# Sources, rights and claim limits

| Item | Provenance and allowed use | Limit |
| --- | --- | --- |
| Curriculum | [ACARA Australian Curriculum v9 Arts](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts), [ACARA Music examples](https://www.australiancurriculum.edu.au/support-resources/learning-area-resources/music_examples_of_knowledge_and_skills), [QCAA Prep Music alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_arts_music_prep_as_cd_alignment.pdf), checked 30 September 2026; exact rows in [crosswalk](CURRICULUM-CROSSWALK.md). | Brief code wording is attributed. This teaching sequence is not official or endorsed. |
| Eight score aids and ten lessons | Original compositions, diagrams and copy created for SubjectNest, © NeuroForgeIO Pty Ltd 2026; [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). | Invented V/S marks are not standard notation; translations must preserve the musical relation and local care language. |
| Three synthetic PCM WAVs | Original single-frequency generated tones and envelopes from [generator](generate_assets.py); © NeuroForgeIO Pty Ltd 2026; CC BY 4.0. | **Candidate only** until a human educator listens and approves volume on intended equipment. Not a child or community performance; no child data is captured. |
| DejaVu font | System DejaVu Sans; [bundled copyright and licence](print/dejavu-font-copyright.txt) and [font notes](print/FONT-RIGHTS.md). | Font licence differs from our CC BY 4.0 material. |

No borrowed score, melody, recording, voice, First Nations language or story appears here. For First Nations music, never use this electronic score as a stand-in or imply its values or purpose. The locally selected real-work task has [permission and context gates](AUTHENTIC-SOURCE-SLOT.md). Audio amplitudes are below 6% of digital full scale; that is a **file measurement**, not acoustic safety, a decibel at the ear, or a promise that every listener will hear V/S. The no-sound score route meets the planning target; it cannot evidence actual aural distinction or controlled performance. Do not infer a child's preference, sensory profile or language competence from a pass or a different response route.