Primary curriculum provenance
- Official ACARA Australian Curriculum v9 workbook, retrieved 29 September 2026 and retained locally with SHA-256
db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The crosswalk reproduces exact Foundation HASS descriptions, codes, source rows and level; the verifier compares them against the local import. - QCAA HASS P–6 v9 navigation and QCAA Prep achievement-standard alignment PDF, checked 30 September 2026. The PDF directly confirms K01–K04/S01–S05 in the Prep frame. The navigation page timed out on live fetch; the PDF and SHA-pinned workbook support the mapping. No ACARA or QCAA endorsement is implied.
Original material and reuse
The Folio Room maps, turn plan, attributed note and views, Reed and Birch check cases, twenty worked swaps, ten scripts, thirty learner routes, eight original A4 SVG compositions and derived PDFs, full text/tactile alternatives 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 use Apache-2.0. DejaVu rendering uses the separate font licence; no font binary is redistributed. No marketplace worksheet, stock image, song, real child/family record, translation or invented First Nations cultural content is embedded. ACARA/QCAA wording keeps its own publication rights; the original-material licence does not sublicense those publications.
| Claim | Source/evidence basis | Boundary |
|---|---|---|
| Board is drawn on left desk in A and right easel in B | Neri's two dated invented maps, with actual picture-board forms | A change between paper drawings is not a direct view of an actual move or usable room. |
| Eva then Ion is an intended order | Neri's original C turn-plan card | Planning does not prove turns happened, their duration, equal sharing or consent. |
| Ion says they used board after Eva at easel | Exact invented D attributed self-report | One fictional person's account, not class observation, a full log or learning result. |
| Eva and Ion value different uses/positions | Exact invented E/F individual quotes | Neither speaks for other users or establishes which arrangement is best. |
| A child locates, sorts, asks, narrates or concludes | Their actual first response, privately recorded with support | Author has not observed a learner; S01–S05 are partial opportunities. |
| A real familiar place is special/cared for | Would require school-approved authentic place source and actual learner evidence | Fictional Folio Room cannot establish belonging, care, access or physical benefit; K03 partial. |
| A family celebration or Country/Place is taught | Would require voluntary authentic source and relevant cultural authority | K01/K02/K04 remain open; no paper room substitutes. |
PDFs are one-page A4 with selectable text but untagged. The full linear and tactile-equivalent routes are not an independent accessibility certification. The teacher key is publicly accessible by URL; fresh checks are formative, not secure exams. No child, classroom, safety/access or funder trial occurred. The author desk walkthrough reports only what was simulated and visually checked.