# Source, rights and evidence ledger

## Primary curriculum provenance

- [Official ACARA Australian Curriculum v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 29 September 2026 and locally retained with SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The [crosswalk](CURRICULUM-CROSSWALK.md) reproduces exact Foundation HASS descriptions, codes, source rows and level and the verifier compares them against the local import.
- [QCAA HASS P–6 v9 navigation page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-humanities-and-social-sciences/hass) and [QCAA Prep HASS achievement-standard alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/curriculum/ac9_hass_prep_as_cd_alignment.pdf), checked 30 September 2026. The PDF confirms the Prep K01–K04/S01–S05 mapping. The navigation page timed out on this live fetch, so the directly checked content sources are the PDF and pinned ACARA workbook. Neither publication endorses this pack.

## Original material and reuse

The Ripple Hall invitation/plan/report/views, Cloud Room and Quiet Card Nook check cases, twenty varied practice swaps, ten teacher scripts, learner routes, eight original A4 compositions, full text/tactile directions and worked key were created for SubjectNest in 2026. © NeuroForgeIO Pty Ltd 2026. Original lesson text, SVGs and their PDFs are offered under **CC BY 4.0** with attribution. The [generator and verifier code](CODE-LICENSE.txt) are Apache-2.0. DejaVu rendering uses [its separate font licence](print/DEJAVU-FONT-LICENSE.txt); no font binary is redistributed. No stock art, marketplace worksheet, real child/family record, copied song, translation or First Nations cultural content is embedded. ACARA/QCAA wording keeps its own rights; the original-material licence does not sublicense official publications.

| Claim | Source/evidence basis | Boundary |
| --- | --- | --- |
| A show was invited/planned in the fiction | Original A/B Story Day 1 cards | Invitation and plan do not establish a real event, attendance or completed arrangement. |
| Nia says she saw two cards on panel | Exact attributed invented Story Day 2 note C | One fictional reported account, not teacher/class direct observation or proof all planned details occurred. |
| Nia/Tao/Umi/Dex hold a preference | Explicit invented view cards | Neither all visitors nor a real community; a wish is not a completed change. |
| A child orders, asks, narrates or concludes | Their actual first response to supplied sources, privately recorded by teacher | Author has not observed a learner; only partial S01–S05 opportunity. |
| A place is special or cared for in real life | Would require school-approved familiar-place sources and actual learner evidence | The fictional hall cannot establish real belonging, care action, safety/accessibility or outcome; K03 partial. |
| Family celebration or Country/Place is taught | Would require permissioned authentic sources and relevant cultural authority | K01/K02/K04 remain **open holds**; the paper show and original marks are not a substitute. |

PDFs are one-page A4 with selectable text but **untagged**. [Full linear and tactile routes](print/TEXT-ALTERNATIVES.md) are alternatives without independent accessibility certification. The teacher key is publicly accessible by URL; fresh checks are formative, not secure exams. No child, classroom, safety or funder trial occurred. The [desk run-through](RUN-THROUGH.md) is author simulation only.