# First-authority source pathway · teacher planning, not a script to perform

The QCAA unit requires engagement with a range of Australian voices and experiences, including Aboriginal and Torres Strait Islander and/or Asia–Pacific contexts, and with scripted and professional live or recorded live theatre. This starter cannot substitute invented “representative” stories. Use primary, creator-controlled sources and local guidance to choose actual works.

The [Yirra Yaakin Theatre Company education page](https://yirrayaakin.com.au/education/) is a first-party source from a First Nations-led theatre company. It describes its school performances and says education kits are developed by its education manager in consultation with Noongar Elders, community and educators; kits are available in connection with group bookings. This pack links the page to identify **who makes and controls the teaching material**. It does not download or republish its scripts, production photos, recordings, language, story or teaching kit. Availability and suitability for a Queensland school must be checked directly with the company.

Creative Australia’s [Protocols for using First Nations cultural and intellectual property in the arts](https://creative.gov.au/first-nations-arts/protocols-for-using-first-nations-cultural-and-intellectual-property-in-the-arts) explain the need for self-determination and care beyond ordinary copyright. Read the current protocols before planning with First Nations stories or artistic materials. A company page or a public link is not permission to restage, translate, remix, generate an imitation, train a model on, or freely license cultural content.

**Five-minute Day 9 source move:** show the two titles and publisher names as text (no third-party images). Ask: “Which organisation made this source? What does it say about consultation or control? What permission would we need before showing or adapting a work? What can we learn from metadata alone, and what requires seeing the performance?” Record the limits. Then return to the original object-library practice scene for the learner’s own directing decision. This is a provenance and cultural-care exercise, **not** analysis of a selected professional performance. Schools still need to book, license or lawfully access appropriate work and plan with cultural authority where relevant.