# Exact Australian Curriculum v9 rows · Foundation HASS · Queensland Prep boundary

The [official ACARA curriculum workbook](https://www.australiancurriculum.edu.au/downloads) 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](../../../../../data/frameworks/acara-v9.json) preserves the exact content descriptions. Queensland's [QCAA ACiQ v9 P–10 HASS entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-humanities-and-social-sciences/hass) and [Prep HASS achievement/content alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/curriculum/ac9_hass_prep_as_cd_alignment.pdf) 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 | P imagined maps/views/care remain legitimate **partial concepts**. R Days 1–4/6/9 prepare a conditional actual familiar-place opportunity through one shared view/sketch, particular-person reason/care account and child-selected job. Features, familiarity/belonging, attributed specialness and care understanding are component-specific. A care explanation need not be performed or prove benefit; actual action/effects require their own evidence. No outcomes collected in authoring or full-row claim. |
| 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](LOCAL-SOURCE-INSERT.md) 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 and fresh Day 10 pose source-linked place/cue questions. R adds actual feature questions with response/help recorded; adult-offered selection is distinct from child-generated question. Partial, not all person/event contexts. |
| 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 2/5/7/10 sort/record pictorial locations or source timelines. R2 records actual source/view-matching landmarks on a broad sketch/model, one now/another later. An oral name alone is not a pictorial map task; a supplied fiction timeline is not actual school history. |
| 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 3/5/8/10 share or attribute source perspectives. R3 offers an actual particular-person reason and optional own bounded view; source cue naming alone does not demonstrate a shared perspective. Check B visitor line is a statement, not observed sign-use feedback. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 4/5/8/10 draw a question-responsive conclusion. R4 can explain a suitable source-supported care step without an act/benefit test. Actual action/effect claims and fictional source conclusions stay separate. |
| 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 share source-labelled narratives/observations and place/past terms. R4/6/9 use actual feature/care source terms and short explanations. Making a cue today does not supply earlier history or a viewer response. |

**Coverage accounting:** ten 25-minute starts offer partial K03/S01–S05 and a prepared **conditional actual K03** route in six ordinary sessions. No actual knowledge outcomes collected in authoring. 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 [actual pathway](ACTUAL-PLACE-PATHWAY.md), [separate held-row gate](LOCAL-SOURCE-INSERT.md) and its approved local planning/evidence system. Preparation does not require pilot learner data; local readiness and actual response remain separate.

## Current K03 precision and ordinary route

Live official workbook re-fetched 30 September 2026: HTTP 200, 2,049,917 bytes, same SHA. Direct K03 row 1221 and illustrative rows 1222–1225 inspected. Elaboration 1223 includes **imaginary places in stories** alongside own/visited/known places; P is legitimate partial learning. Elaboration 1225 includes ways children **could or do** care: explanation of suitable possible care does not demand a physical act or measured benefit. Elaborations illustrate, not replace, the exact description. Local culturally held meaning/Country/Place is not invented from a generic place game.

R1 feature/source question (K03 conditional/S01); R2 actual pictorial location (K03 conditional/S02); R3 particular-person specialness reason/perspective (K03 conditional/S03 when communicated); R4 suitable care explanation/conclusion using place terms (K03 conditional/S04/S05); R6/9 source-matched place/care cue, question and observation (K03 conditional/S01/S05). A source cue or nice drawing alone does not establish all components. The child's actual feature identification, genuine familiarity/belonging basis, attributed reason, care understanding, any chosen act and any observed effect are distinct. No mandatory personal favourite-place story, home map, physical care or user-impact test. A new arrival's actual orientation task can be useful while familiarity develops. [Component decisions](ACTUAL-PLACE-PATHWAY.md#k03-components--dont-turn-belonging-into-an-interview).

Current QCAA one-page Prep alignment 230524 directly opened: same nine descriptions, **© State of Queensland (QCAA) 2023**. National/Queensland mapping is not an all-state syllabus/sector approval or full-year certification. [Current rights receipt](SOURCE-AND-RIGHTS.md).