# Year 9 opening pack — evidence, rights and quality record

**Version:** v0.2, 29 September 2026. This is a **desk and mechanical review**, not an actual teacher trial, student study, accessibility audit, science-lab certification, translation certificate or authority sign-off. Re-run the read-only [verifier](verify_pack.py) after editing and rebuild [SHA-256 file lists](manifest.sha256). A code link points to national content scope, not complete coverage or an achievement-standard result.

## Primary source checks and limits

| Primary source | What it supports here | What it does not support |
| --- | --- | --- |
| [ACARA Version 9.0 downloads](https://www.australiancurriculum.edu.au/downloads), official workbook retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`; canonical import `products/curriculum-studio/data/frameworks/acara-v9.json` | Exact `content_description` code and Year 9 or Years 9 and 10 band level. The opening and later pack crosswalks distinguish authored tasks from map-only pointers. | It does not prescribe this 40-week order, validate scripts, prove coverage or authorise an assessment claim. The unusual canonical History token **AC9HH9K014** was retained exactly, not silently “corrected”. |
| [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) | General ACARA material is CC BY 4.0 unless excluded; logos, photos, video, some teacher-support and third-party material have different terms; attribution, non-endorsement and Indigenous Cultural and Intellectual Property protocols apply. | Our original CC BY 4.0 grant does not relicense ACARA or any excluded work. No ACARA logo, work sample, photo or quoted Indigenous knowledge is embedded. |
| [QCAA ACiQ Version 9.0](https://www.qcaa.qld.edu.au/p-10/aciq/version-9) | A Queensland local adoption/checking entry point. | It is not a substitute for the relevant authority's specific year plan, assessment or school calendar. |
| [AERO explicit instruction practice guide](https://www.edresearch.edu.au/guides-resources/practice-guides/explicit-instruction-practice-guide-full-publication) | Modelling, guided practice, learner response/feedback and support fading used in the scripts; the guide includes reasonable-adjustment considerations. | AERO did not trial or endorse this pack. The five-move scripts still require educator judgment. |
| [Australian eSafety Commissioner: fake news and misinformation](https://www.esafety.gov.au/key-topics/fake-news-and-misinformation) | Source and fact checking before sharing misleading online content; an appropriate official reference for the fictional civic-media routine. | It supplies no evidence about our invented post or project, and the pack makes no legal finding about a real platform/person. |
| [OpenStax College Physics 2e, 7.6](https://openstax.org/books/college-physics-2e/pages/7-6-conservation-of-energy) | Energy is conserved while transformed/transferred; useful output divided by total input defines the simple efficiency fraction used in the paper model. | The 100/60/40 J, 100/75/25 J and assessment figures are invented, not appliance measurements; no OpenStax figure or text passage is copied. |

## Curriculum and authorship boundaries

- **Authored Weeks 1–2:** mathematics AC9M9A03 and partial AC9M9A05; English AC9E9LA02, AC9E9LA04, AC9E9LA07, AC9E9LY03, AC9E9LY04, AC9E9LY05, AC9E9LY06; Civics and Citizenship AC9HC9K06 with selected AC9HC9S01–S05 skills; Science AC9S9U05 with selected AC9S9I04–I07 skills. The exact workbook descriptions govern; our parenthetical summaries are not substituted official text.
- **Authored Weeks 3–4:** ten further [English](english/term-1/weeks-03-04/CURRICULUM-CROSSWALK.md) and [mathematics](mathematics/term-1/weeks-03-04/CURRICULUM-CROSSWALK.md) days, ten [integrated inquiry](integrated/term-1/weeks-03-04/CURRICULUM-CROSSWALK.md) sessions and an optional [five-area menu](supplementary/term-1/weeks-03-04/CURRICULUM-CROSSWALK.md). Each linked crosswalk gives exact workbook rows and partial or conditional coverage; the blocks do not fill a school day.
- **Weeks 5–40:** 36 plan-only rows with valid Year 9 code pointers across broader mathematics, English, humanities and science. None contains a claim of a daily lesson, commissioned translation, sourced First Nations story or completed achievement assessment.
- **Rights:** Original lessons, invented data and graphics are © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), including commercial reuse with attribution. Opening SVGs use generic fonts; later PDFs carry separate embedded DejaVu notices. Root verifier code is Apache-2.0; the later English print generator has its own MIT notice and other code rights are documented in each pack. Linked sources retain separate terms. Attribute ACARA under its [published guidance](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) and do not imply endorsement.

## Mechanical and answer audit

- The root verifier checks the pinned workbook digest, exact Year 9 and Years 9 and 10 band code membership and level, local links and anchors, consecutive Weeks 1–40 with **plan-only** rows 5–40, opening 25/35-minute scripts, opening SVG/PNG assets and root/opening SHA manifests. It then runs four later-pack verifiers for timings, routes, source rows/wording, answer arithmetic, accessible aids and hashes. It is deterministic and read-only.
- Four original A4 SVGs were rendered at 1190×1683 PNG and visually inspected: coordinate grid, blank linear quote plot, fictional media post and energy-flow model. The coordinate grid and model plot have equal scales; printed text alternatives specify every visual claim. Generic system fonts are requested but none is bundled or embedded.
- Worked mathematics rechecked: Card 1 m=3/6=1/2; Card 11 m=6/8=3/4 and distance √(8²+6²)=10; Card 12 midpoint (0,-3), distance 10; C(h)=12+6h and D(h)=24+4h meet at h=6, $48; at h=3 costs $30/$36 and at h=8 $60/$56. Fresh assessment L(h)=10+5h and M(h)=22+3h meet at h=6, $40; h=4 $30/$34; h=8 $50/$46. Assessment coordinate distance P(1,1) to Q(7,-7) is √(6²+(-8)²)=10 **within** the printed -8..+8 grid.
- Science keys rechecked: fictional A 100=60+40 J and 60% useful; B 100=75+25 J and 75%; unseen C 250=175+75 J and 70%; D 250=200+50 J and 80%; difference 10 percentage points; fresh E 180=126+54 J and 70%. The same-task, same-interval and no-storage assumptions are explicit. No real brightness, price, safety or carbon claim is inferred.
- English and civic keys distinguish an attributed fictional post's universal language from evidence, a draft from approval, and a fictional preference from a group's view. Visual emphasis is analysed without colour dependence. The assessment's Card E is withheld from lessons and has a distinct proposal/claim from the rehearsal packet.
- I separately worked the new Week 3–4 examples as a learner: mathematics Check A gives `4^3×4^2=1024` pairs, `5^4/5^2=25` groups and `10^−3=0.001`; Check B gives 128 model pairs at `p=2,m=2`, with `q^2/q^5=1/q^3` only when `q≠0`. English Check A's “correction” wrongly presumes the swapped labels were wrong; Check B's “this success” claims an outcome absent from the fictional log. In integrated Check A, `96×2^−3=12` versus invented record 18 (gap +6); Check B, `120×2^−3=15` versus middle invented record 22 (gap +7). The optional explorer reports mean absolute gaps **4.0000** at factor `.50` and **3.6758** at `.55`, and rejects factor `0`. The smaller in-sample gap is not a physical or safety finding.
- An independent publisher review found worked answers beside student prompts in the original `aids.md` files. Clean [English](english/term-1/weeks-01-02/learner-packet.md) and [mathematics](mathematics/term-1/weeks-01-02/learner-packet.md) packets now carry the same fictional prompts without keys, and each subject README directs teachers to print those learner pages. The two original aids files remain teacher copies. The linear plot subtitle was separated into three clearly spaced labels, rendered again and visually checked.

## Simulated use and corrections

These are **role walkthroughs by the author**, not results from actual people.

| Role walkthrough | Question tested | Correction or remaining limit |
| --- | --- | --- |
| Teacher preparing Day 1 | Can the three blocks be prepared without finding external worksheets? | Original cards, grids, text alternatives, materials and daily keys are locally linked. The wider school timetable/text set remains outside this starter. |
| Student attempting coordinates | Can a learner plot every assessment point on the supplied grid? | An earlier assessment endpoint used y=9 outside the -8..+8 print grid; it was changed to (7,-7) and its worked signed difference corrected. |
| Student using screen reader/AAC | Can the visual/social-post and energy tasks be answered without sight or handwriting? | Exact text/layout and energy-flow alternatives were placed next to each asset; content cues are recorded separately from access. A specialist still needs to trial them. |
| Teacher timing Day 10 | Can eight unseen maths items fit six application minutes? | Day 10 now starts **Items 1–2**; the complete 12–18-minute assessment is scheduled separately. English likewise completes its transfer in a separate 10–15-minute check. |
| Funder/public reader | Could the 40-week table be mistaken for an authored full-year course or the model numbers for observed data? | Weeks 5–40 are marked plan only in every row, fictional sources/data are labelled, and the teacher guide states exact current authored coverage and review holds. Impact/uptake outcomes are not claimed. |

## Human review holds

A Year 9 teacher should test day flow against the adopted local syllabus and student work. An accessibility and EAL/D reviewer should trial the source and graphic alternatives with actual users. A science teacher should inspect boundary and energy language; a wellbeing/cultural reviewer should inspect how the fictional stereotype is introduced and discussed. School protocols govern actual civic participation, student work/publication, privacy, labs and local First Nations sources. No translation is supplied; any future version needs named language/locale, bilingual accuracy review and source tracking. Student scores belong in protected school systems. Teacher keys are publicly accessible, so checks are formative rather than secure exams. This pack is a reviewable first four weeks, not a measured 10/10 experience.

**Rights:** Original QA record © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). ACARA and other linked sources retain separate rights. Educator/source review pending.