The invented Ripple Hall archive is runnable without a real source. To teach about a real familiar place or event, a teacher and school leader decide what is appropriate, who owns the source, which permissions are needed and what children can record. Leave the template blank when an authentic source is not ready. No child must publicly disclose a family, celebration, home, special place or Country/Place knowledge.
Insert a school-approved familiar-place source
- Approve and identify: Privately name the real place/source, owner, date, permission, purpose and why it is familiar to the group. A supervised view, accessible adult description or authorised school image can work under school rules. Do not request homes, private routes, hidden help points, personal photographs or confidential schedules.
- Check access, privacy and safeguarding: Provide a seated/no-visit route with the same approved facts. Follow school image-consent and safeguarding processes. Week 7 real safety signs and help routes in the integrated guide require the school's child-safety lead; this HASS fiction is no substitute.
- Ask from actual evidence: Replace one fictional field on the source trail with the approved place source; ask what a child actually notices, who reported what and what remains unknown. Record exact child response and support privately. A teacher may compare a real maker's purpose with a reader's view only when both are valid, permissioned sources.
- Keep proposal and result apart: Any care message, sign change, display arrangement or accessibility idea needs school approval and its own real observation before claiming effect. A fictional note, paper plan or preference cannot show a real place improved.
Descriptors requiring authentic local content
- AC9HSFK01: Child/family relationships and born/raised details require appropriate private voluntary family/carer sources if taught. A child may pass without penalty. An invented Story Day actor does not supply own-family evidence.
- AC9HSFK02: A fictional paper-card show is not a family or community celebration/commemoration. Do not assume what an actual family celebrates or request a child to represent it publicly. Use permissioned family/community sources and culturally careful review.
- AC9HSFK04: The importance of Country/Place to First Nations Australians and the Country/Place on which the school is located require locally authoritative source selection, permission and the relevant Aboriginal and/or Torres Strait Islander cultural authority's review of names, knowledge, language, story, map and teaching form. Respect restricted knowledge and intellectual property. Do not invent a translation, symbol meaning, Country boundary or generic cultural activity. If authority or accurate sources are unavailable, mark K04 open and arrange locally led teaching.
Private provenance record · never commit completed forms
School approval/date: __________________________________________
Real source identity/owner/permission: ________________________
Local cultural authority/review, if applicable: ______________
What learners actually saw or heard: __________________________
Learner response/route and adult support: _____________________
Descriptor opportunity and remaining gap: ____________________
Any real action/result actually observed: ____________________
Storage/deletion under school policy: ________________________