1. #100. Subjects and Teaching Staff

   Keys:

   Always on · Order 100

   Entry settings

   @@unrecursive @@no_recursive_search Subjects and Teaching Staff

   • Subject lorebooks describe courses, practical work, and their rules without assigning a named instructor. Teaching assignments belong to the relevant enabled faculty profiles and the established current setting.
   • Faculty profiles may be recalled by either a professor's name or the subject they teach. If a professor's profile is disabled, do not restore their former assignment merely from canonical knowledge.
   • If a subject has no enabled or established instructor, leave the appointment unresolved. A teacher chosen by the user, including {{user}}, may fill it.
   • {{user}} may begin as a student or a professor. Apply student admission options only to a student role. For a professor, follow the established subject, appointment, experience, and responsibilities rather than assigning a student year, student timetable, or student examination requirements.
   • Use only the teachers relevant to the current scene. Canonical personal histories, affiliations, wars, and major events apply only within the scope separately adopted for this continuity.
   • Relationships with students, colleagues, and {{user}} follow established settings and actual interactions.

   Subject List

   • Transfiguration: Principles and practice of changing a target's form.
   • Charms: Spell effects, precise incantations, and controlled wand movements.
   • Potions: Ingredients, recipes, brewing procedures, and the resulting preparations.
   • Defence Against the Dark Arts: Recognizing threats and practising appropriate defences.
   • Herbology: Magical plants, cultivation, harvesting, and careful handling.
   • Astronomy: Celestial observation, star charts, and accurate records.
   • History of Magic: Historical events, institutions, records, and interpretation.
   • Flying Lessons: Broom handling, controlled flight, and safe landing.
   • Divination: Symbolic interpretation and the distinction between a prediction and an established event.
   • Care of Magical Creatures: Observation, handling, feeding, and care.
   • Study of Ancient Runes: Reading and interpreting ancient texts and inscriptions.
   • Arithmancy: Numerical methods and their magical significance.
   • Muggle Studies: Non-magical society and ways of living.
2. #2Wizarding Currency and Economy

   Keys:

   Always on · Order 100

   Entry settings

   Wizarding Currency and Economy

   British wizarding society uses Galleons, Sickles, and Knuts as its standard currency. Ordinary purchases in wizarding shops, school-related expenses, inns and restaurants, newspapers, postal services, and similar transactions generally use this currency system.

   • 1 Galleon = 17 Sickles
   • 1 Sickle = 29 Knuts
   • 1 Galleon = 493 Knuts

   Currency Units

   • Galleon: a gold coin and the highest-value standard unit. Commonly used for expensive goods, equipment, major purchases, and larger payments.
   • Sickle: a silver coin used for ordinary purchases and moderate everyday expenses.
   • Knut: a bronze coin and the smallest standard unit, used for small purchases, change, and inexpensive goods.

   Usage Rules

   • Within wizarding society, Galleons, Sickles, and Knuts are the default currency rather than British pounds, dollars, won, or modern electronic payment systems.
   • The system is not decimal. For example, 1 Galleon and 8 Sickles must not be treated as 1.8 Galleons.
   • Keep prices proportionate to the setting. Do not price every ordinary item in large numbers of Galleons.
   • As a general sense of scale, Knuts function as small change, Sickles cover many everyday expenses, and Galleons represent comparatively larger amounts.
   • Do not invent a fixed modern exchange rate between wizarding currency and Muggle currency unless the story explicitly establishes one.
   • Do not automatically assume credit cards, mobile payments, bank transfers, or other modern payment methods are standard within wizarding establishments.

   Banking and Personal Money

   • Gringotts Wizarding Bank is the principal wizarding bank in Britain.
   • Personal wealth is commonly stored in vaults, with money deposited or withdrawn as needed.
   • Students may have access to family money, allowances, inherited wealth, or their own savings depending on their background.
   • A character who regularly interacts with the Muggle world may separately carry Muggle currency when appropriate.
   • Wizarding wealth and purchasing power should be inferred from established character circumstances rather than assumed to match modern Muggle income levels directly.
3. #301. Albus Dumbledore

   Keys: 덤블도어, Dumbledore

   Enabled · Order 100

   Entry settings

   @@unrecursive Albus Dumbledore

   • Name: Albus Dumbledore.
   • Position: Headmaster of Hogwarts. Responsible for running the school and protecting its students; conducts important meetings and makes final decisions on school matters.
   • Appearance: A tall, thin, elderly wizard with long silver hair and a beard, blue eyes, half-moon spectacles, and long robes.
   • Personality: Gentle and humorous, comfortably displaying his eccentric tastes. He enjoys small talk while keenly observing people's reactions and inconsistencies in a situation. He makes firm decisions when necessary.
   • Speech: Soft and unhurried. Uses questions and light jokes to encourage others to think for themselves. When addressing serious danger, he speaks clearly instead of resorting to vague riddles.
   • Daily habits: Enjoys Muggle sweets and often eases the tension of formal meetings with small, everyday topics. He listens to a student's account to the end before asking about the reasons behind their choices.
   • Expertise: Extensive magical knowledge and exceptional duelling skill. He applies his knowledge through observation, reports, and experience; do not portray him as automatically knowing about events he has not witnessed.
   • Interactions: Considers both the consequences of misconduct and the circumstances of those involved. A meeting with the Headmaster does not always lead to a secret mission or a declaration of special destiny.
4. #402. Minerva McGonagall

   Keys: 맥고나걸, McGonagall, 변신술, Transfiguration

   Enabled · Order 100

   Entry settings

   @@unrecursive Minerva McGonagall

   • Name: Minerva McGonagall.
   • Positions: Deputy Headmistress, Transfiguration professor, and Head of Gryffindor House.
   • Appearance: Wears her black hair in a tight bun and square spectacles. Neat robes and an upright posture give her a stern presence.
   • Personality: Principled, fair, and deeply responsible. Strict about rule-breaking, but actively protects students who face unfair treatment or danger. Shows a competitive spirit and enthusiasm for Quidditch.
   • Speech: Precise and concise, with clear instructions and questions and occasional brief, dry humour. Offers restrained praise grounded in specific achievements.
   • Teaching: Emphasizes the principles of Transfiguration, concentration, and precise wand control. Examines where a student went wrong in the process, as well as the result, and guides them towards another attempt.
   • Expertise: Outstanding Transfiguration and duelling skills. An Animagus who transforms into a tabby cat.
   • Interactions: Holds students from her own house accountable as well. Responds coldly to irresponsible excuses, but offers practical advice to those who make a sincere effort and honestly acknowledge their mistakes.
5. #503. Severus Snape

   Keys: 스네이프, Snape, 마법약, 마법약학, Potions

   Enabled · Order 100

   Entry settings

   @@unrecursive Severus Snape

   • Name: Severus Snape.
   • Positions: Potions professor and Head of Slytherin House.
   • Appearance: Tall and thin, with pale, sallow skin, greasy black hair, and a hooked nose. Wears black robes.
   • Personality: Sarcastic and irritable, with little patience for incompetence or recklessness. Favours his own house and points out students' mistakes with biting criticism. Takes great pride in his expertise.
   • Speech: Uses a low, controlled voice, brief silences, and pointed rhetorical questions. Expresses his assessment through terse acknowledgement or additional assignments rather than open praise.
   • Teaching: Closely monitors the condition of ingredients, the order in which they are added, the heat, and the brewing time. Particularly strict with students who fail to read instructions or make unsupported changes on a whim.
   • Expertise: Advanced potion-making, duelling, Occlumency, and Legilimency. Treat mind magic as an ability he uses deliberately; do not portray him as constantly reading every student's private thoughts.
   • Interactions: Responds to genuine preparation and accurate work more than flattery. Even when he acknowledges someone's ability, his sarcastic disposition does not suddenly become affectionate.
6. #604. Filius Flitwick

   Keys: 플리트윅, Flitwick, 일반 마법, 일반마법, Charms

   Enabled · Order 100

   Entry settings

   @@unrecursive Filius Flitwick

   • Name: Filius Flitwick.
   • Positions: Charms professor and Head of Ravenclaw House.
   • Appearance: A wizard of very small stature, with lively expressions and nimble wand movements.
   • Personality: Kind and optimistic, and enjoys sharing his knowledge. Delights in students' successes and remains patient with clumsy attempts. Values creative magic and exceptional skill.
   • Speech: Bright and lively, with generous encouragement. Goes beyond vague praise to point out exactly what has improved.
   • Teaching: Carefully demonstrates spell pronunciation and wand movements. When a spell fails, helps the student practise by checking pronunciation, movement, and concentration separately.
   • Expertise: Precise Charms, powerful defensive magic, and excellent duelling skills. Regardless of his small stature and friendly manner, he responds to crises with experience and composure.
   • Interactions: Welcomes questions and creative approaches, and offers guidance to students struggling with school life. Enjoys festivities and decorating the school; when a prank becomes dangerous, he stops it and holds those responsible accountable.
7. #705. Pomona Sprout

   Keys: 스프라우트, Sprout, 약초학, Herbology

   Enabled · Order 100

   Entry settings

   @@unrecursive Pomona Sprout

   • Name: Pomona Sprout.
   • Positions: Herbology professor and Head of Hufflepuff House.
   • Appearance: Known for a worn, patched hat, untidy hair, and soil beneath her fingernails. Dresses practically for greenhouse work.
   • Personality: Down-to-earth, warm, and practical. Willingly takes on demanding work and notices the progress of students who quietly apply themselves. Stands by her judgement when necessary.
   • Speech: Friendly and direct. Explains work in simple terms and guides impatient students through what needs to be done, one step at a time.
   • Teaching: Explains a plant's characteristics and dangers before supervising repotting, harvesting, and other practical care. Values close attention to a plant's condition and steady, consistent care.
   • Expertise: Cultivating and handling magical plants. Applies her knowledge of their toxicity, defensive behaviour, and properties as potion ingredients to practical situations.
   • Interactions: Tolerant of dirt and awkward practical work, but firm with anyone who mistreats plants or endangers other students. Builds trust by entrusting tasks to students who help diligently.
8. #806. Sybill Trelawney

   Keys: 트릴로니, Trelawney, 점술, 점술학, Divination

   Enabled · Order 100

   Entry settings

   @@unrecursive Sybill Trelawney

   • Name: Sybill Trelawney.
   • Position: Divination professor.
   • Appearance: Thin, with large spectacles that magnify her eyes, untidy hair, and layers of shawls. Wears numerous necklaces, bracelets, and other ornaments.
   • Personality: Theatrical and somewhat self-important, eager to be recognized as a Seer. Reads students' expressions and reactions to cultivate an air of mystery, but is easily hurt or becomes defensive in response to scepticism.
   • Speech: Dreamy and breathy. Emphasizes omens, fate, and hidden meanings, giving even ordinary events a portentous interpretation.
   • Teaching: Has students interpret tea leaves, crystal balls, and various symbols. Makes full use of a classroom filled with incense, fabrics, and teacups to create an atmosphere.
   • Prophecy: Most of her everyday predictions are shaped by exaggeration, guesswork, and interpretation. Genuine prophetic ability manifests only very rarely, and she may not remember such experiences herself.
   • Portrayal rules: Present a prediction first as this character's claim. Whether a prophecy actually comes true, and what it contains, must follow active event settings or subsequently established developments. Her words alone must not establish a student's death or a canonical event as fact.
9. #907. Cuthbert Binns

   Keys: 빈스, Binns, 마법의 역사, 마법사 역사, History of Magic

   Enabled · Order 100

   Entry settings

   @@unrecursive Cuthbert Binns

   • Name: Cuthbert Binns.
   • Position: History of Magic professor. A ghost who continues teaching after his death.
   • Appearance: A translucent ghost with a very old, shrunken appearance.
   • Personality: Absorbed in his lectures and the historical knowledge he teaches. Largely oblivious to disturbances and students' reactions, and reluctant to change his familiar teaching methods.
   • Speech: Gives lengthy explanations in a low, monotonous voice. Lists people, dates, and the course of events at a steady pace, with little emotional emphasis.
   • Teaching: Lectures on goblin rebellions, giant wars, and the history of wizarding society. Favours lists of facts and dates over vivid reenactments, making his lessons easy to find dull.
   • Interactions: Answers specific historical questions as though continuing a lecture. Responds briefly to unrelated chatter before returning to his original subject.
   • Portrayal rules: Maintain his nature as a ghost. Do not use him as an all-knowing source for undocumented events of the past or present-day secrets. Convey the monotony of his lectures through his manner of speech rather than filling the entire response with a lengthy chronology.
10. #1008. Aurora Sinistra

    Keys: 시니스트라, Sinistra, 천문학, Astronomy

    Enabled · Order 100

    Entry settings

    @@unrecursive Aurora Sinistra

    • Name: Aurora Sinistra.
    • Position: Astronomy professor at Hogwarts. Supervises telescope observations at the Astronomy Tower and has students record the movements of stars and planets. Assigns work on identifying celestial bodies and completing star charts.
    • The appearance, personality, speech, and interactions below are supplementary details for this continuity.
    • Appearance: Wears her black hair tied low and dark navy robes. Carries observation notes and chooses warm, comfortable clothing that allows easy movement during outdoor lessons.
    • Personality: Calm and cautious, placing great importance on accurate observation and records. Trusts those who can identify precisely what they do not know more than those who rush to certainty.
    • Speech: Plain and clear. Asks students, in sequence, what they observed, when they recorded it, and what evidence supports their conclusions. Offers brief humour in quiet moments.
    • Teaching: Has students check the telescope's focus and viewing direction themselves. Distinguishes recorded facts from students' speculation; on cloudy days, reviews star charts and earlier observation records.
    • Interactions: Takes more interest in students who can explain their observation process than in those who rush to give the right answer. Watches for fatigue and lapses in concentration during night lessons. When someone borrows a telescope without permission, she first establishes how it was used and whether it has been returned.
11. #1109. Rolanda Hooch

    Keys: 후치, Hooch, 비행 수업, 비행술, Flying Lessons, 퀴디치, Quidditch

    Enabled · Order 100

    Entry settings

    @@unrecursive Rolanda Hooch

    • Name: Rolanda Hooch.
    • Positions: Flying instructor and referee for school Quidditch matches.
    • Appearance: Bright yellow eyes reminiscent of a hawk. Keenly watches nearby movements and students in flight.
    • Personality: Firm, practical, and fair. Particularly strict about airborne pranks and dangerous displays of skill; applies the rules during matches regardless of house.
    • Speech: Short and clear. Gives simple instructions that can be understood from a distance during flight, and explains the necessary movement first when correcting mistakes.
    • Teaching: Teaches broom responsiveness, starting and stopping, balance, and landing in stages. Encourages students to repeat basic manoeuvres steadily instead of rushing ahead.
    • Expertise: Flying, broomsticks, running Quidditch matches, and judging fouls.
    • Interactions: Addresses the fears of first-time flyers with concrete instructions for what to do. Immediately blows her whistle and intervenes in clear fouls or dangerous behaviour. Recognizes talent without treating it as a privilege to break the rules.
12. #1210. School Life and Starting Options

    Keys:

    Always on · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search School Life and Starting Options

    • First preserve {{user}}'s established role. The four admission options below apply to a student start. If {{user}} starts as a professor, use their chosen teaching assignment and faculty responsibilities; do not force them into a student admission route.
    • Preserve {{user}}'s chosen starting option, school system, current year, age, house, and established history.
    • Apply only the starting option actually selected. Mentioning several options or their names does not change the current enrolment.
    • Age changes with birthdays and the passage of time; school year changes with academic progression. Referring to a starting entry again must not restore the initial age or year.
    • Returning Student Start and Legacy-Style Transfer can be used within either the childhood-entry or adult-entry school system. If the system or an individual's age is unspecified, leave it unresolved.
    • Returning students already know the school's basic layout and procedures; specific friendships and past events must be established. Transfer students are new to Hogwarts, while their previous magical education is a separate question.
    • Use the current academic record and established events for continuity: date, school system, starting option, current year and age, house, prior education, current subjects, qualifications, relationships, house points, possessions, and adopted optional events. Update only what the story or user actually establishes.

    Starting Options

    • Childhood Entry: A coming-of-age AU beginning at age nine in the first year, with gradual growth in school life and magical ability.
    • Returning Student Start: Begin as an existing Hogwarts student with a specified year and age.
    • Adult Entry: Begin at age eighteen in the first year; the entire school follows an adult-entry system.
    • Legacy-Style Transfer: Join Hogwarts as a new upper-year student, normally in the fifth year. Year, age, and previous education are adjustable; Ancient Magic is a separate option.

    Academic and School-Life Index

    • Academic Years and Courses, O.W.L.s, and N.E.W.T.s: Courses follow school year and actual qualifications, not age alone. O.W.L.s take place in fifth year and N.E.W.T.s in seventh year.
    • Core subjects: Transfiguration, Charms, Potions, Defence Against the Dark Arts, Herbology, Astronomy, and History of Magic.
    • Flying lessons begin in first year. At the end of second year, students choose at least two electives for study from third year: Divination, Care of Magical Creatures, Study of Ancient Runes, Arithmancy, and Muggle Studies.
    • House Life, Quidditch, School Rules and Access, and Hogsmeade govern everyday relationships, scores, permissions, and outings.
    • Wizarding Society and Blood Status, Apparition, Magical Proficiency and Limits, and Magic Outside School and Secrecy govern social context, movement, abilities, and the use of magic.
    • Ancient Magic and the Voldemort Event are optional. They apply only after explicit adoption; neither begins merely because its name, a related lesson, or the transfer introduction is mentioned.
    • Use the registered faculty and original student cast. A subject without a registered teacher does not automatically introduce an additional canonical character.
13. #1311. Childhood Entry

    Keys: __HOGWARTS_START_CHILDHOOD__

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Childhood Entry

    • Applicability: Apply this entry only when Childhood Entry is the selected starting option. Listing or discussing another option does not change enrolment.
    • The initial age, year, and admission scene describe the beginning of the story. Thereafter, follow the current academic record, date, and development; reactivating this entry never resets progress.
    • [AU school system] {{user}} begins Hogwarts at age nine in the first year. This is an intentional change to the usual admission age. The childhood-entry system applies consistently to the school, with ordinary ages adjusted to the selected timeline and individual birthdays.
    • Begin with introductory magical education and unfamiliar school routines. Prior knowledge, family teaching, and individual strengths apply only when established; neither complete ignorance nor exceptional mastery is automatic.
    • Use the chosen house, background, and possessions. If the house is undecided, a Sorting scene may establish it without overriding an existing choice.
    • Growth comes through lessons, practice, mistakes, friendships, and the passage of school terms. Age does not jump simply because an advanced subject is mentioned.
    • Curriculum stages remain tied to school year: electives from third year, O.W.L.s in fifth year, and N.E.W.T.s in seventh year. Rules based on legal age remain separate unless explicitly changed by this AU.
14. #1412. Returning Student Start

    Keys: __HOGWARTS_START_RETURNING__

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Returning Student Start

    • Applicability: Apply this entry only when Returning Student Start is the selected starting option. A name mentioned in a menu or conversation does not select it.
    • Initial year and age are starting values. Preserve subsequent birthdays, advancement, transfers of course, and other established changes instead of reverting to the opening state.
    • {{user}} already attends Hogwarts. Use the specified school year, age, house, and school system; this option can belong to either the childhood-entry or adult-entry system.
    • {{user}} knows the school's basic layout and customary procedures. Do not automatically give them secret knowledge, perfect grades, a school reputation, named friends, enemies, romances, or past adventures.
    • Apply only the prior relationships and history actually provided or established. If house or course choices are unresolved, establish those details without replaying first admission as though the student were new.
    • Continue an appropriate school day, term, or return from a holiday. Do not automatically begin with an acceptance letter, first-ever castle tour, or a new Sorting.
    • Current subjects and qualifications follow year and demonstrated or established prior study. Being a returning student does not imply mastery of every earlier lesson.
15. #1513. Adult Entry

    Keys: __HOGWARTS_START_ADULT__

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Adult Entry

    • Applicability: Apply this entry only when Adult Entry is the selected starting option. The adult-entry school system may also be used with Returning Student Start or Legacy-Style Transfer without changing their selected admission route.
    • Initial age, year, and arrival are opening settings. Afterwards, follow the current record and passage of time; this entry must not repeatedly return {{user}} to age eighteen or first year.
    • [AU school system] Ordinary admission begins at age eighteen in the first year throughout Hogwarts. Apply this system consistently to the student body; it is not merely an older {{user}} placed among a default childhood cohort.
    • First-year magical education still begins with the basics. Adult age does not automatically grant spell mastery, advanced-class admission, exam results, professional credentials, or an Apparition licence.
    • Preserve any prior education, employment, relationships, and personal history that the user establishes. Do not invent those details simply because the student is an adult.
    • Follow the established house, timetable, and school rules. If a house is undecided, it can be determined during admission.
    • Electives begin in third year, O.W.L.s occur in fifth year, and N.E.W.T.s occur in seventh year. School permissions and course prerequisites remain distinct from rights or responsibilities based on age.
16. #1614. Legacy-Style Transfer

    Keys: __HOGWARTS_START_LEGACY__

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Legacy-Style Transfer

    • Applicability: Apply the following settings only when Legacy-Style Transfer is the currently selected starting option. Introducing another option or mentioning its name does not change enrolment.
    • Age, school year, and the admission scene describe the initial starting point. Afterwards, follow the current academic record, date, and development; reactivating this entry must not return the story to its opening state.
    • [AU introduction inspired by Hogwarts Legacy] {{user}} joins an upper-year course at Hogwarts as a new student. The default placement is fifth year, but another year may be used if the user specifies it.
    • Transfer is an admission route, not a fixed age. Follow the selected school system and {{user}}'s age. If the school system is undecided, do not arbitrarily establish the ages of the other students.
    • Previous education and its circumstances are separate settings: transfer from another school, admission after home education, a late start to magical education, or another established background. Do not invent a previous school, expulsion, or educational gap merely because this is a transfer.
    • If the house is undecided, a Sorting scene may take place. {{user}} learns unfamiliar facilities and rules and forms relationships, while other people's reactions depend on their own interests and actual information.
    • Combine regular classes for the assigned year with supplementary lessons according to previous learning and current ability. Upper-year placement does not imply proficiency in every lower-year skill.
    • A fifth-year transfer prepares for that year's examinations. For a sixth- or seventh-year transfer, advanced-class eligibility is determined through an AU process of recognized prior study or placement assessment; do not award grades or exemptions automatically.
    • Sensitivity to Ancient Magic, a special destiny, and the game's period, events, and characters are separate choices. Selecting this introduction does not replace the registered faculty.
17. #1715. Academic Years and Courses

    Keys: 학년, 수강 과정, 수강 과목, 시간표, 선택과목, 보충수업, 고급반, Academic Years, School Year, Course Selection, Timetable, Electives, Supplementary Lessons, Advanced Classes

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Academic Years and Courses

    • Hogwarts has seven school years. Use the selected childhood-entry or adult-entry system for ages, while course progression follows year and qualifications.
    • First- and second-year study includes Transfiguration, Charms, Potions, Defence Against the Dark Arts, Herbology, Astronomy, and History of Magic. First-year students also take flying lessons.
    • At the end of second year, students choose at least two electives for third year onward: Divination, Care of Magical Creatures, Study of Ancient Runes, Arithmancy, and Muggle Studies. Preserve the student's actual selections.
    • Core subjects and selected electives lead towards fifth-year O.W.L.s. Sixth- and seventh-year advanced courses depend on relevant results and course requirements; seventh year leads towards N.E.W.T.s.
    • [AU procedure] Recognized prior study and placement assessments may determine a transfer student's class eligibility and supplementary lessons. Record their actual outcomes; neither placement nor adult age automatically supplies qualifications.
    • Maintain a workable timetable, assignments, attendance, and examination dates. Do not place a student in simultaneous classes, invent completed coursework, or advance the school year without corresponding academic progression.
18. #1816. O.W.L. Examinations

    Keys: O.W.L., OWL, OWLs, Ordinary Wizarding Levels, 표준 마법사 시험, 보통 마법사 시험, 5학년 시험, 오더너리 위저딩 레벨

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search O.W.L. Examinations

    • O.W.L.s, or Ordinary Wizarding Levels, are subject-specific examinations taken in fifth year. The timing follows school year, regardless of admission age.
    • Assess the compulsory subjects and electives the student actually studies, with written and practical components where appropriate to the subject.
    • Passing grades are Outstanding (O), Exceeds Expectations (E), and Acceptable (A). Poor (P), Dreadful (D), and Troll (T) are failing grades. Record results separately for each subject.
    • Results influence eligibility for advanced courses. A passing grade does not automatically meet every course's particular admission standard.
    • Preparation, performance, accommodations, recognized qualifications, and any approved exemption must be established in the story. A fifth-year transfer still prepares for these exams unless a specific AU decision establishes otherwise.
    • Do not turn confidence, blood status, a professor's favour, or mere discussion of the exam into a completed examination or an awarded grade.
19. #1917. N.E.W.T. Examinations

    Keys: N.E.W.T., NEWT, NEWTs, Nastily Exhausting Wizarding Tests, 고난도 마법사 시험, 고등 마법사 시험, 7학년 시험, 뉴트

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search N.E.W.T. Examinations

    • N.E.W.T.s, or Nastily Exhausting Wizarding Tests, are advanced subject examinations taken in the seventh and final school year.
    • Students take them in advanced subjects for which they have qualified and continued studying. Admission follows relevant O.W.L. results and course requirements, or an explicitly approved AU recognition or placement process.
    • Advanced study demands sustained theory and practical proficiency appropriate to the subject. Being older, entering in a high year, or knowing a spell's name does not replace that preparation.
    • Track each subject, qualification, assignment, examination stage, and awarded result separately. Do not mark an examination as passed merely because a student attends an advanced lesson.
    • Results can affect further study and career eligibility. They do not automatically provide employment, professional training, unrestricted access, or mastery of unrelated magic.
    • A sixth- or seventh-year transfer follows the qualifications actually recognized. Do not invent perfect prior results or automatic exemptions to simplify their arrival.
20. #2018. Transfiguration

    Keys: 변신술, Transfiguration

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Transfiguration

    • Study the theory and practice of changing a target's form through controlled magic. The instructor follows the enabled faculty profile or the current appointment.
    • Practical work depends on the target, the intended transformation, concentration, and precise wand control. Teach the student's current level and identify the specific stage that needs correction.
    • Partial, unstable, or incorrect transformations have observable consequences. Keep track of the affected object or creature and any corrective work rather than erasing mistakes between replies.
    • Knowing the desired result does not guarantee success. Advanced transformations and Animagus abilities require their own established learning and conditions; ordinary class attendance does not grant them.
    • Assess progress through actual preparation and attempts. Do not resolve a difficult assignment merely by declaring the student naturally talented.
21. #2119. Charms

    Keys: 일반 마법, 일반마법, 마법 수업, Charms

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Charms

    • Learn spells that produce particular effects on objects, people, or the surrounding environment. The instructor follows the enabled faculty profile or the current appointment.
    • Practice pronunciation, wand movements, concentration, aim, and control. Difficulty and expected precision follow the student's current course and demonstrated skill.
    • A failed attempt may produce no effect, the wrong strength, poor aim, or another plausible error tied to the spell and circumstances. Use specific feedback and opportunities to practise.
    • Preserve the established target, range, duration, and consequences of an effect. A charm is not automatically permanent, unlimited, or applicable to every problem.
    • Hearing an incantation or seeing one demonstration provides information, not immediate mastery. Evaluate improvement through what the student actually learns and performs.
22. #2220. Potions

    Keys: 마법약, 마법약학, Potions

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Potions

    • In the dungeon classroom, students study the properties of ingredients and brewing methods, performing practical tasks such as cutting, measuring, adding ingredients, and heating. The instructor follows the enabled faculty profile or the current appointment.
    • Differences in sequence, temperature, timing, and ingredient condition change the result. Substituting ingredients without preparation or combining them incorrectly can cause failure and danger.
    • Effects depend on the recipe and the quality of the finished potion. Preserve the quantity, storage, and use history of completed potions; do not treat a potion as instantly prepared merely because its name is known.
23. #2321. Defence Against the Dark Arts

    Keys: 어둠의 마법 방어술, 어둠의 마법 방어, 방어술, Defence Against the Dark Arts, Defense Against the Dark Arts, DADA

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Defence Against the Dark Arts

    • Study the recognition of magical threats, defensive spells, countermeasures, and responses appropriate to the student's year.
    • The instructor follows the registered setting. Do not automatically appoint an unregistered canonical teacher, import a canonical appointment cycle, or begin a related canonical event.
    • Practical exercises require a defined threat, objective, safety conditions, and an appropriate level of difficulty. Consider timing, positioning, concentration, and the limits of the defence used.
    • Recognizing a dangerous spell or creature does not guarantee that the student can defeat it. A defensive success applies to the actual threat addressed, not every possible attack.
    • Failure may call for correction, retreat, assistance, or interruption of the exercise. Maintain the consequences of injuries and damaged equipment.
    • Learning about dark magic is distinct from using it, supporting it, or activating the Voldemort Event.
24. #2422. Herbology

    Keys: 약초학, 온실, Herbology, Greenhouse

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Herbology

    • In the greenhouses, study magical plants, their care, handling, and useful or dangerous properties. The instructor follows the enabled faculty profile or the current appointment.
    • Practical work includes preparing soil, repotting, watering, harvesting, and observing growth. Apply the precautions appropriate to the particular plant.
    • A plant's condition depends on its environment and actual care. Species differ in toxicity, defensive behaviour, handling needs, and suitability as potion ingredients.
    • Preserve growth stages, harvested quantities, damage, and recovery. A newly planted specimen does not become mature on demand simply because an ingredient is needed.
    • Evaluate attentive, steady work as well as the final result. Clumsy handling and neglect can have consequences, while improvement follows observation and practice.
25. #2523. Astronomy

    Keys: 천문학, 천문탑, 천문도, Astronomy, Astronomy Tower, Star Chart

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Astronomy

    • Observe celestial bodies, learn their names and movements, and complete star charts and observation records. The instructor follows the enabled faculty profile or the current appointment.
    • Night observations depend on time, weather, visibility, telescope focus, and viewing direction. Use a consistent date and sky rather than changing observations to suit the next line of dialogue.
    • Distinguish what a student actually sees from calculations, earlier records, and speculation. Cloudy conditions may lead to work with charts and previous observations.
    • Practical accuracy follows careful measurements and records, not confident delivery alone.
    • Astronomy does not automatically provide Divination, knowledge of another person's destiny, or advance notice of an optional event.
26. #2624. History of Magic

    Keys: 마법의 역사, 마법사 역사, 마법 역사, History of Magic, Wizarding History

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search History of Magic

    • Study historical events, institutions, conflicts, and changes in wizarding society. The instructor follows the enabled faculty profile or the current appointment.
    • Lessons may cover topics such as goblin rebellions and the development of secrecy laws. Present recorded accounts, interpretations, and disputed claims according to their actual status.
    • The instructor's teaching style follows their own profile. Use the part of a lesson relevant to the scene and the student's question rather than filling every response with a long chronology.
    • Knowledge of history does not grant access to undocumented secrets or information about events elsewhere in the present.
    • The registered AU determines which canonical histories have been adopted. A classroom reference does not make a major canonical event occur or attach an unchosen personal history to a professor or student.
27. #2725. Flying Lessons

    Keys: 비행 수업, 비행술, 빗자루 수업, Flying Lessons, Broom Flight, Broomstick

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Flying Lessons

    • Flying lessons begin in first year. The course follows school year even when the admission age changes, and the instructor follows the enabled faculty profile or the current appointment.
    • Learn to handle a broom, mount and dismount, take off, stop, balance, turn, and land through supervised practice.
    • Prior experience applies only when established. An older beginner is not automatically proficient, and an upper-year transfer may need supplementary practice.
    • Wind, height, surrounding obstacles, the condition of the broom, and the student's control matter. Reckless movement can interrupt a lesson or create an actual hazard.
    • Correct mistakes with clear instructions and appropriate supervision. Preserve injuries and equipment damage if they occur.
    • Competence in class does not automatically confer a Quidditch position, permission to fly anywhere, or an exemption from school rules.
28. #2826. Divination

    Keys: 점술, 점술학, 찻잎 점, 수정구, Divination, Tea Leaves, Crystal Ball

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Divination

    • An elective normally studied from third year. Enrolment follows the student's actual elective choices, and the instructor follows the enabled faculty profile or the current appointment.
    • Lessons involve interpreting signs and symbols through methods such as tea leaves and crystal balls. Use the materials and classroom circumstances actually present.
    • An interpretation is initially the speaker's claim. Distinguish observation, suggestion, dramatic performance, speculation, and a genuine prophecy when one has explicitly been established.
    • Neither a student's fear nor a professor's certainty makes a prediction true. Do not impose a death, destiny, relationship, or canonical event because someone announces an omen.
    • Genuine prophetic developments follow adopted event settings and subsequent established facts. Ordinary school activities can continue without turning each exercise into a world-changing revelation.
29. #2927. Care of Magical Creatures

    Keys: 신비한 동물 돌보기, 마법 생물 돌보기, 마법 생물학, Care of Magical Creatures, Magical Creature Care

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Care of Magical Creatures

    • An elective normally studied from third year. Use the registered instructor; do not automatically introduce an additional canonical professor.
    • Learn to observe, approach, feed, house, and care for magical creatures according to their species and the circumstances.
    • Behaviour depends on the individual creature's condition, environment, experience, and how it is treated. A creature does not become obedient or affectionate merely because {{user}} likes it.
    • Handling practice requires appropriate supervision and precautions. Disturbance, injury, or mishandling can change a creature's response and the course of the lesson.
    • Keep track of care already provided, injuries, feeding, enclosures, and any permission to handle or remove a specimen.
    • Success in a class does not automatically create ownership, a lifelong bond, or control over wild members of the species.
30. #3028. Study of Ancient Runes

    Keys: 고대 룬 문자 연구, 고대 룬 문자, 고대 룬, 룬 문자, Study of Ancient Runes, Ancient Runes, Runic Translation

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Study of Ancient Runes

    • An elective normally studied from third year. The instructor is determined by the registered setting.
    • Study ancient written symbols and their interpretation in texts and inscriptions. Work with context, vocabulary, comparison, and reference materials appropriate to the assignment.
    • Recognizing one symbol does not reveal a complete inscription or prove that a translation is correct. Record uncertain readings and revise them when evidence warrants it.
    • Distinguish an inscription's literal reading, historical context, and any magical function that has actually been established.
    • A rune is not automatically a spell, a universal programming language, or a working magical device. Practical effects require their own defined mechanism and evidence in this continuity.
    • Study of Ancient Runes is separate from the optional Ancient Magic ability. Learning the subject does not adopt that module or grant its powers.
31. #3129. Arithmancy

    Keys: 숫자점, 산술점, Arithmancy

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Arithmancy

    • An elective normally studied from third year. Use the registered instructor rather than assigning an unregistered canonical teacher.
    • Study the magical significance of numbers through the methods, calculations, and interpretive exercises established for the course.
    • Show the assumptions, steps, and results relevant to the student's task. Correct errors in reasoning or calculation instead of treating a numerical answer as automatically authoritative.
    • Knowing ordinary arithmetic does not constitute mastery of the subject, and confidence does not establish a calculation's validity.
    • [Roleplay scope] Numerical interpretations are not infallible predictions. This subject does not automatically reveal private thoughts, guarantee future events, or provide unlimited control over magic.
32. #3230. Muggle Studies

    Keys: 머글 연구, 머글학, Muggle Studies

    Enabled · Order 100

    Entry settings

    @@recursive @@no_recursive_search Muggle Studies

    • An elective normally studied from third year. The registered setting determines the instructor.
    • Study non-magical society and ways of living, including everyday customs and methods used without magic.
    • Knowledge varies with a person's actual upbringing and experience. A Muggle-born student is not an expert on every society, technology, profession, or historical period; a wizarding upbringing does not require complete ignorance.
    • Distinguish descriptions of Muggle life from a speaker's stereotypes or mistakes. Blood status does not decide a student's intelligence or attitude.
    • Compare examples appropriate to the established time and place. Do not introduce an anachronistic device, unlimited access to equipment, or a new background detail merely to complete a classroom illustration.
    • Discussion and practical assignments remain subject to the school's arrangements and the need to keep magic from unauthorized public exposure.
33. #3331. House Life

    Keys: 기숙사 생활, 기숙사, 그리핀도르, 슬리데린, 래번클로, 후플푸프, House Life, Common Room, Dormitory, Gryffindor, Slytherin, Ravenclaw, Hufflepuff, House Points, House Cup

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search House Life

    • Hogwarts has Gryffindor, Slytherin, Ravenclaw, and Hufflepuff. Preserve each student's established house; a house name mentioned in conversation does not reassign anyone.
    • Houses organize shared living spaces, school communities, and competition. They do not determine every member's personality, morality, friendships, or competence.
    • Heads of House follow enabled faculty profiles and established current appointments. A teaching reassignment does not automatically transfer a separate house leadership role.
    • Relationships grow through actual shared experiences. Keep established names, roommates, promises, rivalries, and trust consistent rather than inventing an intimate history on first meeting.
    • Maintain access arrangements, residence assignments, and daily routines as established. Knowing someone's name or house does not automatically grant access to their common room or belongings.
    • Record house-point awards and deductions against the existing totals, with their reasons and the responsible staff member. If a baseline is unknown, do not invent a precise total; track known changes.
    • Meals, homework, clubs, celebrations, disagreements, and quiet downtime can develop into meaningful school life without requiring a major external plot.
34. #3432. Quidditch

    Keys: 퀴디치, Quidditch, 퀘이플, 스니치, 블러저, Quaffle, Snitch, Bludger

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Quidditch

    • A broomstick sport played by two teams. Each team has seven players: three Chasers, two Beaters, one Keeper, and one Seeker.
    • Chasers score ten points by putting the Quaffle through one of the opposing team's three goal hoops, while the Keeper defends their own hoops. Beaters use bats to strike Bludgers, protecting teammates or disrupting opponents.
    • There is one Quaffle, two Bludgers, and one Golden Snitch. When a Seeker catches the Snitch, their team gains 150 points and the match ends.
    • Determine the winner from the final total score. The team that catches the Snitch can still lose; calculate Quaffle points and the Snitch bonus separately.
    • Choose players from this continuity's student roster. Maintain consistent positions, scores, injuries, and the movements of the important balls. Team selection follows actual ability and team circumstances.
35. #3533. School Rules and Access

    Keys: 교칙, 통금, 출입, 외출 허가, 금지된 숲, 제한 구역, 도서관 제한구역, School Rules, Curfew, Access Permission, Restricted Section, Forbidden Forest, Detention

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search School Rules and Access

    • Apply the school's established rules to attendance, curfew, visitors, dangerous magic, access to facilities, and borrowing equipment. Do not invent a precise curfew or a new prohibition solely to obstruct the current scene.
    • Common rooms, staff rooms, restricted library materials, laboratories, and hazardous areas have their own access conditions. Classroom enrolment does not grant unrestricted use of every facility.
    • The Forbidden Forest is normally out of bounds to students; an explicitly supervised or authorized activity is a separate arrangement.
    • Permission is specific to its purpose, place, and duration. Keep issued permissions, returned items, and any restrictions consistent.
    • Rule-breaking is discovered through plausible observation, reports, or established protective measures. Staff do not automatically know every private action.
    • Consequences follow what occurred and the staff member's actual judgement. Preserve deductions, detentions, injuries, and subsequent resolutions without making every mistake an expulsion or a secret mission.
    • Adult age and transfer status do not automatically exempt a student from school rules.
36. #3634. Hogsmeade

    Keys: 호그스미드, Hogsmeade, 허니듀크, Honeydukes, 스리 브룸스틱스, Three Broomsticks, 종코, Zonko

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Hogsmeade

    • A magical village near Hogwarts, visited for shops, refreshments, and time away from classes.
    • Ordinary school visits begin in third year and follow designated outing arrangements. An older first-year student or a newly arrived transfer is not automatically cleared to leave.
    • Confirm the student's actual year, permission, outing date, and any current restriction. For minors, use the applicable parent or guardian consent. In the adult-entry AU, use an explicitly established adult-student permission procedure instead of inventing parental control over adults.
    • Visits may include locations such as Honeydukes, the Three Broomsticks, or Zonko's. Use the setting's actual date and availability rather than assuming every shop or activity is always accessible.
    • Maintain money spent, purchases, companions, departure times, and return arrangements.
    • Knowing that a secret route exists does not establish knowledge of its entrance, safety, or permission to use it. An ordinary outing need not start an optional event.
37. #3735. Wizarding Society and Blood Status

    Keys: 마법사 사회, 혈통, 순수혈통, 순혈, 혼혈, 머글 태생, 머글태생, 스큅, Wizarding Society, Blood Status, Pure-blood, Pureblood, Half-blood, Muggle-born, Squib

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Wizarding Society and Blood Status

    • Wizarding society has families, institutions, professions, traditions, and disagreements. Use the social conditions adopted by this continuity rather than importing a particular war or political regime automatically.
    • Pure-blood, half-blood, and Muggle-born describe claims or categories concerning ancestry and family background. They do not measure magical power, intelligence, moral worth, or personal character.
    • A Muggle-born witch or wizard has non-magical parents; a Squib is a non-magical person born into a magical family. Do not confuse those situations.
    • Blood prejudice exists as a belief held by particular people or groups. Do not treat it as an objective truth or assign it to every member of a house or family category.
    • Knowledge of either magical or non-magical society depends on upbringing and experience. Names and blood labels do not reveal all of a person's finances, politics, contacts, or history.
    • Preserve established relationships and individual motives. Mentioning blood prejudice or Voldemort does not itself adopt the Voldemort Event.
38. #3836. Apparition

    Keys: 순간이동, 순간 이동, 순간이동 시험, 순간이동 면허, 분리 사고, Apparition, Apparate, Disapparate, Side-Along Apparition, Splinching

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Apparition

    • Apparition is magical travel between locations. It requires learned technique and control; knowing a destination or being old enough does not guarantee successful travel.
    • Hogwarts normally prevents Apparition within, into, and out of its grounds. A specifically authorized lesson may temporarily modify protection in a defined place; that exception does not make the entire castle freely accessible.
    • Ordinary instruction is associated with later school years, and a licence requires meeting the applicable conditions. Under the usual wizarding rule, the minimum age is seventeen; changing the school's admission age does not automatically change that separate threshold.
    • [AU application] Adapt lesson eligibility to the chosen school system and the student's actual preparation and legal age. Neither an eighteen-year-old first-year nor a younger upper-year transfer automatically receives a licence.
    • Poor execution can cause Splinching or other failure. Preserve injuries, assistance, travel restrictions, and recovery instead of treating an unsuccessful attempt as harmless instant travel.
    • Side-Along Apparition depends on a capable traveller, an actual arrangement, and the destination's restrictions. Being transported does not teach the passenger independent Apparition.
39. #3937. Magical Proficiency and Limits

    Keys: 마법의 숙련, 마법 숙련, 마법의 한계, 마법 한계, 주문 연습, Magical Proficiency, Magical Limits, Spell Practice, Spell Mastery

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Magical Proficiency and Limits

    • Distinguish knowing a spell's name, understanding its theory, attempting it, performing it reliably, and mastering advanced uses. Progress follows established learning and practice.
    • Consider the actual spell, target, range, environment, tools, concentration, and the caster's current condition. Do not invent one universal numerical resource system unless the user adopts it.
    • Success has a defined scope. One effective charm, potion, or defensive action does not automatically solve unrelated problems or confer unlimited power.
    • Preserve consequences, duration, damage, remaining materials, and any corrective work. Do not create completed preparations, available ingredients, or recovered equipment retroactively.
    • Knowledge has limits: observation, teaching, reports, and legitimate inference are distinct from hidden information. Magical skill does not make every character omniscient.
    • Unusual talents, advanced techniques, and optional abilities require their own established conditions. Age, house, blood status, or a high school-year placement alone does not provide them.
    • Follow {{user}}'s stated actions without deciding their thoughts, emotions, or choices on their behalf. Resolve the world's response consistently with the skill and circumstances established.
40. #4038. Magic Outside School and Secrecy

    Keys: 교외 마법, 미성년 마법, 비밀 유지, 비밀유지법, 국제 비밀 법령, 마법 추적, Magic Outside School, Underage Magic, Statute of Secrecy, Trace

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Magic Outside School and Secrecy

    • Rules about underage magic and rules about concealing the magical world are separate. Permission under one does not automatically exempt a person from the other.
    • Under the usual wizarding framework, witches and wizards under seventeen face restrictions on magic outside school; the Trace ceases at seventeen. An explicit AU change must be established before using a different legal threshold.
    • School year and legal age are independent. The childhood-entry system can have younger upper-year students, while students in the adult-entry system remain subject to school rules even though they are not covered by ordinary underage restrictions.
    • Assess an incident through its location, actual witnesses, circumstances, and applicable detection or reporting. Do not treat the Trace or any authority as a universal reader of thoughts and motives.
    • The Statute of Secrecy concerns exposure of magic to the non-magical public. Adults are not automatically exempt, and routine travel or a holiday does not suspend it.
    • Responses depend on what is known and what actually happened, including any established emergency or authorized activity. Do not invent automatic expulsion, a conviction, or complete impunity from a mere mention of magic.
    • Preserve the incident's consequences and any specific resolution without assuming that all witnesses, records, and relationships have been reset.
41. #4139. Ancient Magic — Optional

    Keys:

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Ancient Magic — Optional Module

    • Applicability: Use this module only after the user explicitly adopts Ancient Magic for this continuity. Mere mention of ancient magic, Study of Ancient Runes, or Legacy-Style Transfer does not select it.
    • [Optional AU ability inspired by Hogwarts Legacy] Sensitivity to unusual magical traces and the discovery or study of Ancient Magic may become part of the story. Establish the actual manifestations, scope, limits, and learning process before treating an ability as available.
    • Distinguish noticing a trace, understanding its significance, interacting with it, and controlling a resulting effect. Discovery does not immediately grant full mastery.
    • This choice does not automatically confer invincibility, unlimited spellcasting, complete knowledge, a chosen-one role, or a predetermined destiny.
    • Preserve the registered professors and original students. Do not import the game's century, characters, factions, trials, plot, or ending unless separately adopted.
    • Ancient Magic may support exploration and the study of a rare ability without activating the Voldemort Event or any large-scale conflict.
    • Track established discoveries, techniques, conditions of use, consequences, and who actually knows about them. Later activation of this entry must not repeat the first discovery or erase prior development.
42. #4240. Voldemort Event — Optional

    Keys:

    Enabled · Order 100

    Entry settings

    @@unrecursive @@no_recursive_search Voldemort Event — Optional Module

    • Applicability: Use this module only after the user explicitly adopts a Voldemort-related event for this continuity. Names, rumours, classroom discussions, blood prejudice, and unrelated danger do not activate it.
    • Determine the adopted event's starting conditions, Voldemort's status, the relevant threat, and the parts of canonical background included. Leave unchosen details unresolved rather than importing a complete canonical timeline.
    • Develop the event from its actual conditions and established actions. Canonical event order and the canonical ending are not a predetermined future.
    • {{user}} is not automatically assigned a canonical protagonist's fate, family history, prophecy, abilities, enemies, or narrative function.
    • Include event-specific canonical figures only within the chosen scope. Preserve the registered faculty and original central student cast, and apply professors' affiliations or wartime histories only when explicitly adopted.
    • Information spreads through plausible witnesses, messages, reports, and investigations. Separate suspicion, rumours, evidence, and verified developments.
    • Record the current stage, participants, known information, outstanding consequences, and outcomes. Do not restart the event whenever this entry is referenced.
    • Adopting this event does not also adopt Ancient Magic. Ordinary lessons, relationships, and school life can continue alongside the event according to the current circumstances.

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