The Pebble Room fiction runs without an authentic local source. It cannot certify real belonging, care, family history, commemoration or Country/Place knowledge. A teacher and school leader must approve any real source and keep completed records private. A child may decline a personal account without penalty.
If the school adds an authentic familiar place
- Privately record the real place/source, owner, date, permission, purpose and why it is genuinely familiar to the group. A supervised view, authorised image or accessible adult description can be used under school rules. Do not request home addresses, private routes, hidden safety points or a child's photograph.
- Provide an equivalent no-visit route using the same approved facts. Apply accessibility, privacy, child-safety and image-consent rules. A paper map must not be mistaken for a current safe route or actual accessibility audit.
- Ask what the child actually saw or what an attributed authorised source says. Mark direct observation, attributed account, request, plan, action and result separately. An idea to care for a place needs approval and an actual observed check before anyone claims an effect.
- Store exact learner responses, assistance and next teaching moves privately under school policy. Never commit a completed child or family record to this public pack.
Descriptors held for authentic sources
- AC9HSFK01: Family relationships and born/raised details need suitable private, voluntary child/family/carer sources. An invented Rafi or Mara is not the child's own family evidence.
- AC9HSFK02: A fictional shared bench is not a family's or community's celebration/commemoration. Do not infer what a family celebrates. Use permissioned authentic sources and careful review.
- AC9HSFK04: Teaching the importance of Country/Place to First Nations Australians and the Country/Place on which the school stands requires locally authoritative source selection, relevant Aboriginal and/or Torres Strait Islander cultural authority, permission and review of names, knowledge, language, story, map and teaching form. Respect restricted knowledge and intellectual property. Do not invent a translation, Country boundary, symbol meaning or generic cultural activity. If authority or accurate sources are unavailable, mark K04 open and arrange locally led work.
School approval/date: __________________________________________
Real source identity/owner/permission: ________________________
Relevant local cultural authority and review: ________________
What learners actually saw/heard or who reported it: _________
Child response/route/support (private): ______________________
Descriptor opportunity and remaining gap: ____________________
Any real action/result actually observed: ____________________
Private storage/deletion under school policy: ________________