Primary curriculum evidence
| Source | What was checked | How this pack uses it | Rights/limits |
|---|---|---|---|
ACARA Australian Curriculum v9 curriculum workbook, downloaded 29 September 2026; pinned workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 |
The local official-workbook import records exact Year 2 content descriptions at rows 17309 (AC9M2N01), 17314 (AC9M2N02) and 17391 (AC9M2SP02). The verifier checks code, level, row and description against that import. |
Crosswalk only. Teaching tasks and maps were authored for this pack. | ACARA source material has its own copyright and terms. Attribution: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Downloaded from the Australian Curriculum website, accessed 29 September 2026, and modified for plain-text display in the local import. Core curriculum material is described by the importer as CC BY 4.0 subject to source exclusions. ACARA does not endorse, sponsor or approve SubjectNest. |
| ACARA Year 2 mathematics work sample: Trick or treat | Official page displays AC9M2N02 wording and Year 2 achievement-standard context. |
Secondary cross-check of year/code; no sample text or artwork reused. | Official source terms apply; a work sample is not a template for our assessment. |
| ACARA Mathematics all elements F–10 | Official F–10 PDF lists AC9M2SP02 and examples of following pathways on a two-dimensional representation. |
Secondary cross-check of the spatial scope; no PDF art reproduced. | Official source terms apply. |
| Year 2 opening mathematics lessons and forty-week planning map | Earlier days introduced hundreds/tens/ones and Week 3–4 topics are already planned. | Continuity only; Days 11–20 have new scripts, contexts and checks. | These local files are not a state syllabus. |
Currency: This is a 29 September 2026 snapshot. A school should check ACARA version history and the currently adopted state/territory syllabus, reporting and accessibility obligations before claiming local coverage. The pack does not make a state-by-state alignment claim, assess the full achievement standard, or imply that the selected numbers cover AC9M2N01 “to at least 1000”.
Originality and reuse
- Original and releasable under CC BY 4.0: the scripts, invented Map A and Map B, all place labels, fictional situations, questions, teacher examples, rubric wording, route-grid and exchange-mat vectors and text alternatives. Attribution: “SubjectNest © NeuroForgeIO Pty Ltd 2026; CC BY 4.0; adapted from [this pack]” with a link and note of changes.
- Code: print generator and verifier are original; released under Apache-2.0 for independent reuse. No third-party diagram package is vendored.
- Font: PDFs may contain embedded DejaVu Sans subsets. Font notice and licence text travel with those PDFs. The licence concerns the font, not the original lesson words or vectors.
- ACARA wording and codes: credited above and in the crosswalk; do not remove source attribution when copying curriculum mapping. No ACARA workbook or illustrative sample is redistributed by this pack.
- Local/cultural material: no actual school floor plan, child route, personal family information, First Nations name, language or cultural teaching is represented. These could be valuable locally, but require educator/community verification and permissions rather than invented “authentic” detail.
Editorial QA and practical limits
| Review | Result / remaining limit |
|---|---|
| Arithmetic | All worked H/T/O totals and the Day 20 comparison were independently recomputed in the verifier. A grouping may be non-standard yet still equivalent; the numeral's standard zero place must be explained separately. |
| Routes | Map A and unseen Map B coordinates were traced square by square; route questions do not require diagonal moves or an unstated page orientation. Some open cards accept multiple valid routes, and the key marks examples as such. |
| Held-out evidence | Day 15 uses new Map B; Day 20 uses numbers absent from learner practice. The learner files contain no link to teacher answers. Teacher neutrally reads words and records the help supplied. |
| Accessibility | Text alternatives reproduce every Map A location, grid convention and mat prompt. Print aids have text labels, high contrast and A4 vectors; partner handling, tactile squares, AAC and dictation preserve mathematical agency. Translation and actual assistive-technology testing with learners remain to be done. |
| Feasibility | Scripts total 25 minutes. Three cards/day are options, not an expectation that each child completes 30 cards. Focus-child rotation is explicit; unanswered work is rescheduled rather than scored incorrect. |
| Cultural and geographic validity | The imaginary room avoids claiming any local school layout or route safety. State/territory adoption, local calendars, translation and community-held content remain for verified local review. |
Self-review risk: Desk tracing and automated checks cannot establish real classroom usability or attainment. A teacher should try one class run, retain anonymised work and adjust pacing, wording, physical access and next moves before broad adoption. The run-through shows what was actually exercised here.