# Foundation / Queensland Prep HASS · Term 1 Weeks 5–6 · Days 21–30

This original pack continues [Weeks 3–4](../weeks-03-04/README.md) with a new question: **How do we know what a source says about a shared place, and what would we still need to check before making a care claim?** It offers ten optional [25-minute teacher scripts](LESSONS.md), ten [switchable learner cards](LEARNER-CARDS.md) with three same-target routes each, [twenty worked context swaps](PRACTICE-SWAPS.md), eight original [A4 SVG/PDF aids](print/TEXT-ALTERNATIVES.md), and [fresh public Day 25/30 checks](STUDENT-CHECKS.md) with a [separate public teacher key](teacher/KEY-AND-NEXT.md). A school schedules HASS according to its actual allocation; these are reusable sessions, not ten compulsory HASS blocks.

Week 5 compares source forms in the **fictional Paper Courtyard Archive**: a labelled drawing, an invented caretaker notice, and two attributed invented visitor views. Week 6 uses that archive to frame gentle care **proposals**, identify missing evidence, and prepare an optional, permissioned handoff to a real familiar place source. The source facts and preparation list are in [Materials](MATERIALS.md). This complements the integrated [living-features](../../../term-1/week-05-living-features.md) and [materials](../../../term-1/week-06-materials-that-help.md) guides without asserting a biological observation, physical test, or actual classroom result.

The original [Paper Courtyard source detective](interactive/source-detective.html) lets a child choose among five source questions, match a drawing/notice/view or an unanswered question, then select a sentence that stays within the evidence. Its complete [paper route](interactive/source-detective.html#paper-title) uses the same source words, a broad [question trail](print/question-source-trail.pdf) and adult read-aloud. The offline activity saves no learner data and is practice separate from the fresh checks.

Every printed name, place, drawing, notice and view is fictional. A child can complete every task with fictional material by pointing, speaking, signing, AAC, drawing, or directing an adult. No child must disclose a family, address, home, special place, cultural knowledge or Country/Place. [Family/carer options](FAMILY-CARER-OPTIONS.md) are invitations only. Real local and First Nations content requires the [school-controlled source and cultural-authority gate](LOCAL-SOURCE-INSERT.md); the fictional archive cannot meet those outcomes.

The [exact ACARA v9/QCAA Prep crosswalk](CURRICULUM-CROSSWALK.md) marks this as **partial practice** for K03 and S01–S05. K01, K02 and K04 remain open, and K03's real familiar-place meaning is not fulfilled by the fictional drawing. [Sources and rights](SOURCE-AND-RIGHTS.md), [desk critique](RUN-THROUGH.md), a [read-only verifier](verify_pack.py) and [SHA receipt](manifest.json) make the evidence boundary visible. Teacher keys are publicly accessible by URL. These are formative checks, not secure exams, a QCAA-endorsed unit, a classroom trial, or complete Foundation HASS.