# 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 the nine exact Foundation HASS descriptions, codes, source rows and level. The verifier compares them against the imported local workbook.
- [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 PDF](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 directly confirms the Prep K01–K04/S01–S05 grouping. The navigation page timed out during this check; the PDF and pinned ACARA workbook support the mapping. Neither publication endorses this pack.

## Original material and reuse

The Pebble Room request/plan/report/views, Sage Room and Horizon Room check cases, twenty daily practice swaps, ten scripts, thirty learner routes, eight original A4 vector compositions and derived PDFs, full linear/tactile directions and worked public key were authored for SubjectNest in 2026. © NeuroForgeIO Pty Ltd 2026. Original lesson text, vector art and derived PDFs are offered under **CC BY 4.0** with attribution. The [generator and verifier code](CODE-LICENSE.txt) use Apache-2.0. DejaVu rendering uses the [separate font licence](print/DEJAVU-FONT-LICENSE.txt); no font binary is redistributed. There is no stock art, marketplace worksheet, real child/family record, copied song, translation or invented First Nations cultural content. ACARA/QCAA wording retains its own publication rights; the original-material licence does not sublicense official publications.

| Claim | Source/evidence basis | Boundary |
| --- | --- | --- |
| A paper model places bench left, tray centre, board right | Original drawn Source A | A fictive page position, not a real-place map, safe route or access audit. |
| Rafi asks for a label; Mara plans one | Exact invented B/C statements and C's dashed plan geometry | A wish and future plan do not show placement. |
| Ivo reports a label beside tray | Exact invented D attributed Story Day 2 note | One fictional report, not direct class observation or proof of actual implementation. |
| Rafi/Uma/Jae/Mina hold views | Exact invented individual quotes | Not everyone's view, an efficacy test or a community account. |
| A child locates, asks, sorts, attributes or concludes | Their actual first response, privately recorded by teacher | Author has not observed a learner; only partial S01–S05 opportunity. |
| A real familiar place is special or cared for | Would need school-approved source, actual learner evidence and any real action/result | Fictional Pebble Room cannot establish belonging, care, safety, accessibility or benefit; K03 partial. |
| Family celebration or Country/Place is taught | Would need voluntary authentic sources and relevant cultural authority | K01/K02/K04 remain open; no invented story substitutes for them. |

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