# School-approved local source insertion · held content, not prefilled facts

The runnable fictional lessons do **not** complete AC9HSFK01, AC9HSFK02 or AC9HSFK04. The official K04 description includes the importance of **Country/Place to First Nations Australians and the Country/Place on which the school is located**. A generic invented name, symbol, story, map or language cannot stand in for that. The child is not a source of authority for local Country/Place knowledge, and this public pack contains no such claim.

## Optional ordinary actual familiar-place route

Use [Find-and-Care Place Play](ACTUAL-PLACE-PATHWAY.md) in Days 1–4, 6 and 9. It provides a shared actual source/view, particular-person reason/care account, current procedure/access/use checks, child-selected one-action games and a concise private teacher note. Ordinary school place preparation is distinct from the cultural-authority steps below, which apply when relevant community-held content or K04 is introduced. No home donation, new guest, physical care act or measured benefit is required to teach a sourced care explanation. Imaginary places and possible care remain legitimate partial K03 learning; they do not become actual belonging or local-person evidence. A child's private/paused response or missing home participation is not an error.

## Gate before teaching or publishing a local insert

1. **Choose a real authority and setting.** The school identifies the locally appropriate First Nations cultural authority and approved school/education-system source. Record the authority/source owner and the exact scope they have approved. Do not infer Country/Place from a postcode, web map, surname or neighbouring area.
2. **Ask what may be used.** Record written permission for the exact wording, image, language, attribution, audience, download/publication and modification. If permission covers classroom use only, keep it outside the public SubjectNest repository. A public item requires its own rights and review trail.
3. **Review with the authority.** Have the locally appropriate reviewer confirm the wording, pronunciation/translation if any, context and what children may ask. Do not use machine translation for a First Nations language as an unreviewed substitute. Give the reviewer a chance to approve the final print and audio, not just a draft.
4. **Teach with a clear source.** Use an educator-provided, approved source card or visitor/resource. Invite a child to identify what that source says and what remains unknown. Do not ask a child to disclose cultural identity or to speak for a community.
5. **Keep evidence honest.** Record what the child actually observed, asked or said and which source supplied it. If the local source was not available, mark **K04 not addressed in this pack/use** and plan the school-approved experience later.

Private planning fields for the school, **not for public upload**: approved source title/owner; Country/Place spelling and scope exactly as authorised; rights/attribution and expiry; reviewer name/role and approval date; permitted classroom/public uses; required access alternatives; child-facing question; evidence recorded; next review date. Keep these in the school's approved system.

## Family and celebration rows

K01 concerns family people, birth/raising places and relationships; K02 concerns events shared with families and others. They cannot be inferred from fictional cards. The educator must apply school privacy/consent policy, allow **no response**, allow any care arrangement or chosen family language, avoid a public class family tree, and never require names, addresses, birthplaces, photos, migration stories or celebration details. An approved optional private family/carer contribution can be one source among others; it is not a prerequisite for joining any lesson. See [family/carer play options](FAMILY-CARER-OPTIONS.md).

**Release boundary:** This is a workflow and empty insertion point, not a cultural resource, translation, permission grant or claim of K01/K02/K04 coverage. The [crosswalk](CURRICULUM-CROSSWALK.md) keeps the hold visible until real approved material and teaching evidence exist.