# Source, rights and factual review

## Exact curriculum source

The [crosswalk](CURRICULUM-CROSSWALK.md) is generated from the pinned local `products/curriculum-studio/data/frameworks/acara-v9.json` import of the [official ACARA Australian Curriculum Version 9.0 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved **29 September 2026**, source workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The verifier checks each selected content description's code, exact `source_row`, `Year 9` level, subject and wording. The [QCAA Year 9 v9 English content/achievement alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/curriculum/ac9_english_yr9_as_cd_alignment.pdf) provides a separate official check on the selected descriptions. It does not approve this pack or replace local curriculum mapping.

The copied description wording belongs to the Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum Version 9.0; consult [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) for CC BY 4.0 conditions and excluded material. The crosswalk is a selected, annotated display. SubjectNest is not affiliated with or endorsed by ACARA. These six description encounters are **partial**, especially the one-session literary creation code.

## Origin and reuse

| Material | Provenance / terms |
| --- | --- |
| Original fictional lantern log/drafts, miniature fiction, four micro-cards, two held-out source sets; ten lessons, 30 routes, extras and staff keys | Newly authored SubjectNest material © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). No social-media post, literary excerpt, name, logo or textbook illustration was copied. |
| Three A4 SVG/PDF aids and full text/tactile alternatives | Original vector layout and words under the same CC BY 4.0 content terms; [generator code](print/generate_print.py) is [MIT](print/CODE-LICENSE.txt). A fixed source date stabilises PDF bytes when renderer/font stay fixed. |
| DejaVu Sans font | Third-party permissive font, **outside** our CC BY content grant. See [font rights](print/FONT-RIGHTS.md) and [license text](print/dejavu-font-copyright.txt). |
| ACARA descriptions/codes | ACARA terms above; exact rows and full wording in the [crosswalk](CURRICULUM-CROSSWALK.md). |

## Truth and language audit

- Text A documents a crew move and two visitor questions, but no total visitor count, reason each visitor asked, later route observation or accessibility review. Text B's confident outcomes are **draft claims**. Text C remains an invented revision, not a published notice or proof the route worked.
- A connective such as `because` may express the stated reason for **the arrow move** (table blocked view). `Later` can order move and questions; it does **not** prove the move caused those questions. `Therefore` requires a supported result.
- `Relocation`, `addition` and `reordering` can condense named actions. `Improvement`, `success` and `confidence` can evaluate or claim an outcome; none is established by these sparse fictional logs. Abstract nouns are useful when their referent and purpose are clear, not inherently suspicious.
- Text D and the Day20 miniature fiction support **possible literary interpretations** of hesitation or uncertainty from narrated actions. They do not establish a real person's emotion, diagnosis or measured state. Figurative “heavier than the clipboard” is not a weight statement.
- Day15/20 sources are separate from lesson practice but their prompts and teacher key are publicly accessible. Pre-check materials do not teach their specific answers; use a locally unseen parallel prompt if prior access matters. All people, observations, times and domains here are author-created fiction; no real social or scientific result is claimed.

**No translation claim.** The pack is in Australian English. No First Nations language, cultural knowledge, community position or local place narrative has been fabricated. Local educator, EAL/D, cultural/accessibility and state/territory review remain open before classroom claims.