# Foundation / Queensland Prep HASS · Term 1 Weeks 3–4 · Days 11–20

This original continuation follows [HASS Weeks 1–2](../weeks-01-02/README.md). It gives a teacher ten optional **25-minute** HASS sessions, [three switchable same-target routes each day](LEARNER-CARDS.md), [twenty worked context swaps](PRACTICE-SWAPS.md), eight original [A4 SVG/PDF aids with full text/tactile equivalents](print/TEXT-ALTERNATIVES.md), and [fresh public Day 15/20 checks](STUDENT-CHECKS.md) with [separate public teacher guidance](teacher/KEY-AND-NEXT.md). These short sessions can be scheduled around the school's actual weekly HASS allocation; they do not prescribe ten compulsory HASS blocks. The [teacher scripts](LESSONS.md) are runnable with the exact fictional source set in [MATERIALS.md].

Week 3 uses new **fictional Paper Harbor Room people cards** to ask who a source says is family, who is a community helper, what a fictional born/raised timeline actually says, and what remains unknown. It complements the [Week 3 integrated people/help guide](../../../term-1/week-03-people-and-help.md) without copying its family cards or requiring a child's own family story. Week 4 uses an original **earlier/later Paper Lane drawing** and attributed invented opinions to ask what moved, what stayed, who thinks what and which conclusion the source supports. It sits beside [Week 4 roll/slide inquiry](../../../term-1/week-04-roll-slide-stop.md) but does not claim to test motion or prove a real space is safe or accessible.

**Privacy and cultural gate:** No child must reveal a family member, caregiver, birthplace, event, home, address, personal special place or Country/Place knowledge. Fictional family vocabulary is **not evidence for the child's own-family content description**. Real sources, if selected by a school, need permission and a private record; locally appropriate First Nations cultural authority and review are prerequisites for any Country/Place teaching. See the [local-source insertion protocol](LOCAL-SOURCE-INSERT.md) and [optional family/carer invitation routes](FAMILY-CARER-OPTIONS.md). A child can complete every printed lesson by pointing, speaking, AAC, drawing or directing an adult using invented cards.

The [exact ACARA v9/QCAA Prep crosswalk](CURRICULUM-CROSSWALK.md) and [source/rights ledger](SOURCE-AND-RIGHTS.md) mark the fictional baseline as partial for **AC9HSFK03 and AC9HSFS01–S05**. K01, K02 and K04 remain open local requirements. The [desk run-through](RUN-THROUGH.md), [fail-closed verifier](verify_pack.py) and [SHA receipt](manifest.json) show what was checked. The pack is not complete Foundation HASS, a QCAA-endorsed unit, a secure exam, a classroom trial or a substitute for culturally authoritative local teaching.