# 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). Source row numbers locate records in that workbook, 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 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 Queensland Prep context. Neither body endorses or prescribes 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; fictional people cannot satisfy 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:** an invented shared bench is no family or community celebration or commemoration; authentic voluntary sources are needed. |
| 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 41–50 use a fictional room map, individual wishes and a conditional care idea. **Partial transferable model only:** no real familiar-place belonging, specialness, care action or effect is established. |
| 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 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 41, 43, 45, 47 and 50 pose source-answerable and missing-evidence questions about fictional objects, people and places. Real familiar content 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 41–42, 45–46 and 50 place broad drawn features left/centre/right and sort request, plan and report on pictorial Story Days. No actual place map or real time series 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 44, 48–50 attribute Rafi, Uma and held-case speakers to their own words. Fictional views do not represent a community. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 43–50 draw bounded conclusions from exact source types: request, intended plan, attributed later report and unknown real effect. |
| 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 42, 46, 49–50 share source-labelled narratives of imagined locations and Story Days. Ivo’s note is a fictional attributed report, not a child’s direct observation. |

**Coverage accounting:** ten optional 25-minute sessions offer partial K03/S01–S05 practice. **K01, K02 and K04 remain open.** K03 needs an authentic familiar place and careful treatment of belonging, specialness, looking after it and actual evidence. The [public checks](STUDENT-CHECKS.md) are **not secure exams**, year-level certification, proof of a real label placement or learning-impact evidence. Schools plan authentic local learning and make their own evidence judgments.