# Source, accuracy and rights ledger · Year 4 English Days 11–20

| Source or original item | What was checked | Boundary |
| --- | --- | --- |
| [Official ACARA v9 curriculum workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), accessed 29 September 2026; original SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3` | [Pack verifier](verify_pack.py) checks every cited code, Year 4 English level, exact description and source row against the local pinned import **and original workbook bytes**. [Crosswalk](CURRICULUM-CROSSWALK.md) records each partial lesson opportunity. | National code links are not proof of complete description or achievement-standard coverage, a prescribed sequence, or automatic state/territory adoption. Recheck local authority before use. |
| [ACARA Year 4 English curriculum information](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/english) and [download page](https://www.australiancurriculum.edu.au/downloads) | Confirmed official Year 4 English content/structure entry points and versioned downloads on 29 September 2026. | The site's curriculum language has separate [terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); no ACARA graphic, pupil sample or teacher-support material is embedded. |
| [QCAA ACiQ Version 9](https://www.qcaa.qld.edu.au/p-10/aciq/version-9) | Queensland implementation entry for an educator checking school scope. | Other states/territories must use their own current authority. This packet is Australian-first, not Queensland-only. |
| [AERO explicit instruction guide](https://www.edresearch.edu.au/guides-resources/practice-guides/explicit-instruction-practice-guide-full-publication) and [writing paragraphs guide](https://www.edresearch.edu.au/guides-resources/practice-guides/writing-paragraphs), accessed 29 September 2026 | Support clear modelling, guided responses, feedback and purpose-sensitive paragraph teaching. | AERO did not review or endorse these particular scripts; their 25-minute rhythm and examples are SubjectNest design choices, not a trial result. |
| Cards A–G and H/I, example domains, 30 core routes, 20 optional routes, answer keys | Wrote from scratch for this pack. Checked model counts within each card, source/claim separations, neutral summaries and no accidental real-community assertion. H/I are segregated until checks. | The people, places, models and website are invented. A paper model cannot establish real access, preference, comfort, safety or demand. No personal or real student data is included. |
| Original two A4 vector aids and text/tactile builds | Generated from [local vector source](print/generate_print.py), rendered one-page PDFs, checked text extraction and alternate reading orders. | Distinct labels and words accompany colour. Final large-print, Braille, screen-reader and tactile preparation needs a local learner-access check. [DejaVu font rights](print/FONT-RIGHTS.md) remain separate. |

**ACARA attribution for the crosswalk:** © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Curriculum wording came from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/downloads) (accessed 29 September 2026), with whitespace/plain-text normalisation. The relevant curriculum material is [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to [terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse SubjectNest.

**Original SubjectNest writing and art:** © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. Program code uses its marked Apache-2.0 licence; DejaVu and ACARA material keep separate rights. No translation, First Nations-language text, community story, child voice, stock image or third-party passage has been invented or copied. A future translation needs the named language/locale, qualified human review and, for First Nations languages, authorisation from language custodians. No blanket claim of access for every learner is made.

**Review still needed:** an experienced Year 4 teacher runs the timing with pupils and checks taught spelling/reading prerequisites; a local curriculum lead checks the school scope and assessment calendar; accessibility and EAL/D reviewers test formats with actual users; any proposed real-room or community investigation follows consent and local protocols. The [desk run-through](RUN-THROUGH.md) is mechanical/editorial, not a classroom pilot.