The fictional Paper Courtyard is ready to teach without any personal source. For a real familiar place, the school controls source selection and evidence. Leave all fields blank if the school has not approved a source. A teacher, school leader and relevant local authority—not a child or this public pack—decide what may be taught, recorded and shared.
Practical real-place insertion
- Approve the source. Privately record the school-approved place/source, owner, date, permission and why it is familiar to this class. Options can include an accessible school-owned description, authorised image or supervised view. No home address, private route, hidden help point or child's “most special place” is requested.
- Check access and consent. Provide a no-visit seated route using the same approved description. Follow school image and child privacy rules. Do not upload local records or child work to SubjectNest.
- Insert one true detail, not an invented outcome. The adult replaces one fictional source with the approved source in the Question → Source → Answer → Unknown mat. Children identify an actually observed or reported feature, ask a question and label the source. The teacher records support and exact child words privately.
- Review care action separately. A proposed care message is not evidence anyone acted or that a place became safer, accessible, healthier or more valued. Any action or observation needs school approval and its own actual record. The Science living-features and Design materials guides have their own observation/testing requirements.
Authentic Foundation HASS holds
- AC9HSFK01: Family relationships/born/raised facts must come from appropriate voluntary, consented, private family/carer sources if taught. A child can pass without penalty and still do all fictional inquiry tasks. Do not infer family from a name, appearance or role.
- AC9HSFK02: Do not assume a family's celebration or ask a child to represent a practice. Use a permissioned family/community source with context and review before teaching or assessing it.
- AC9HSFK04: The importance of Country/Place to First Nations Australians, and the Country/Place on which the school is located, require locally authoritative sources, permission, and appropriate Aboriginal and/or Torres Strait Islander cultural authority review of names, knowledge, language, story, map and teaching form. Respect restricted knowledge and intellectual property. Do not invent a translation, speaker, Country boundary or generic activity. If authority or accurate sources are unavailable, mark K04 open and arrange the locally led work; fictional source skills do not cover it.
Private provenance record, never commit completed copies
School approval and date: ______________________________________
Source identity / owner / permission: _________________________
Local cultural authority and review, where applicable: _______
What learners actually saw/heard: _____________________________
Learner-controlled response and access support: ______________
Adult prompt: _________________________________________________
Specific descriptor opportunity and remaining gap: ___________
Any real action/result actually observed: ____________________
Privacy storage and deletion under school policy: ____________