# Curriculum sources, rights and factual review

## Official source and code control

The [exact crosswalk](CURRICULUM-CROSSWALK.md) is generated from the pinned local ACARA v9 import `products/curriculum-studio/data/frameworks/acara-v9.json`, which records the [official ACARA Australian Curriculum v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) retrieved **29 September 2026** with workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The local verifier checks exact code, `source_row`, level, learning area, subject and full description. The [QCAA Year 8 v9 mathematics content/alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/curriculum/ac9_maths_yr8_as_cd_alignment.pdf) and [QCAA 7–10 sequence](https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/curriculum/ac9_maths_yr7-10_cd_sequence.pdf) were official secondary checks that the selected Algebra descriptions and Year 8 level are appropriate. Neither source means this pack is approved for a state school or covers an achievement standard.

ACARA wording is attributed to the Australian Curriculum, Assessment and Reporting Authority, Australian Curriculum Version 9.0; [copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) govern reuse and exclusions. Core curriculum material is marked CC BY 4.0 in the import, subject to those terms. SubjectNest is not affiliated with or endorsed by ACARA. The crosswalk selects and annotates descriptions; the judgement of *partial taught scope* is ours.

## Original and third-party rights

| Item | Origin and terms |
| --- | --- |
| Ten scripts, 30 A/B/C routes, ten extras, fictional cards/models, learner pages, fresh checks and staff keys | Original SubjectNest work authored for this pack, © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). No marketplace worksheets or textbook art were copied. |
| Three A4 SVG/PDF aid pairs plus full text/tactile descriptions | Original vector layout, words and shapes, same CC BY content terms; [generator code](print/generate_print.py) is [MIT](print/CODE-LICENSE.txt). A fixed source date makes PDF bytes reproducible when using the same renderer/font. |
| DejaVu Sans font | Third-party font, not included in SubjectNest's CC BY claim. See [font rights](print/FONT-RIGHTS.md) and [license text](print/dejavu-font-copyright.txt). |
| Selected ACARA code and full content-description wording | ACARA source terms above; exact wording and rows pinned in [crosswalk](CURRICULUM-CROSSWALK.md). |

## Mathematical and claim audit

- Distribution: `3(x+4)=3x+12`, like terms `4x+7+2x−3=6x+4`, factorisation `6x+12=6(x+2)`. Each is supported by the group/property, not only one substitution; substitution is a check on a proposed form.
- Inverse/model: `C=8+5n` rearranges to `n=(C−8)/5`. `C=33` gives 5 whole refills; `C=24` gives `16/5` and violates this **whole-refill** model, not a universal rule about clubs.
- Equations: `3x+7=25` gives 6; `2y+5=12` gives `7/2=3.5`; the invented paired relation `6+4n=18+2n` meets at 6 and total 30. The graph marks actual batch inputs at integer x-values.
- Inequalities: `9+5n≤34` gives whole `n∈{0,…,5}`; `15−3t>3` gives whole `t∈{0,1,2,3}` in its 0–5 model. The sign reverses when dividing by a negative. Boundary inclusion and domain are stated separately.
- Fresh Day15 and Day20 numbers are sequestered in the learner checks and staff key. The verifier independently recomputes their exact answers and checks that their prompt tokens have not appeared on earlier learner/practice pages. A fresh check is still an **internal formative instrument**, not a validated measure.
- The labels “cost”, “tokens”, “points” and “batch” are invented. No prices, supplies, access outcomes or claims about a real business or community are drawn from them. Any real decision would require current terms, availability, safety, accessibility and local review.

**Open review:** A local teacher must check the relevant state or territory curriculum, prior learning, timetable and calculator policy. A learner/accessibility review should test actual use of the printed and text/tactile routes. No First Nations knowledge, language or cultural context is fabricated or translated here.