# Year 2 supplementary · source, rights and review ledger

**Checked 29 September 2026.** These are dated source checks, not an automatic update feed. Exact curriculum text is reproduced only in the generated [crosswalk](CURRICULUM-CROSSWALK.md), 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](https://www.australiancurriculum.edu.au/downloads) and [official workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) | Pinned local import `products/curriculum-studio/data/frameworks/acara-v9.json`, retrieved 2026-09-29, source SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. [Verifier](verify_pack.py) 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](https://www.qcaa.qld.edu.au/p-10/aciq/version-9) | 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](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) | 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](https://www.nma.gov.au/learn/classroom-resources/what-is-this/typewriter) | 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](print/TEXT-ALTERNATIVES.md) | Generated by [Python drawing source](print/generate_print.py); 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](print/FONT-RIGHTS.md). | 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](https://www.australiancurriculum.edu.au/) (accessed 29 September 2026) and modified for plain-text display in the code crosswalk. It is licensed under [CC BY 4.0](https://creativecommons.org/licenses/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](https://creativecommons.org/licenses/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](RUN-THROUGH.md). 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) and `AC9HS2K04` (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.