# Sources, rights and editorial review · Year 2 supplementary Weeks 3–4

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](https://www.australiancurriculum.edu.au/resources-and-publications/publications/australian-curriculum-version-9-0/) through the pinned local import, original XLSX SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3` | [Exact crosswalk](CURRICULUM-CROSSWALK.md) 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](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). 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](https://science.nasa.gov/learn/heat/big-ideas/big-idea-1-1/) | 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](https://www.nasa.gov/nasa-brand-center/images-and-media/). |
| [ARPANSA: Sun-protection guidance](https://www.arpansa.gov.au/understanding-radiation/radiation-sources/more-radiation-sources/sun-protection-sunglasses) and [eclipse guidance](https://www.arpansa.gov.au/understanding-radiation/radiation-sources/more-radiation-sources/solar-eclipse) | 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](https://www.ga.gov.au/scientific-topics/national-location-information/topographic-maps-data/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](https://collections.museumsvictoria.com.au/items/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](https://collections.museumsvictoria.com.au/items/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](https://www.health.gov.au/resources/publications/24-hour-movement-guidelines-children-and-young-people-5-to-17-years-fact-sheet) | 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](https://creativecommons.org/licenses/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](CODE-LICENSE.txt). PDF font is DejaVu Sans; its redistribution notice is at [font rights](print/dejavu-font-copyright.txt). 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:** `AC9HS2K03` remains conditional on a verified local map. Local historical significance, Country/Place, First Nations language and culturally held knowledge are not supplied by this pack; `AC9HS2K01` and `AC9HS2K04` are 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.