ACARA v9 Foundation HASS / Queensland Prep · checked 30 September 2026. The official curriculum workbook was directly re-fetched with HTTP 200: 2,049,917 bytes, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Learning areas E/J rows were checked directly from the downloaded XLSX XML, with elaborations E/K 1227–1230 as context. The stored repository workbook has the same hash.
AC9HSFK04, row 1226: “the importance of Country/Place to First Nations Australians and the Country/Place on which the school is located”. This exact description has two connected aspects. The locally selected source/content must prepare both; neither the blank kit nor identifying a name alone supplies importance teaching. Elaborations are examples, not extra mandatory outcomes or a substitute for the description.
| Exact code / Learning areas row | Original activity opportunity | What needs actual evidence |
|---|---|---|
| AC9HSFK04 / 1226 | Approved account of importance, school Country/Place context and source response across selected activities. | Exact suitable local content, agreed source/use/access, actual encounter and scoped response. Prepared workflow does not mean local authority or learner attainment. |
| AC9HSFS01 / 1233 | Activity 3 child-generated question; other activities may generate questions. | Actual question and help. Adult-offered question selection is recorded separately. |
| AC9HSFS02 / 1237 | Activity 1 authorised map/model location; Activity 4 record of supplied information. | Actual located/recorded content and mode. An oral name encounter alone is not a map task. |
| AC9HSFS03 / 1241 | Child offers a perspective on the actual account in Activity 2/4. | Child's communicated perspective, source and help; attribution alone is not necessarily an own perspective. |
| AC9HSFS04 / 1245 | Activity 2/6 responds to a question with a small source-supported conclusion. | Actual conclusion responsive to question; not automatic from copying a cue. |
| AC9HSFS05 / 1251 | Activity 4/5/6 source-based observation or short explanation using place terms. | Actual response/source/terms and contribution; audience understanding is not assumed. |
K01/K02 are not targets of this kit. K03 familiar/imagined-place alternatives teach legitimate partial place concepts/skills but do not replace K04's First Nations content. Current workbook K03 elaborations include imagined story places and discussing possible or actual care. Acting out a care step or proving benefit is not required for every care-concept discussion; permission is required before an actual local action.
The current QCAA Prep HASS alignment, document 230524, one-page official PDF, was successfully opened as primary indexed PDF text on 30 September 2026. It includes K04 alongside familiar-place aspects and the five skills. © State of Queensland (QCAA) 2023; this guide claims no fresh downloaded PDF-byte hash or layout inspection. National rows and this Queensland context do not establish each state/territory's current syllabus or sector implementation.
This kit prepares a selectable sequence under the Foundation Week 18 plan and HASS W17–18 local-source gate. It does not rewrite shared coverage maps, claim additional numbered days or turn a local-content hold into a completed code. Exact local source readiness can be reviewed before teaching; no learner-data collection is required to finish responsible resource preparation.
Curriculum attribution: ACARA, Australian Curriculum Version 9.0, accessed 30 September 2026, core description unmodified apart from whitespace normalisation, CC BY 4.0 under its current terms. ACARA/QCAA do not endorse this original kit. Rights and sources.