# Foundation / Queensland Prep HASS · Term 1 Weeks 9–10 · Days 41–50

This original continuation follows [Weeks 7–8](../weeks-07-08/README.md). It supplies ten optional [25-minute teacher scripts](LESSONS.md), thirty switchable [same-target response routes](LEARNER-CARDS.md), [twenty worked swaps](PRACTICE-SWAPS.md), eight original [A4 SVG/PDF sources and mats with full linear/tactile alternatives](print/TEXT-ALTERNATIVES.md), and two new [public formative checks](STUDENT-CHECKS.md) with a [separate public teacher key](teacher/KEY-AND-NEXT.md). These blocks fit a school's actual HASS allocation; they are not ten compulsory HASS periods.

The invented **Pebble Room Shared Bench** archive asks: *What can a sketch locate? What does a person request, what does another plan, and what does one later note actually report?* The drawings show broad physical features rather than text-only stand-ins. Week 9 maps a fictional space and distinguishes a request from a plan. Week 10 adds one attributed later report and two individual views. The central distinction is that **a request, a plan and even one later report do not prove that a real place changed or that a change helped anyone**.

All story people and places are invented. **No child must disclose** a family, celebration, home, special place, culture or Country/Place. Children can point, speak/sign/AAC, draw or direct an adult; routes are switchable rather than fixed learning styles. [Free home/carer choices](FAMILY-CARER-OPTIONS.md) never require family participation or a purchase. Real familiar-place, family-event or First Nations teaching needs the [school-controlled local and cultural-authority gate](LOCAL-SOURCE-INSERT.md); fiction does not fulfil it.

The [exact ACARA v9 / Queensland Prep crosswalk](CURRICULUM-CROSSWALK.md) marks K03 and S01–S05 as partial practice. K01, K02 and K04 remain open. The [source and rights ledger](SOURCE-AND-RIGHTS.md), [author desk run-through](RUN-THROUGH.md), [read-only verifier](verify_pack.py) and [SHA-256 manifest](manifest.json) make the evidence boundary visible. Teacher keys are public; checks are formative, not secure exams. Provide the check source and blank response route first, then discuss the public learner card and key after recording each first response. This is not complete Foundation HASS, a classroom trial, QCAA endorsement or a claim of learning impact.