# Source, accuracy and rights ledger · Year 8 integrated inquiry

| Component | Provenance and check | Reuse / claim boundary |
| --- | --- | --- |
| Selected Year 8/Years 7 and 8 curriculum descriptions | [ACARA Australian Curriculum Version 9.0 downloads](https://www.australiancurriculum.edu.au/downloads), accessed 29 September 2026. Original whole-curriculum XLSX at `products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx`, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Selected exact source rows and wording imported in local `products/curriculum-studio/data/frameworks/acara-v9.json` and generated into [crosswalk](CURRICULUM-CROSSWALK.md). | ACARA wording is separately attributed below. No code is claimed complete. Recheck source version and update/sync frequency for any later platform release. |
| Sources A–G, fresh A/B checks, choices, scripts and worked examples | Written as fictional material for SubjectNest on 29 September 2026. [Staff key](TEACHER-KEY.md) and [verifier](verify_pack.py) check arithmetic, units, factual reach and check separation. All sample data are constructed; teacher-recorded practical data must remain distinct. | © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). No real student, supplier, site, cultural motif or artwork is represented. |
| Three A4 SVG/PDF aids and offline model tool | Original local vector generator and HTML/JavaScript in this pack. PDFs are deterministic outputs; the tool uses no account, storage or network request. [Complete text/tactile aids](print/TEXT-ALTERNATIVES.md) and [offline paper route](interactive/TEXT-ROUTE.md) cover the visual/digital representations. | Original design/text under CC BY 4.0; generator and verifier source code carry Apache-2.0 SPDX notices. The embedded DejaVu font subset retains [separate font rights](print/FONT-RIGHTS.md). No assistive-technology compatibility or user benefit is certified. |
| Science, economics and design claims | Source C is a classroom-scale paper test plus **constructed fallback** trial counts, not a structural engineering finding. Source E's tokens and quote changes are invented, not market prices. Artist/reader notes are perspectives, not observed population responses. | A local teacher checks practical safety. Do not extrapolate to real mounting, supply markets, accessibility or attendance. |
| Local curriculum, language and cultural authority | No state/territory syllabus mapping, real place study, First Nations language/ICIP, translation or local approval has been performed. | A school must source broader literature and place/cultural material under appropriate rights and authority, review jurisdiction requirements and validate any translation before use. |

## ACARA attribution and exclusions

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Selected material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/downloads) (accessed 29 September 2026) and modified only by selection and plain-text whitespace normalisation in this pack's [crosswalk](CURRICULUM-CROSSWALK.md). The selected content-description wording is available under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) subject to [ACARA's copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse SubjectNest, its quality or its claimed alignment. We have not copied ACARA logos, photography, video, third-party material or excluded teacher resources. ACARA asks users of curriculum platforms to check update frequency and offline-device synchronisation where relevant; this pack is a dated snapshot and does not auto-update.

## Source arithmetic and interpretation checks

- B: `R(n)=24+18n`; `T(n)=2R(n)=48+36n`. At n4: R96, T192; at n5: R114, T228. Two-rail total is not one-rail width.
- C: constructed flat tabs `1,2,1` average `4/3≈1.33`; folded `4,4,5` average `13/3≈4.33`. The three-tab mean difference is constructed and not a real installation capacity. A descending paper tab can be discussed as potential-to-kinetic energy; no energy quantity was measured.
- D: `5+15d≤50` permits whole d0–3; d3=50, d4=65. It counts demonstrations, not visitors.
- E: at p4, F20/G16; p8, F28/G32; p6 is 24/24. The invented G six-token what-if at p4 is 24. `p` counts total panels, whereas B's `n` counts panels **per rail**.
- Fresh check numbers/answers are in the publicly accessible [formative assessment](ASSESSMENT.md) and [teacher key](TEACHER-KEY.md), not in teaching pages or the offline tool.

**Original ledger rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit author, source, licence and changes.