# Source, phonics, originality and review ledger

| Source / asset | What was checked or created | Boundary |
|---|---|---|
| [ACARA Version 9.0 curriculum workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), accessed 29 September 2026, workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3` | Ten exact Year 1 English codes, descriptions and source rows in [crosswalk](CURRICULUM-CROSSWALK.md), checked against pinned `data/frameworks/acara-v9.json` | Whitespace-only plain-text normalisation in crosswalk. These 10 short lessons partially link to descriptions; no achievement claim. Workbook is a dated snapshot, not live sync. |
| [ACARA English learning-area information](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/english) | Year-level structure and word/sentence/text framing | Use local syllabus and actual school phonics scope; do not assume one national weekly sequence. |
| [Australian Government Literacy Hub: spelling generalisations and SSP](https://www.literacyhub.edu.au/professional-learning/implementing-a-systematic-synthetic-phonics-approach/spelling-generalisations-and-ssp/) | Confirms final `ck` is commonly /k/ after a short vowel in a one-syllable word and stresses explicit model/guided/independent teaching | Route A is gated by school sequence; the generalisation is **usually**, not always. No Literacy Hub slide, picture or wording is copied into student material. |
| [AERO early literacy practice guide](https://www.edresearch.edu.au/guides-resources/practice-guides/early-literacy-practice-guide) | Checks explicit sound–print work alongside vocabulary and oral language | A practice guide informs the plan; this new pack has not been evaluated for learning impact. |
| [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) | Attribution and excluded-content boundary | No ACARA image, logo, workbook screenshot, support resource or proprietary text beyond attributed content descriptions is bundled. No endorsement is claimed. |
| Week 1–2 SubjectNest English [opening pack](../weeks-01-02/README.md) | Local assumed prior sequence: short-vowel CVC, `sh`, `ch`, initial `st`, final `nd`, explicitly taught `a` and `is` | Verify this against each learner's actual teaching. The new pack uses those correspondences only, except Route A after `ck` is explicitly taught. |
| This pack's stories, lesson dialogue, context cards, assessment items, SVG art and text alternative | Newly authored for SubjectNest by NeuroForgeIO Pty Ltd, 29 September 2026 | **CC BY 4.0** with credit and change marking. No third-party story, song, photo, voice, child data, cultural pattern or translation is embedded. Print generator is [Apache-2.0](https://www.apache.org/licenses/LICENSE-2.0); embedded [DejaVu font notice](print/FONT-RIGHTS.md) is separate. |

ACARA attribution: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Material downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified for plain-text display. Curriculum material is licensed under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse SubjectNest; SubjectNest is not affiliated with, sponsored or approved by ACARA. Confirm source-specific exclusions before reuse.

## Child-read print audit

The [read-only verifier](verify_pack.py) tokenises **every** `Child reads` line in the [practice cards](learner-practice.md) and [held-out checks](student-checks.md), including a lower-case edit prompt. It checks each word against an explicit allowed word-to-grapheme ledger, permitted route and day; `a` and `is` are the two explicitly taught pronunciation exceptions. It checks that `ck` is absent from Week 3 and all Route B child-read text, that all Route A `ck` appears after the Day 16 explicit lesson, and that held-out word items do not occur in prior scripts, practice strips or adult-read stories. This is a **code audit** of the supplied English print; a learner's actual independent decodability still depends on prior instruction, hearing/vision access, word meaning and response conditions. Adult-read directions and stories are deliberately richer and are never assigned as independent decodable text.

## Pending human and local review

- Educator checks the school's phonics scope, each learner's entry evidence, class timing and local state/territory syllabus before use. Route B exists so an unsequenced `ck` is not imposed.
- EAL/D, speech/hearing, dyslexia and access specialists can review assessment interpretation and response routes with the learner and family; no mode is assumed to fit everyone. Dialect and accent variation are documented before scoring a vowel response.
- Classroom, family and learner trials, screen-reader and tactile-user trials, translation with qualified language review, and state overlays are pending. This simulated walkthrough is not outcome evidence.
- Authentic library texts remain part of a complete English program under school licences. These controlled lines and two original read-alouds do not replace diverse literature, oral language instruction or sustained writing.