Reviewed 29 September 2026. External facts below are deliberately narrow. The activities, scenarios, learner prompts, blank print aids and assessment questions are original. A link or code establishes a possible teaching connection, not evidence that a learner met an achievement standard.
| Source and claim checked | Where it is used | Boundary and rights |
|---|---|---|
ACARA Australian Curriculum v9 source workbook through the pinned local import, original XLSX SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 |
Exact crosswalk names official Year 2 Science/HASS and Years 1–2 HPE/Arts descriptions, with workbook rows. | © ACARA 2010 to present. Curriculum material is generally CC BY 4.0 with exclusions; see ACARA copyright and terms. Workbook plain text is attributed in the crosswalk; no endorsement is implied. Check adopted state/territory syllabus and version before use. |
| NASA: Earth’s changing orientation to the Sun | Science Days 11 and 18: an Earth-turning paper model explains apparent daily change of Sun position and day/night in age-appropriate language. | Original model and wording here; no NASA image or text copied. The classroom disc does not show exact local sky positions or the entire Earth–Sun system. NASA content has its own media use guidance. |
| ARPANSA: Sun-protection guidance and eclipse guidance | Science safety: no direct Sun viewing. Observe a ground shadow only with adult supervision or use clearly invented data indoors. | Do not infer that a sketch of shade certifies UV safety. Follow school sun and outdoor safety policy. No ARPANSA image copied. |
| Geoscience Australia: theme and reference maps | HASS Day 12 source note and map-purpose question. Broad reference maps can answer different questions from fine local plans. | The page does not verify a learner’s town, region or state boundary. Any local map must be chosen and checked by the school, with its own title, date and rights. No map image copied. |
| Museums Victoria collection record 474775 | HASS Days 16–19: short original paraphrase of handheld barcode/location tracking during a museum collection move beginning in 2001. | A specific museum’s documented practice, not a universal history of workplaces. The fictional stock list and learner scenarios are invented. No collection image copied; record rights remain with Museums Victoria. |
| Museums Victoria collection record 2051603 | HASS Day 20 fresh source card: an item described as used 2008–2014. | Record does not establish when all museums adopted scanners. The assessment asks for a bounded inference. No collection image copied. |
| Australian Government Department of Health: 24-hour movement guidelines fact sheet, ages 5–17 | HPE Days 11 and 19: a real public-health message for audience/purpose comparison. | Children are not asked for health, disability, exercise, weight or household data. No individual prescription, quota or fact-sheet art reproduced. Government publication rights remain with its publisher; consult the page’s current licence. |
Original material and reuse
The authored lesson scripts, invented practice shadow numbers, fictional maps/routes/characters, clean learner cards, staff checks, SVG layouts and text alternatives are © NeuroForgeIO Pty Ltd 2026 and released under CC BY 4.0. Users may adapt and share them with credit, the licence link and a change notice. External curriculum descriptions, source pages, names and trademarks follow their publishers’ terms; their links and narrow paraphrases do not relicense them. Generator and verifier code use Apache-2.0. PDF font is DejaVu Sans; its redistribution notice is at font rights. No stock art, generative image or third-party audio is embedded.
Review decisions and limits
- Science: The practice figures (9:00 = 4, 12:00 = 2, 15:00 = 5 paper units), Day 15 and Day 20 check figures are explicitly invented. They train comparison and evidence language. A genuine sky-pattern judgement requires safe dated records and a teacher’s review; a paper model is a model. Day 15 key: 6 to 3 is 3 fewer. Day 20: 3 to 4 is 1 more.
- HASS:
AC9HS2K03remains conditional on a verified local map. Local historical significance, Country/Place, First Nations language and culturally held knowledge are not supplied by this pack;AC9HS2K01andAC9HS2K04are expressly outside its claims. Ask authorised local sources and community partners before teaching that content. Invented perspectives are not interviews. - HPE: A signed/pointed/AAC pause and an accessible route have equal standing when observed. A drawn rule or path supports planning only. Floor movement, cooperation and rule-use links require observed action and informed participation. Nothing asks learners to disclose a diagnosis or personal routine.
- Arts: Each form has two different problems. Media work uses a school-approved offline tool with paper-only alternatives labelled preparation; no child is filmed or uploaded. Dance, Drama and Music performance links require actually seen/heard activity, with private or low-stimulation routes. No cultural motif, dance or sound is attributed to a First Nations group without authorisation.
- Access: Text alternatives describe each blank aid. Enlarged print, read-aloud, tactile pieces, partner-as-hands, AAC and seated routes preserve the central reasoning where possible. A different evidence mode is recorded honestly; a paper substitute does not magically prove physical or media-tool performance.
- Assessment: Learner pages carry prompts and fresh check data, while keys and evidence/next moves are in staff-only files. Checks are brief formative samples, not standardised tests. Record independent/prompted/repair/not-observed as specified by each assessment page; do not turn unobserved into a score.
- Currency: Site pages can move. Teacher checks external sources before the relevant day; if unavailable, use only the original fictional practice and defer source-specific curriculum/evidence claims. Review ACARA and local syllabus on each annual reissue.
Editorial checks performed
All 40 blocks were reviewed as distinct 12-minute plans with a setup, three timed actions, learner prompt, access/home route and explicit evidence boundary. Four A4 PDF aids were rendered from original SVGs and visually inspected for clipping and answer leakage. The read-only verifier checks structure, source-code resolution, printed page size, local links and hashes; it cannot certify classroom engagement, reading-level suitability for a particular learner or a live source’s future content.