest. All 17 original files retained bytes, sizes and modified times during that review. The agent independently retrieved the official workbook and directly checked K04 row 1226 and its four elaborations; current indexed QCAA, Queensland Education, AIATSIS guide-page and ACARA terms supported the scoped ledger claims.

No blocking correction was found from the four desk viewpoints. The preparation can use an existing properly agreed account, with source/importance and school context kept distinct. Parents and children need not supply identity, family or cultural accounts. One chosen source cue/question/response and a private or no-touch route remain available. Adult-facing reminders on the mats can stay with the teacher while only a short child prompt is read aloud. Preparation occurs before the selected activity clock, and the six invitations are not additional numbered daily starts. Actual source length, permissions, local authority, AAC/tactile equivalence, hearing, privacy and pacing remain local review needs. This review grants no cultural authority or permission and establishes no learner outcome. The publishing agent accepted the review and deliberately renewed the manifest after adding this receipt.

**Reproduce after publication:** Python 3 with pypdf, DejaVu Sans, librsvg `rsvg-convert` and Poppler. From this kit use `python3 verify_kit.py` for the read-only check. `--write-manifest` deliberately refreshes kit hashes after a reviewed edit. `python3 generate_aids.py --output-directory print` deliberately rebuilds the two blank pairs. Fixed PDF metadata is a reproducibility clock, not an actual local source/teaching date. Generated PDFs are searchable and untagged; complete linear/no-print alternatives retain all supplied words.