# School-controlled authentic-source insertion gate

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

1. **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.
2. **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.
3. **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.
4. **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 Consent can be partial or withdrawn.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

```text
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.