Checked 29 September 2026. The detailed table below covers the authored Weeks 1–2. Weeks 3–4 have their own English, mathematics, integrated and five-area source and rights ledgers, each paired with an exact official crosswalk. The 40-week route remains a plan for Weeks 5–40. Each code in the opening crosswalk and later crosswalks names partial or conditional learning. A teacher must confirm local curriculum adoption and timing.
| Source | What was checked | Scope and rights decision |
|---|---|---|
ACARA v9 downloads, workbook retrieved 29 Sep 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 |
Exact Year 10 English, mathematics, Science and Economics and Business content code, level, wording and source row. verify_pack.py compares against the pinned local import. |
Selected descriptions and normalized crosswalk text are attributed under ACARA terms. No achievement standard or state syllabus is certified. Downloaded copies do not update automatically. |
| ACARA Year 10 mathematics work sample, checked 29 Sep 2026 | AC9M10ST01 media claims and AC9M10ST03 scatterplots, including strength, direction and linearity. |
Code meaning checked only. No work-sample text, image or student work copied. |
| ACARA Science page, checked 29 Sep 2026 | Force and motion sit in physical sciences; models and investigations need their own evidence boundaries. | The cart is a fictional simulation. It does not complete experimental coverage or replace local laboratory safety review. |
| NASA Glenn, Newton's Second Law, checked 29 Sep 2026 | At constant mass, net force = mass × acceleration. Acceleration differs from speed. | Fact check only. No NASA prose or media reproduced. The cart numbers are authored, not NASA or lab readings. |
| ACARA HASS page, checked 29 Sep 2026 | In Years 9–10, Economics and Business access is determined by school authorities or schools. | Week 2 requires local subject selection. |
| ACCC buying products and services, checked 29 Sep 2026 | Compare total price and check full terms for a real decision. | No legal-rights determination, market claim or purchase recommendation. All fees, provider names and testimonials in this pack are invented. |
| ACARA student diversity guidance, checked 29 Sep 2026 | Flexible access can preserve age-equivalent learning. | Original adaptation choices are examples; individual plans and specialist advice take priority. No support resource copied. |
| ACARA copyright and terms, checked 29 Sep 2026 | Attribution, no endorsement, excluded materials and Indigenous Cultural and Intellectual Property care. | No logos, photos, videos, teacher-support graphics or cultural knowledge copied. First Nations adaptation needs authority, relationships, consent and review. |
Original work and reuse
- The narrative, poem, media post, routes, simulated cart values, device plans, source cards, eight transfer contexts, worksheet designs, keys and access text were created for this pack. Fiction labels stay attached where real readers could mistake a model for evidence. There is no third-party marketplace content or student data.
- Original prose, data and vector graphics: © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit “SubjectNest by NeuroForgeIO Pty Ltd”, link source and licence, and mark changes. Verifier and print generator: Apache-2.0 code.
- PDFs embed DejaVu font subsets under the separate font notice. The A4 visual print aids have selectable text equivalents. ACARA descriptions remain under separate attribution; cited NASA and ACCC pages are not included in the SubjectNest licence.
Cross-checks and corrections
- The teacher English master contains interpretations and answers. The learner reading file contains the original texts without teacher commentary. English, maths and integrated student checks are separate from keys. Give them only on their named day.
- The media post claims four times faster, but selects 8.1 and 1.8 from different net forces.
8.1 ÷ 1.8 = 4.5; both numbers are accelerations and there is no finish variable. The mathematics Day 4 script now uses the exact source wording. - The printable and learner cart graph use a 0–10 m/s² vertical scale. Teacher materials and the Day 2 direction match it. The eight invented readings are unchanged.
- The A/B price key checks months 0, 4, 8, 10 and 12; inequalities are interpreted over complete months. New X/Y Day 10 data place neither plan inside the ten-month $1,000 cap. Later R/S has continuous equality at 7.5 months but no whole-month equality.
- The teacher keys give exact next moves and later unfamiliar rechecks. The run-through records what the document and print simulations established and what local review remains. Public checks and answer keys are formative resources, not secure examinations.
Review still required
An Australian Year 10 teacher should trial duration, language, local scope and marking in a real class. A science educator must review any added apparatus; none is required by the opening fortnight, and any later physical test requires local approval. The school must verify jurisdictional adoption, Economics and Business allocation, access plans, privacy and copyright/ICIP protocols. No translated version is released; machine output alone does not establish accuracy. This is a first four weeks authored slice, not a complete Year 10 course.