# Sources, rights and review ledger

## Primary curriculum evidence

| Source | What was checked | How this pack uses it | Rights/limits |
| --- | --- | --- | --- |
| [ACARA Australian Curriculum v9 curriculum workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), 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](verify_pack.py) checks code, level, row and description against that import. | [Crosswalk](CURRICULUM-CROSSWALK.md) only. Teaching tasks and maps were authored for this pack. | ACARA source material has its own [copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). 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](https://www.australiancurriculum.edu.au/resources/work-samples/mathematics/year-2/ws02-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](https://www.australiancurriculum.edu.au/media/7044/mathematics_all_elements_f-10.pdf) | 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](../../../term-1/weeks-01-02/mathematics/LESSONS.md) and [forty-week planning map](../../../year-sequence.md) | 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](https://creativecommons.org/licenses/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](print/generate_print.py) and [verifier](verify_pack.py) 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](print/FONT-RIGHTS.md) and [licence text](print/dejavu-font-copyright.txt) 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](RUN-THROUGH.md) shows what was actually exercised here.