All ten lessons work with invented sources. A school choosing a real visitor guide or shared-place inquiry must first identify the exact curriculum claim and the source owner. Confirm feature descriptions through locally approved observation, give a non-disclosure route, and keep child work and consent records in school-approved private storage. A fictional permission card never grants real permission. Separate fact accuracy, whose perspective, consent to quote/display, audience, and unknowns. A real draft is not a posted guide; approval to share one sentence is not blanket approval of photos, translations or later uses. No public site map, precise entrance, personal item location, child quote or image is needed for this pack.
For AC9HSFK03, authentic features, belonging, individual significance and ways to care for a place require actual appropriate people and observation, not Paper Commons. An imagined safe guide does not prove real accessibility, safety, inclusion, care action or outcome. For K01/K02, no child must disclose family structure, birthplace, raised place or celebration; use a family-inclusive approved route and hold the relevant knowledge claim when evidence is absent.
For AC9HSFK04, identify the school's actual Country/Place with locally recognised First Nations cultural authority and school protocol. Seek permission for names, language, stories, images, audio and any public guide wording. Record source, knowledge holder's authority, allowed audience, attribution, review date and withdrawal path. Do not invent or machine-translate local language. Generic paper-room examples cannot represent Country/Place. If authority/review is unavailable, hold the relevant knowledge claim and teach only source skills without local claims. A child is never asked to speak for a community.
Any actual publication/display follows local school consent, safeguarding, privacy, access and safety policies; an adult must review it before release. The public pack and verifier do not make this decision for a school.