# Source, rights and review ledger · Foundation Weeks 31–40

**Checked 29 September 2026.** The only curriculum authority used for the integrated guides is the [official Australian Curriculum v9 download](https://www.australiancurriculum.edu.au/downloads), workbook locally pinned at `research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx`, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. We read the *Learning areas* worksheet descriptions directly. [QCAA's Australian Curriculum v9 in Queensland page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9) is the state implementation reference. The school still needs its own adopted sequence, local assessment plan and access decisions. These are **proposed partial links**, not ACARA/QCAA-approved materials.

| Source row and code | Narrow opportunity in our guide | Boundary before claiming evidence |
| --- | --- | --- |
| ACARA row 17151, AC9MFN01 | Week 31 track/cards and Week 38's selected numeral-to-object check | A displayed numeral or one corrected label does not show the child can order the full zero-to-20 range. |
| ACARA row 17157, AC9MFN02 | Week 39 recognises a small arranged group up to five before a part–whole explanation | A counted answer is recorded as counted, not retroactively marked as immediate subitising. |
| ACARA row 17160, AC9MFN03 | Count and compare selected collections with one-to-one evidence; Week 37's question sets and Week 38's rechecks | An apparently longer spread is not necessarily more; keep the same cards in view. These sets do not cover the full “to at least 20” range. |
| ACARA row 17166, AC9MFN04 | Make parts and whole of a collection up to 10 using the Week 32 two-pocket model | One memorised equation does not establish part–part–whole reasoning. |
| ACARA row 17171, AC9MFN05 | Represent a stated add-to or take-away event with broad cards and count/subitise; Week 38 keeps start, change and moved cards visible | Do not infer an unstated event from only a starting and ending total. |
| ACARA rows 20976, 20986 and 20995, AC9AMAFD01 / AC9AMAFC01 / AC9AMAFP01 | Child develops and makes an original two-frame paper Media Arts message and, where it happens, shares with an audience | A copied screen or pretend listener is not a child-made arts work or observed audience sharing. |
| ACARA rows 19725 and 19733, AC9TDEFK01 / AC9TDEFP01 | Child recognises a holder as designed and, where completed, proposes/makes/tests a safe communication change | A pocket worksheet alone is not a designed solution or evaluation. |
| ACARA row 20098, AC9TDIFK01 | **Not claimed from paper work.** A local teacher might separately explore an approved real device and software. | No actual digital system is supplied or required here. |
| ACARA row 17211, AC9MFST01 | Week 33 and Week 37's given questions, sorts and comparisons of fictional feature/picture cards | The counted groups describe *only the given cards*. These are not observations of local plants, preferences, prevalence or behaviour. |
| ACARA row 17187, AC9MFM01 | Week 34's actual aligned strips and, where safely conducted, adult-run direct water transfer and pan-balance comparisons | Dry paper or pictured objects prepare language but cannot establish direct capacity or mass comparison; duration is not sampled. |
| ACARA row 17192, AC9MFM02 | The mathematics Week 40 pack orders selected day parts with fictional safe events | The integrated length/handover route does not sample days of the week or a real child schedule. |
| ACARA row 17176, AC9MFN06 | Week 35's equal dealing/grouping of broad paper pieces with named fictional recipients or groups | Equal counts do not decide whether real people consented to or benefited from an arrangement. Only small selected sets are sampled. |
| ACARA row 17205, AC9MFSP02 | Week 35's object location relative to fixed paper desk/puppet markers | A paper mat does not sample the child's own location or movement in a real space. |
| ACARA row 17181, AC9MFA01 | Week 36's copy/continue task, with the *whole* repeating part and next cards in accessible forms | One correct next card can be a guess; these examples do not cover every pattern representation. |
| ACARA row 17199, AC9MFSP01 | Week 36's reasoned paper triangle/circle/rectangle names and child-created matching shape | A fictional drawing does not show recognition across the real environment or all familiar/three-dimensional shapes. |

The exact English descriptions and taught limits are in the [Weeks 31–32 English crosswalk](../english/term-4/weeks-31-32/CURRICULUM-CROSSWALK.md), [Weeks 33–34 English crosswalk](../english/term-4/weeks-33-34/CURRICULUM-CROSSWALK.md), [Weeks 35–36 English crosswalk](../english/term-4/weeks-35-36/CURRICULUM-CROSSWALK.md) and [Weeks 37–38 English crosswalk](../english/term-4/weeks-37-38/CURRICULUM-CROSSWALK.md) and [Weeks 39–40 English crosswalk](../english/term-4/weeks-39-40/CURRICULUM-CROSSWALK.md). Other mathematics detail is in the [Weeks 31–32 mathematics crosswalk](../mathematics/term-4/weeks-31-32/CURRICULUM-CROSSWALK.md), [Weeks 33–34 mathematics crosswalk](../mathematics/term-4/weeks-33-34/CURRICULUM-CROSSWALK.md), [Weeks 35–36 mathematics crosswalk](../mathematics/term-4/weeks-35-36/CURRICULUM-CROSSWALK.md) and [Weeks 37–38 mathematics crosswalk](../mathematics/term-4/weeks-37-38/CURRICULUM-CROSSWALK.md). Those packs remain the subject-specific source of truth. This integrated route does not turn its 35-minute sessions into another subject, annual program or formal assessment. Week 33/38's planned themes of living things do **not** turn fictional drawings into local Science observation. Week 34's fictional English roof report does **not** become a result for the local class; a complete Technologies make/test/revise outcome needs actual local evidence and review.

**Facts, inventions and rights:** Miri, Ari, Beau, every classroom desk/box, label, paper screen, return shelf, supply count, sign and holder are invented SubjectNest practice content. The Week 31 story details come from the original [English teaching texts](../english/term-4/weeks-31-32/MATERIALS.md), not from a real school policy or interview. The [optional two-frame HTML model](return-route.html) uses original inline code and art direction, makes no request to a server, writes no local storage and asks for no account; the visible complete transcript is the paper route. The Week 32 numbers are original invented rehearsal values, separate from the subject packs' held-out checks. No external photograph, sound clip, quotation of a child, student record or translated copy is embedded. All original integrated pages, HTML and family cards © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): attribute SubjectNest, link this licence and indicate changes. ACARA and QCAA own their source material under their own terms; our link does not confer a licence to repackage their workbook. The subject pack PDFs disclose their own embedded-font terms. No PDF is created in this integrated folder.

**Week 33/34 invented cases:** The P/Q drawings, all eight/nine/eleven-card sets, their group counts, the C/D paper-roof report and the toy-shelter scenarios are invented. The cards do not depict identified species or local ecological data. The roof report does not document a test in our room. The 70/100 mm strip pair is an adult preparation example; its direct length result is only a child observation if physical strips are actually aligned. Capacity and mass depend on actual preflighted equipment and observation. The optional family cards explicitly ask for *questions* rather than invented physical results. None embeds a third-party image, community language, student record or unchecked translation.

**Week 35/36 invented cases:** Luma, Jay, all paper-mat plans, zone tickets, theatre cards, desk/puppet markers and pattern strips are fictional SubjectNest examples. The Week 35 story ends *before* the plan is tried, so no result or consent is inferred. Equal paper numbers teach an arithmetic relationship, not interpersonal fairness. Any actual listener action must be separately observed; a paper listener is labelled MODEL. The optional short TAP–CLAP file belongs to the mathematics subject pack, was generated as an original cue and has an exact text route. No external composition, child voice or translated audio is embedded.

**Week 37/38 invented cases:** The nine/eleven/eight/ten-card picture sets, poster boxes, dots, stage tickets, parcel cards and library-cart claim are original fiction. Their questions describe only those supplied paper marks. English's undated mock plant drawings show outlines, not a real growth sequence or local species. The Week 37 and 38 Day 185/190 integrated and family cases use new sources after the separate held checks; they are not extra independent evidence. No real child survey, actual plant result, third-party picture, community language or unchecked translation is embedded.

**Week 39/40 invented cases:** The fourteen-label display, eight-badge trays, fixed BOARD shapes, twelve open/closed-book outlines, kite-board, seven-plus-three story, three-card border, twelve-token pairs, eight-label sheet and festival flags are original fiction. Day 195's kite-board is separate from English's BAG/BOOK/PENCIL desk-card check and maths PINE/SHELL and shape/number check. Day 200's flag page is separate from English's post-desk story/sign and maths held part/add/pattern/length sheet. The original [A4 comparison SVG](week-40-length-source.svg) and [searchable PDF](week-40-length-source.pdf) place strips A/B at 65/95 mm on one 100% page with a common start; a differently scaled copy cannot support a cross-copy length claim. Its exact text description and child-directed adult trace provide representation access, but direct comparison evidence requires the child to compare equal-scale strips. The optional family prompts need no purchase or return. No actual listener response, real gallery, real use pattern, student portfolio entry, year-end level or unreviewed translation is invented.

**Change and review:** The [local manifest](manifest.json) records SHA-256 values for the authored files. `python verify_route.py` checks those values, linked local paths, fifty daily timings and family invitations, the official workbook hash and explicit assessment boundaries. This is an integrity check, not a correctness certificate. A local educator must inspect lesson timing, age, equipment and school fit; an access specialist must review actual formats; a community reviewer is needed before adding culturally specific or First Nations material. No classroom, family usability, device or translation pilot has occurred. If ACARA or QCAA publishes a revision, or a state/school adopts a different sequence, revisit the source rows and every linked claim before use.