This pack's fictional source cards are runnable without local content. Use this gate only when a school wishes to add real evidence; leave the fields blank otherwise. A teacher, school leader and relevant local authority—not a child or this public pack—decide what may be taught and recorded.
A real familiar place or community source
- Choose a safe, school-approved source and purpose. Record the actual place/product/source name privately, its date, who supplied it, permission/licence and why it is familiar to these learners. A walk, accessible description or authorised photo can be used under school policy. Do not request a child's home location or favourite secret place.
- Check access and privacy. Plan a seated/no-visit alternative with an adult description or a safe school-owned map; obtain image consent where needed. Do not upload identifiable child evidence to SubjectNest or publish a class map of private help points, homes, routines or medical needs.
- Teach from what children can actually observe. Ask what feature they notice, why a person might care for it, what source supports an answer and what remains unknown. Record the child's chosen route and exact words/actions privately. A fictional map alone does not prove real place belonging or local care.
- Review any suggested action. “We could move a paper box” is a proposal, not proof a real place was changed, safe, accessible or improved. Real-world action needs school approval and observed outcomes.
Family, events and Country/Place
- For AC9HSFK01, invite a family/carer through an approved private channel only if appropriate. Consent can be partial or withdrawn. A role name and broad place may be sufficient for a local teaching conversation; the teacher must decide what evidence actually addresses the description. A child may pass without penalty. The fictional card never scores the child's own family.
- For AC9HSFK02, do not assume a family celebrates a particular event or ask a child to perform/represent a practice. A permitted family/community source, accurate context and local review are needed before teaching or assessing it.
- For AC9HSFK04, identify the Country/Place on which the school is located through locally authoritative sources and protocols. Seek the appropriate Aboriginal and/or Torres Strait Islander cultural authority's permission and review for names, knowledge, story, language and teaching form. Respect restricted knowledge and intellectual property. Do not invent a translation, speaker, ancestral story, map boundary or “generic” First Nations activity. If authority, permissions or accurate source are not available, mark the descriptor open, continue the fictional skill lessons and plan the locally led work with the school.
Private provenance record template
School approval/date: __________________________________________
Source and owner/permission: ____________________________________
Local cultural authority/review, if applicable: ________________
What the learner actually saw/heard: ____________________________
Learner-controlled response and access route: ___________________
Adult prompt/support: __________________________________________
Which descriptor is partially/fully evidenced, and why: _________
What remains unknown or restricted: _____________________________
Storage/deletion under school policy: ___________________________
Do not place the completed form in the public repository or send it to the SubjectNest site.