The official ACARA v9 workbook was retrieved 29 September 2026 and SHA-pinned in source-snapshot.json. Row numbers below are workbook locations, not curriculum codes. The QCAA ACiQ v9 HASS P–6 page and Prep HASS alignment PDF confirm the Queensland Prep planning frame. This independent pack is not QCAA endorsed.
| Exact code | Workbook row | Area · subject · level | Verbatim official content description | This fortnight's opportunity / boundary |
|---|---|---|---|---|
| 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: Week 3 fictional people/timeline cards practise terms and source reasoning, not a child's own family. A private, voluntary, consented real source and actual teaching/evidence are needed; no child disclosure is required. |
| 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: no family celebration is invented or assessed. A school-approved permissioned family/community source and careful cultural review are needed later. |
| 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 16–20 use a fictional earlier/later Paper Lane and proposed place-care choices. Partial transferable model only; no real belonging, personally special place, actual care action or local place effect is inferred. |
| 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: the cultural-authority insertion gate must be completed locally. Fictional Paper Lane is no substitute for Country/Place teaching. |
| AC9HSFS01 | 1233 | Humanities and Social Sciences · HASS F-6 · Foundation Year | pose questions about familiar objects, people, places and events | Days 11, 13, 16 and 19–20 invite answerable questions about attributed fictional sources. Does not cover all real people/event questions. |
| 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 12, 14–15, 17 and 20 use source-bound relationship/unknown cards, a born/raised two-frame timeline and earlier/later map locations. Fictional timeline/map work is not real family chronology or 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 13, 18 and 20 attribute invented speakers' preferences. A speaker's preference is not proof of place quality or a child's/community's perspective. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 15, 18–20 ask for a conclusion bounded by source words/map positions and for an unknown. Proposed care 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 12–14 and 16–20 use “earlier/later,” “left/centre/right,” “source says/does not say” to tell a fictional change story. No real historical or Country/Place narrative is claimed. |
Coverage accounting: the ten optional 25-minute lessons sample K03 and S01–S05 partially. K01, K02 and K04 remain open. The public formative checks and key are not secure exams or certification of the Foundation HASS standard. The school must plan authentic familiar-place and culturally authoritative local learning, review privacy/access, and make its own evidence judgments.