# Source, factual-check and rights ledger

## Curriculum pin and attribution

The [official Australian Curriculum Version 9.0 download](https://www.australiancurriculum.edu.au/downloads) was retrieved **29 September 2026**. The pinned local workbook `products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx` has SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`, matching `products/curriculum-studio/data/frameworks/acara-v9.json`. The [crosswalk](CURRICULUM-CROSSWALK.md) prints all **67 selected content-description** codes, official Year 8 or Years 7 and 8 level, workbook row and exact official wording; its lesson-day and scope columns are SubjectNest analysis. A token match or 12-minute activity is not evidence of whole-code achievement.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Curriculum material was downloaded from the Australian Curriculum website on 29 September 2026 and its crosswalk wording was not substantively modified. Core material is CC BY 4.0 subject to [ACARA's terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse, sponsor, approve or affiliate with SubjectNest.

## Primary institution checks for real-world facts

- [US National Human Genome Research Institute, “Cell”](https://www.genome.gov/genetics-glossary/Cell) supports the narrow description of cells as basic units and of plant/animal cells as eukaryotic. Our flat plant/animal cards are **simplifications**; they do not represent every cell. No NHGRI image or narration is copied.
- [US Geological Survey, *Understanding plate motions*](https://pubs.usgs.gov/gip/dynamic/understanding.html) supports apart/together/past plate-boundary motion. [USGS rock-cycle discussion](https://pubs.usgs.gov/bul/2195/b2195.pdf) supports possible transitions among rock groups. Our arrow strips and rock cards are **original schematic models**, not a live hazard map, geological timescale or rock identification.
- [US Department of Energy, science-of-energy guide](https://www.energy.gov/sites/prod/files/2014/06/f16/basics_primaryscienceteacher.pdf) supports kinetic energy as energy of motion and potential energy associated with position/stored configuration. The spring/flag and raised-block storyboards are fictional; no transfer was measured.
- [American Chemical Society, physical/chemical change](https://www.acs.org/middleschoolchemistry/lessonplans/chapter6/lesson1.html) supports the distinction that a physical state change does not create a new substance while a chemical reaction does. [ACS teacher background on clues](https://www.acs.org/content/dam/acsorg/education/k-8/inquiry-in-action/fifth-grade/g5-l3.5-bkgd.pdf) warns that colour or temperature changes alone are not definitive. No reaction procedure, sample or ACS image is reproduced.
- [British Library archive catalogue for *Articles of the Barons*](https://searcharchives.bl.uk/catalog/032-002110357) supports only the narrow fact that this document was submitted to King John at Runnymede as a basis for Magna Carta in 1215. The pack paraphrases the **modern catalogue** and asks whose view is missing. It does not present the catalogue as medieval testimony or copy the document, images, transcription or interpretive essay.
- [Parliamentary Education Office, sources of law](https://peo.gov.au/understand-our-parliament/how-parliament-works/bills-and-laws/sources-of-law) supports the Australian statute/common/delegated distinction. [PEO, independents](https://peo.gov.au/understand-our-parliament/parliament-and-its-people/crossbench/independents) supports the definition that an independent MP does not belong to a political party and can participate in Parliament. Fictional school rules and votes are **not** laws, election outcomes or legal advice. No parliamentary photograph is copied.
- [eSafety Commissioner, consent for sharing images/video](https://www.esafety.gov.au/young-people/consent-sharing-photos-videos) informs the HPE choice to ask permission, respect refusal and not circulate images. Fictional scenarios do not substitute for school safeguarding or personal help. We collect no personal data.

The fictional Town L/M population, market prices/orders, budgets, club stories, sensor scores, cell/plate diagrams, archive-check cases, movement games and all A/B assessment cases are **original invented practice data**. Arithmetic is checked locally; figures cannot establish real Australian trends, an individual's needs, a scientific law, health benefit, market cause or product performance. Do not merge fictional data with any actual classroom observation. A real case would require its own authoritative current source, consent, local syllabus review and permissions.

## Original content and licences

The 50 menus, learner copy, 50 context swaps, formative checks, teacher keys, fictional cards and figures, original A4 SVG masters/PDF exports/text/tactile alternatives and synthesised WAV cue were authored for SubjectNest © NeuroForgeIO Pty Ltd 2026 and offered under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit *SubjectNest Year 8 supplementary Term 1 Weeks 3–4*, link the source and licence, and note changes. The [original Python tools and learner debugging starter](CODE-LICENSE.txt) use Apache-2.0. The six vector PDFs embed subsetted DejaVu Sans with its separate [font rights notice](print/FONT-RIGHTS.md). No third-party photo, song, map, logo, worksheet, code dependency, cultural motif, translation or identifiable child record is embedded.

## Scope and safeguarding holds

These are **optional short additions**, not a complete Year 8 sequence or weekly allocation in Science, HASS, HPE, Technologies or each Arts form. Jurisdictional implementation, assessment policy and accessibility adaptation remain local. Actual science measurements, hands-on design tests, movement, performance, code execution, media presentation and live collaboration are claimed only if observed under school conditions; a drawing, script, score, diagram, pseudocode or plan is labelled as such. The offline bug lab controls no real light, sensor or safety system. No real health treatment, financial/legal advice, First Nations content/language, local Country/Place, culturally specific art, translation or classroom impact is claimed. Any future First Nations/local content needs the relevant community's authority, provenance, cultural and intellectual property review and permissions.