# Year 4 starter — source and quality record

**Version:** v0.1, 29 September 2026. This records a source and mechanical audit, **not** classroom validation, a state syllabus approval or an educator sign-off.

## Primary sources and claim boundaries

| Authoritative source | Specific use in this starter | Limit |
| --- | --- | --- |
| [ACARA Version 9.0 downloads](https://www.australiancurriculum.edu.au/downloads), official workbook retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3` | Exact Year 4 code/level and content-description scope; AC9M4N01 covers decimal tenths/hundredths, AC9M4N03 related fraction equivalence, AC9E4LA02 opinion versus factual reporting, AC9S4U02 water-cycle processes and AC9S4U04 material properties. | Lesson sequence and examples are original, partial teaching choices. Codes are not a statement that achievement standards have been met. |
| [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) | ACARA website material is generally CC BY 4.0 unless excluded; logos, photographs, videos, teacher-support resources and some third-party material have separate terms. Attribution and non-endorsement apply. | No excluded ACARA graphic or work sample is embedded; the original pack has a separate CC BY 4.0 grant. |
| [QCAA ACiQ Version 9.0](https://www.qcaa.qld.edu.au/p-10/aciq/version-9) | Queensland implementation entry point for checking a school syllabus. | National mapping is not a statement about every state's timetable or local reporting. |
| [AERO explicit instruction practice guide](https://www.edresearch.edu.au/guides-resources/practice-guides/explicit-instruction-practice-guide-full-publication) | Clear modelling, guided practice and response checks in the lesson format. | The new scripts are not trialled or AERO-rated. |
| [AERO writing paragraphs guide](https://www.edresearch.edu.au/guides-resources/practice-guides/writing-paragraphs) | Explicit topic/detail/closing or limit paragraph planning and feedback. | No specific student outcome is inferred from use of the guide. |
| [Bureau of Meteorology evaporation dictionary](https://www.bom.gov.au/water/awid/id-871.shtml) and [cloud explanation](https://media.bom.gov.au/social/blog/1845/curious-kids-where-do-clouds-come-from-and-why-do-they-have-different-shapes/) | Liquid-to-vapour process at a surface and condensation contributing to tiny cloud droplets. | The original diagram is a simplified **possible route**, not a copied image, a local observation or complete hydrology. |
| [Water Corporation of WA water-word definitions](https://www.watercorporation.com.au/waterwise-school-education/a-z-of-waterwords) | Condensation, precipitation and water-cycle terminology cross-check. | Third-party resource is linked, not reproduced or relicensed. |

## National-code audit

Every `AC9...` token in this Year 4 tree was matched to either a **Year 4** or the relevant **Years 3 and 4 band** `content_description` record in the pinned local canonical import `products/curriculum-studio/data/frameworks/acara-v9.json`. **98 distinct codes matched: 62 Year 4 and 36 band codes; 0 invalid or wrong-level codes.** This is an inventory of code references, **not** a count of descriptions fully taught. The 40-week map uses codes as **planning labels** for Weeks 5–40, which remain unauthored. The [supplementary crosswalk](supplementary/term-1/weeks-03-04/CURRICULUM-CROSSWALK.md) ties its 51 selected codes to exact source rows and the particular short teaching moves.

| Area | Verified code set |
| --- | --- |
| English | AC9E4LA02, AC9E4LA03, AC9E4LA04, AC9E4LA05, AC9E4LA06, AC9E4LA07, AC9E4LA08, AC9E4LA09, AC9E4LA10, AC9E4LA11, AC9E4LE03, AC9E4LE04, AC9E4LE05, AC9E4LY01, AC9E4LY02, AC9E4LY03, AC9E4LY04, AC9E4LY05, AC9E4LY06, AC9E4LY07, AC9E4LY09, AC9E4LY10, AC9E4LY11 |
| Mathematics | AC9M4A01, AC9M4A02, AC9M4M01, AC9M4M02, AC9M4M03, AC9M4M04, AC9M4N01, AC9M4N02, AC9M4N03, AC9M4N04, AC9M4N05, AC9M4N06, AC9M4N07, AC9M4N08, AC9M4N09, AC9M4P01, AC9M4P02, AC9M4SP01, AC9M4SP02, AC9M4SP03, AC9M4ST01, AC9M4ST02, AC9M4ST03 |
| Science | AC9S4I01, AC9S4I02, AC9S4I03, AC9S4I04, AC9S4I05, AC9S4I06, AC9S4U02, AC9S4U04 |

The opening table records the original Year 4 English/mathematics/Science planning set. The new supplementary pack adds Year 4 **Science** `AC9S4U03`, seven Year 4 **HASS** codes, and official **Years 3 and 4 band** descriptions: 10 HPE, 11 Technologies and 15 Arts. Each supplementary code has an exact row, wording and partial-use boundary in its own crosswalk. The root total includes both authored-pack codes and future planning labels, so it must not be represented as taught coverage.

## Mechanical and content checks

- Forty consecutive map weeks; Weeks 1–4 marked with authored daily English and mathematics. Weeks 1–2 have integrated Science scripts; Weeks 3–4 have a narrow ten-day [exhibit studio](integrated/term-1/weeks-03-04/README.md).
- Mathematics and English Days 1–20 each. The opening scripts and the separate Weeks 3–4 pack verifiers check each subject's 25-minute budgets, links, source rows and hashes.
- Integrated Week 1 and Week 2 each contain five 35-minute days with explicit sums.
- All local Markdown targets and heading anchors resolve. Subject-pack and root SHA-256 manifests check each file without attempting to hash themselves.
- Mathematics card and assessment keys were recomputed using equal wholes: 0.4=0.40, 0.10=1/10, 1.05<1.50, and 0.5>0.47 by 0.03. Unseen transfer cards remain reserved until Day 10.
- Original decimal and water-cycle SVGs were rendered to PNG and visually inspected for legibility, low ink, labels and clear model limits. Both have text alternatives in adjacent Markdown.
- English source details are internally consistent with the original **fictional** cards; inference/opinion and source-supported model description remain separate. Card D is reserved for transfer. No actual school, people or use data is asserted.
- The [Weeks 3–4 English pack](english/term-1/weeks-03-04/README.md) adds ten lessons, thirty core routes, optional extras, seven original source cards and two held-out checks with private next moves. Its exact fifteen-code crosswalk and [desk review](english/term-1/weeks-03-04/RUN-THROUGH.md) keep adult-read meaning distinct from independent reading evidence.
- The [Weeks 3–4 mathematics pack](mathematics/term-1/weeks-03-04/README.md) adds ten lessons, thirty routes and held-out decimal-line/fifths checks. Its [source ledger](mathematics/term-1/weeks-03-04/SOURCES-AND-REVIEW.md) and verifier check the two proposed codes, equal-whole models, arithmetic, two original A4 aids, text alternatives, links and hashes.
- The [integrated exhibit project](integrated/term-1/weeks-03-04/README.md) adds ten 35-minute blocks, clean cards, private next moves and an original A4 SVG/PDF/text mat. Its verifier checks six exact Year 4 descriptions, timings, arithmetic, links and hashes. The [desk review](integrated/term-1/weeks-03-04/RUN-THROUGH.md) records a clipped print title that was corrected; no real child or visitor testing is claimed.
- The [five-area supplementary menu](supplementary/term-1/weeks-03-04/README.md) adds 50 optional 12-minute blocks, 15 separate teacher/learner/staff pages, five original A4 SVG/PDF/text aids and a self-contained [offline Rule Lab](supplementary/term-1/weeks-03-04/interactive/rule-lab.html). Its [verifier](supplementary/term-1/weeks-03-04/verify_pack.py) checks all 51 exact source rows, timing, local links, hashes and program reset/run cases. The [desk review](supplementary/term-1/weeks-03-04/RUN-THROUGH.md) records simulated teacher, learner, family and reviewer use; actual movement, media production, music and visual-program execution must be observed before claiming those outcomes.
- Science Week 1 outcomes are left blank for *actual* observations. Week 2 paper model accurately labels evaporation, condensation and precipitation as distinct processes; no real weather outcome is invented.

## Remaining human review

An experienced Year 4 teacher must check classroom feasibility, sequence against the school's adopted syllabus, learner entry points and local assessment. A science/safety reviewer should inspect live materials and any supplementary demonstration. Accessibility/EAL/D review should check text access and response options. Local/cultural review is needed before introducing any actual Country/Place, waterway, language or community evidence. No translations have been authored or certified. These four weeks have not been trialled with a class; Weeks 5–40, fuller Weeks 3–4 other-subject teaching and Languages remain unauthored.

**Rights:** Original record © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit *SubjectNest Year 4 Australian-first starter*, v0.1, [source](https://github.com/neuroforge-io/neuroforge_business/tree/main/products/curriculum-studio/content/year-4), licence and changes. ACARA and linked third-party materials retain separate rights; no endorsement implied.