The official ACARA curriculum workbook was retrieved 29 September 2026 and retained at research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Row numbers below are workbook locations, never codes. The local ACARA v9 import preserves the exact content descriptions. Queensland's QCAA ACiQ v9 P–10 HASS entry and Prep HASS achievement/content alignment give the Prep planning context. This independently written fortnight is not QCAA endorsed and does not replace a school sequence or assessment decision.
| Exact code | Workbook row | Level / area / subject | Exact official content description | This pack's opportunity and evidence limit |
|---|---|---|---|---|
| AC9HSFK01 | 1213 | Humanities and Social Sciences · HASS F-6 · Foundation Year | the people in their family, where they were born and raised, and how they are related to each other | Hold: not taught or assessed by fictional cards. Optional family/carer invitations cannot fill this description without consent, suitable source and actual teaching evidence. No child is asked to disclose family origins or relationships. |
| AC9HSFK02 | 1217 | Humanities and Social Sciences · HASS F-6 · Foundation Year | the celebrations and commemorations of significant events shared with their families and others | Hold: not taught or assessed. A school may later select a permitted local/family/community source; no celebration is invented or assumed for a child. |
| AC9HSFK03 | 1221 | Humanities and Social Sciences · HASS F-6 · Foundation Year | the features of familiar places they belong to, why some places are special and how places can be looked after | Days 1–6 and 9–10 use familiar-style fictional paper spaces, two attributed invented views and a fictional care action. This is a partial transferable model; it does not show a child's actual belonging, real local place care or personal special-place reason. An authentic school-approved place experience is still needed. |
| AC9HSFK04 | 1226 | Humanities and Social Sciences · HASS F-6 · Foundation Year | the importance of Country/Place to First Nations Australians and the Country/Place on which the school is located | Hold: not taught or assessed. The local-source insertion gate requires the locally appropriate cultural authority, source permission and final review; an invented map is no substitute. |
| AC9HSFS01 | 1233 | Humanities and Social Sciences · HASS F-6 · Foundation Year | pose questions about familiar objects, people, places and events | Days 1, 6, 9–10 elicit answerable child-controlled questions about a printed map/sign. This samples paper place/object questions, not every person/event question or independent real-world inquiry. |
| AC9HSFS02 | 1237 | Humanities and Social Sciences · HASS F-6 · Foundation Year | sort and record information including pictorial timelines and locations on pictorial maps or models | Days 2, 5, 7 and 10 record selected printed positions and three-frame invented timelines. Not evidence for all source types, real chronology or actual room navigation. |
| AC9HSFS03 | 1241 | Humanities and Social Sciences · HASS F-6 · Foundation Year | share a perspective on information, such as stories about significant events and special places | Days 3, 5, 8 and 10 attribute views to invented source speakers. Check B's visitor line is a statement, not a demonstrated sign-use perspective or feedback. No real child's or community's perspective is inferred. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 4–5, 8 and 10 require a conclusion restricted to exactly what a fictional source supports, with unknown real effects marked. A suggested care action is not an observed outcome. |
| AC9HSFS05 | 1251 | Humanities and Social Sciences · HASS F-6 · Foundation Year | share narratives and observations, using sources and terms about the past and places | Days 4–10 use source labels, place terms and before/next/after to retell invented signs/maps. This does not evidence a narrative of a real family, Country/Place or past event. |
Coverage accounting: ten 25-minute sessions offer partial opportunities for K03 and S01–S05. K01, K02 and K04 are explicit open requirements. Checks A/B sample new paper sources with a public key; they cannot certify the Foundation achievement standard, a full HASS term, authentic real-place use or culturally valid local knowledge. The school uses the insert protocol and its own approved planning/evidence system to address these gaps.