# School-controlled private sources and cultural-authority gate

The public Page Nook/Harbor/Pillar sources are invented. They can practise inquiry but cannot certify a child's own family, real place belonging, family celebration or Country/Place. A child may decline private material without penalty and use the complete fictional route. No completed child/family form belongs in this repository.

## Optional private AC9HSFK01 opportunity

Use the [complete Family Connections route](ACTUAL-SOURCE-PATHWAY.md) in ordinary Days 61–64/69; it supplies practical actions, source/actual-date/scope checks, an optional invitation and a concise component record. The following gate remains educator-facing, not a child compliance task. No pilot data is needed to prepare it.

1. A teacher and school leader decide whether an authentic source invitation is appropriate under local privacy, safeguarding, family communication and curriculum policy. Tell families and children what will be used, where it will be stored, who can see it and that participation is voluntary. Do not make a photograph, genealogy, migration account or exact address compulsory.
2. If the child/family opts in, an approved privately held object, note, photo, spoken account or other accessible source may be discussed with the teacher. The child may name a person/relationship and a birth or raising place if appropriate and willingly shared. A field can remain **not known**, **not stated** or **not shared**; those states differ and must not be guessed.
3. Record exact evidence against the whole descriptor: people in **the child's own family**, where they were **born and raised**, and **how related**. If one part is absent or withheld, mark that part **not observed**, plan a safe later opportunity if appropriate, and do not infer it from this fictional pack. A child who chooses fiction can still show S01–S05 source reasoning.
4. Keep the completed source, child response, adult support and next teaching move privately under school retention/deletion rules. Never upload, print for a public board or make another child compare families.

## Real familiar place or local event

An authentic K03 place opportunity needs a school-approved familiar source, permission, date, owner and accessible equivalent for a child who does not visit. Ask what the child actually sees or what an authorised adult account reports; distinguish a feature, an individual's reason a place matters, a conditional care suggestion, an actual action and any observed result. A fictional nook drawing cannot establish physical access or that a real place improved. K02 celebrations/commemorations shared with families and others require voluntary, permissioned authentic sources and careful review; do not treat a fictional book day as a commemoration or assume what a family celebrates.

## Country/Place and First Nations authority

AC9HSFK04 concerns the importance of Country/Place to First Nations Australians and the Country/Place on which the school is located. Select locally authoritative sources and seek the relevant Aboriginal and/or Torres Strait Islander cultural authority's permission and review of names, boundaries, language, knowledge, story, map, teaching form and intellectual property. Respect restricted knowledge. 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 teaching.

```text
School approval/date and private purpose: ______________________
Source identity/owner/permission (private): ____________________
Relevant local cultural authority/review: _____________________
What child actually said, pointed to or heard: ________________
Known / not known / not stated / not shared fields: ____________
Descriptor aspect observed, and aspect still open: ____________
Real place action/result actually observed, if any: ___________
Private storage/deletion under school policy: ________________
```