All lessons work without a real class poll, personal need, site plan or field visit. For an actual AC9HSFK03 inquiry, a school first selects an approved familiar place, asks whether feature observation and any visitor account may be collected, and provides an equal non-disclosure route. Record provenance, date, consent, exact wording, who was asked, who was not, and limits. A small sample cannot represent all users. A proposed change is not a decision, action or outcome. Do not use a child response as a safety or accessibility certificate; consult relevant staff and users under school policy. Hold the relevant knowledge claim until authentic features, meaning, belonging and care evidence are obtained.
For K01, a child's own family/birth/raised/relationship evidence needs a family-inclusive, private, approved source; no fiction substitutes. For K02, a genuinely significant event shared with family and others, how it was celebrated or commemorated, and permissioned evidence are needed; a school-only paper event is not automatic proof. A child may decline any personal account without penalty.
For AC9HSFK04, identify the school's actual Country/Place with locally recognised First Nations cultural authority and school protocol. Obtain approval for any local name, language, story, artwork, map, audio, teaching statement or public use. Record who has authority, exact scope, attribution, audience, review date and withdrawal route. Do not invent local knowledge or machine-translate a First Nations language. If authority/review is unavailable, hold the relevant knowledge claim and teach only generic source skills. Never ask a child to speak for a community.
Any real place change, photo, public display or survey follows school consent, safeguarding, access and site policies. The fictional pack and verifier give no such permission.