# 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 | **Conditional actual-family opportunity:** Days 61–64/69 integrate the private Family Connections kit under ACTUAL-SOURCE-PATHWAY.md. Prepared person/relationship/born/raised teaching is component-specific; actual sources/permissions/responses local and optional. Fiction builds concept/skills understanding, not the child’s own family evidence. No knowledge outcomes collected in authoring; missing/private aspects open. |
| 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:** a paper book day is not evidence of celebrations or commemorations shared with families and others. Use suitable voluntary authentic sources. |
| 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 66–70 use a fictional reading-place drawing, one speaker’s reason for specialness and a contrasting wish. **Partial practice only:** no real belonging, care action, access result or actual familiar place is evidenced. |
| 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:** Country/Place importance and local school Country/Place need locally authoritative First Nations sources, permission and cultural-authority review. |
| AC9HSFS01 | 1233 | Humanities and Social Sciences · HASS F-6 · Foundation Year | pose questions about familiar objects, people, places and events | Days 61–64 and 66–70 ask which source answers a relationship/place question and which detail or voice is missing. Fictional familiar content does not replace a real local source. |
| 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 61–62, 65–66 and 70 sort people, relationships, born/raised details and pictorial place locations. R adds child-directed relation circles/two source boxes; a written source label alone is not a pictorial timeline or map. |
| 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 63–64 and 67–70 share/attribute bounded perspectives. R63/64/69 offer a child’s optional bounded view or exact supplied account view; S03 unobserved if no perspective is shared. One speaker cannot represent another or a community. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 62–70 make source-bounded conclusions about stated relation/place, an attributed reason for specialness, a conditional care idea 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 63–65 and 69–70 share short source-labelled narratives. R63/64/69 can use approved actual family details; dates are source dates, not invented birth dates. Fictional narratives and real plant observations remain distinct. |

**Coverage accounting:** ten optional 25-minute starts prepare partial skills/fictional K03 and **conditional K01 actual-family opportunities**, not observed outcomes. K02/K04 held. Days 61–64/69 include [complete actual route](ACTUAL-SOURCE-PATHWAY.md); actual/private source absence or pass does not prevent complete concept/skills participation through P. The public fresh cases remain fiction, not secure exams or family attainment. A relationship strip does not complete K01 or a year.

**K01 precision:** row 1213 includes people in **their family**, where **those people** were born and raised, and how related. Elaborations 1214–1216 illustrate varied kinship structures, source-informed drawings and family connection maps; they are illustrative, not a compulsory genealogy/photo checklist. A helper/team is not automatically family. Broad source precision is retained; birthplace, raising place(s) and current place are not interchangeable. One selected connection is a bounded opportunity, with missing/withheld components still open. No forced origins, addresses, move/identity/cultural explanations or new photos.

**Daily precision:** P61 S01/S02; P62 S02/S04; P63 S03/S04/S05; P64 S01/S03/S05; 65 S01–S05 fresh partial; 66 K03 fictional/S01/S02; 67 K03 fictional/S03/S04; 68 K03 fictional/S01/S03/S04; P69 K03 fictional/S01/S03/S04/S05; 70 K03 fictional/S01–S05 fresh partial. R61 person/relationship questions and pictorial connection (S01/S02); R62 distinct born/raised source boxes and conclusion (S02/S04); R63 source-labelled detail/narrative (S04/S05; S03 only if perspective shared); R64 source question/narrative (S01/S05; S03 only if perspective shared); R69 family narrative/question/conclusion (S01/S04/S05; S03 if perspective shared, S02 if pictorial record actually used). K01 conditional across these five ordinary branches by actual component, not every aspect every day. R family origin words alone do not establish K03 familiar place/belonging/specialness/care.

**K03 precision:** imaginary places are explicitly legitimate in elaboration 1223; discussing ways children could/do care is allowed in 1225. These fictional nook tasks provide partial concepts, not actual place/belonging/care-effect evidence. A particular person’s reason can support specialness; a sourced suitable care explanation does not require physical action or measured improvement. No complete K03 claim here.

Live ACARA binary rechecked 30 September 2026: 2,049,917 bytes, same pinned SHA. Current one-page QCAA alignment 230524 opened and its nine descriptions compared; © State of Queensland (QCAA) **2023**. Prepared opportunity, local readiness, actual teaching and learner evidence are separate decisions. [Source ledger](SOURCE-AND-RIGHTS.md).