# 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 identify source workbook locations, not 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 achievement-standard alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/curriculum/ac9_hass_prep_as_cd_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](LOCAL-SOURCE-INSERT.md). 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](STUDENT-CHECKS.md) 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.