Checked 29 September 2026. These are dated source checks, not an automatic update feed. Exact curriculum text is reproduced only in the generated crosswalk, with ACARA attribution. Lesson prose, fictional contexts, characters, beats, paper diagrams and learner tasks are newly authored. No other curriculum pack was copied into these activities.
| Source or asset | Use and verification | Boundary |
|---|---|---|
| ACARA v9 downloads and official workbook | Pinned local import products/curriculum-studio/data/frameworks/acara-v9.json, retrieved 2026-09-29, source SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Verifier checks every claimed code, level, area, row and exact crosswalk text. |
Partial sample of descriptions, not full standards or state/territory alignment. Refresh against official source before a later edition. |
| QCAA ACiQ v9 | Queensland implementation entry point for local teacher review. | No claim that these 40 blocks alone satisfy Queensland or any other state requirements. |
| ACARA copyright and terms | Attribution, CC BY 4.0 default and excluded-material/ICIP boundaries checked. | No ACARA logos, photos, videos, teacher support resources or third-party images are included. No endorsement/affiliation. |
| National Museum of Australia typewriter classroom page | HASS Card 1 briefly paraphrases direct printing on paper and contrast with computer editing/undo, while naming the museum. The linked page was checked on 2026-09-29. | No museum image/video/text passage is bundled; one tool account does not show every household or Australian worker. The page includes older curriculum references; our current codes come only from pinned ACARA v9. |
| Science physical-change and sound claims | Matched to AC9S2U03 and AC9S2U02 in the pinned ACARA descriptions. Teacher keys separate prediction, real observation, material identity and limits. |
Paper results do not describe every material. A visible paper movement is not automatically a sensed sound; learners may report not hearing it. |
| Four original SVG/PDF aids | Generated by Python drawing source; A4 SVG title/description and PDF selectable text/embedded font checked by verifier. Rendered pages were visually inspected. | PDF tagging and human screen-reader/print-device testing remain pending. Text alternatives give all prompts and spatial relationships. |
| DejaVu Sans embedded subsets | System font used by rsvg-convert; full rights notice. |
Font rights are separate from the CC BY 4.0 teaching text and Apache-2.0 generator. No font file is directly bundled. |
ACARA attribution: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Curriculum material was downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified for plain-text display in the code crosswalk. It is licensed under CC BY 4.0 except where ACARA's terms specify exclusions. ACARA does not endorse SubjectNest and SubjectNest is not affiliated with, sponsored or approved by ACARA.
Our original material: Teacher scripts, student cards, keys, line drawings, source-model cards, map names and rhythms © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; reuse with attribution, licence link and indication of changes. verify_pack.py and print/generate_print.py are Apache-2.0. The only non-original factual source excerpt is the brief museum paraphrase on HASS learner Card 1, clearly credited and linked. All invented people and place names are labelled invented.
Review state and high-impact limits
- Simulated teacher, learner, home, access and funder routes are documented in run-through. They are desk tests, not classroom, child, family or funder field trials.
- Science Day 5 is a new band task and Day 10 a new sound task. The wider Year 2 main pack has a paper-span investigation; teachers should not count repeated paper work as independent transfer.
- HASS
AC9HS2K01(a local important person/group/place/building) andAC9HS2K04(First Nations Australians' interconnections to local Country/Place) are outside this pack. Add these only with a verified local source and appropriate First Nations authority, permission and cultural protocols. The fictional Tava model cannot establish actual geography or significance. - HPE individual access and school safeguarding plans govern participation. No child is asked for personal safety disclosure in a group. An actual disclosure goes to school procedure.
- In The Arts, a paper plan cannot prove performed Dance, sounded Music or media-technology creation/presentation. Art-form evidence records what actually happened, including private sharing.
- Translation, First Nations-language editions, local/state overlays, accessibility co-design, classroom trial and learning impact checks remain future work. An automatic code/link/asset pass cannot validate student outcomes.