The official ACARA v9 workbook was retrieved 29 September 2026 and SHA-pinned in source-snapshot.json. Row numbers identify source workbook locations, not codes. The QCAA ACiQ v9 HASS P–6 page and Prep achievement-standard alignment PDF establish the Queensland Prep planning frame. QCAA does not endorse or prescribe this pack.
| 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: no child family, birthplace, upbringing or relationship is solicited. Invented Ripple Hall actors cannot meet this own-family content. |
| 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: the fictional paper-card show is not a family's or community's celebration/commemoration. Authentic voluntary permissioned family/community sources and review are still required. |
| 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 31–40 discuss a fictional shared hall and two attributed preferences, with conditional care proposals. Partial transferable model only: no real familiar-place belonging, specialness, actual care action or effect is shown. |
| 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: locally authoritative sources, permission and cultural-authority review are required under the local gate. No symbolic, language or Country/Place meaning is invented. |
| AC9HSFS01 | 1233 | Humanities and Social Sciences · HASS F-6 · Foundation Year | pose questions about familiar objects, people, places and events | Days 31, 34–35, 37 and 39–40 pose source-answerable and missing-source questions about fictional objects, speakers and a planned event. Real familiar-person/event breadth remains open. |
| 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 32–33, 35 and 40 sort invitation/plan/report and place Story Day 1/2 on a pictorial two-stage timeline. The plan also uses a wall/table model. No real historical timeline or navigation is claimed. |
| 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 36–38 and 40 attribute imagined Nia/Tao/Umi/Dex views. They speak only for themselves; no actual family/community perspective is presented. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 34–35 and 37–40 distinguish future invitation, intended plan, one attributed report, preference, proposal and unknown. A source-bound fictional conclusion is not an observed real result. |
| 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 32–35 and 39–40 share Story Day 1/2 narratives with invitation/plan/report/view terms and source names. The “observation” is Nia's fictional reported statement, not the class's direct observation or an authentic historical event. |
Coverage accounting: ten optional 25-minute sessions sample K03 and S01–S05 partially. K01, K02 and K04 remain open. K03 still needs an authentic familiar place and careful treatment of belonging, specialness and care. The public checks are not secure exams, year-level certification or evidence that an actual show took place. Schools plan authentic local learning and make their own evidence judgments.