Use this only when a school has selected an accessible work with permission for the proposed class encounter. The original geometric examples can teach formal choices while the real-work slot is on hold. They cannot stand in for a local maker or a First Nations community voice.
| Field for educator | Record before showing |
|---|---|
| Work, maker and first-party location | ______ |
| What the maker or authorised custodian says the work is for | ______ |
| Display or classroom-use permission and date checked | ______ |
| Cultural authority, restrictions and local guidance if relevant | ______ |
| Accessible description and no-device option | ______ |
| Child question and source-backed answer, or honest “we do not know” | ______ |
Hold: If permission, provenance, maker statement or cultural authority is unknown, do not display, download, copy, remix or narrate it as if authorised. Use adult-owned original classroom demonstration and source questions until the issue is resolved. For First Nations material, follow community and school procedures and the Creative Australia protocols. A specific work can have additional restrictions despite being viewable online. Do not infer what an entire community thinks from one item. Record the actual school-selected encounter separately from planning to have one.