# Sources, originality, rights and review ledger

| Item | Provenance and use | Honest limit |
|---|---|---|
| [Official Australian Curriculum v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), accessed 29 September 2026; source SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3` | Exact 14 Technologies codes and source-row wording in [crosswalk](CURRICULUM-CROSSWALK.md), checked against pinned `data/frameworks/acara-v9.json` | All descriptions are **Years 1 and 2**, not Year 1 only. A 10-session sample is partial; the import is a dated snapshot. |
| [ACARA Technologies learning-area information](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/technologies) | Checked the two distinct subjects, two-year band, design/digital structure, and opportunity to create multiple solution types by the end of Year 2 | This pack includes one physical stand and one guide. It does not complete the band or the food/fibre and food-specialisations contexts. State/territory adoption and school sequence need local mapping. |
| [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) | Curriculum attribution and excluded materials boundary | No ACARA logo, artwork, workbook screenshot, support media or work sample is reproduced. No endorsement/affiliation. |
| [Year 1 English Weeks 3–4](../../english/term-1/weeks-03-04/README.md) and [maths Weeks 3–4](../../mathematics/term-1/weeks-03-04/README.md) | Pairing by Days 11–20: three-event oral retell, sentence boundaries, and number cards 52/64/68/80/84 | Do not reuse Technologies performance as independent English decoding or maths place-value attainment. English `ck` route is gated by school scope and irrelevant to adult-read Tech cards. |
| All new guide prose, invented Mina/Kai briefs, source cards, diagrams, rubrics and SVG art | Newly authored for SubjectNest by NeuroForgeIO Pty Ltd, 29 September 2026 | [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), credit source and mark changes. No third-party story/photo/icon, actual child data, cultural motif, translation or audio is embedded. The new print generator is [Apache-2.0](https://www.apache.org/licenses/LICENSE-2.0); PDF font [notice](print/FONT-RIGHTS.md) is separate. |

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

## Curriculum and evidence decisions

- Design and Technologies `AC9TDE2K01/K02/P01–P04` are partial opportunities from the known-user stand brief, actual safe making, material observation, communicating two ideas, making sequence and evidence-based evaluation. These sessions do **not** address food/fibre, food selection/preparation or all required designed-solution contexts.
- Digital Technologies `AC9TDI2K01/K02/P01–P05/P07` are linked to a real approved system inspection (if done), representation of fictional station data, a branch/return algorithm, a known-user problem, a tool-created prototype (if done), guided collaboration (if done), and discussion of possible online data storage. `AC9TDI2P06` is **not** used: no student account or credential is requested.
- A paper prototype yields strong design and algorithm evidence but **not** actual digital-tool use. `K01`, `P04` and `P05` must be marked unobserved when no approved device interaction occurred. `P07` is a general discussion; actual app storage/policy must be verified locally, not guessed.
- The invented briefs are useful for safe first practice. They cannot establish a real user's access needs or show a design works for a real disability group. If a school later applies the idea, consult actual users, specialist supports and local protocols. The fictional room is not a school site or security map.
- Children can respond in speech, sign, AAC, tactile or visual modes and direct an adult tool operator. Log access support distinctly from conceptual prompts. Do not turn mobility, handwriting, speech, English fluency or device availability into a competence score.

## QA state

The ten timing totals, 14 code/level matches, local links, two A4 SVG/PDF assets, selectable text, student/teacher separation, branch traces and file hashes are checked by [the verifier](verify_pack.py). Both PDFs were rendered and visually inspected; a diagram-label overlap in the choice page was found and corrected. The [run-through](RUN-THROUGH.md) tests teacher, learner, home and funder routes on paper. **No real classroom, family, disability-user, cultural, device-security or funder field test has occurred.** Local educator, Technologies, access, privacy and state-syllabus review remains pending.