# Exact ACARA v9 Foundation HASS rows · Queensland Prep boundary

The [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) was retrieved 29 September 2026 and SHA-pinned in [source-snapshot.json](source-snapshot.json). Row numbers below are workbook locations, not curriculum codes. The [QCAA ACiQ v9 HASS P–6 page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-humanities-and-social-sciences/hass) and [Prep HASS alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/curriculum/ac9_hass_prep_as_cd_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](LOCAL-SOURCE-INSERT.md) 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.