The public Story Cart, Paper Theatre and Message Wall sources are invented. They support source-skill practice but cannot certify celebrations, commemorations or significant events in a learner's own life shared with family and others. A child may decline private material without penalty and use the complete fictional route. No completed family or learner form belongs in this public repository.
Optional private AC9HSFK02 opportunity
- A teacher and school leader decide whether an authentic invitation is appropriate under local curriculum, privacy, safeguarding and family communication policy. Explain the teaching purpose, what might be shared, who can see it, storage/deletion rules and the child's right to decline. Do not require a religious, national, seasonal or cultural celebration, a photograph, household list, exact date or public performance.
- If a child and family voluntarily opt in, use a suitable approved private source: an accessible first-person account, family-shared object, invitation, photograph, calendar note or other permissioned source. Some families mark a significant event through celebration, quiet commemoration, service, food, rest, a story, another form, or no shared occasion that they wish to disclose. Do not presume one format is more legitimate or infer a person's identity, beliefs or feelings from an object.
- Record only what the child actually says, signs, points to, draws or directs, and how the source supports the descriptor: a significant event, how it was celebrated or commemorated, and how it was shared with family and/or others where appropriate. If any aspect is private, unavailable or not observed, leave it open. A class event without family-shared evidence or the fictional story does not complete K02. Keep evidence private and offer an accessible later opportunity if appropriate.
- Store completed sources, consent status, exact child response, adult support and next move under school rules. Do not upload them here or compare families on a public board. A child who chooses fiction can still demonstrate S01–S05 source reasoning.
Other Foundation HASS knowledge gates
- K01 own-family people, birth/raising and relation: use only voluntary, appropriate private sources. Do not fill withheld or unknown fields from a fictional example.
- K03 familiar places, belonging and care: use an actual school-approved familiar source and learner response; distinguish a feature, an individual's reason, a proposed care action, an action actually done and a result actually observed. A cart or wall drawing proves none of those real outcomes.
- K04 Country/Place: identify the Country/Place on which the school is located through locally authoritative Aboriginal and/or Torres Strait Islander sources, seek relevant cultural authority's permission and review of name, boundary, language, story, symbol, map, teaching form and intellectual property. Respect restricted knowledge. Do not invent a translation, ceremony, generic cultural activity or Country boundary. Leave K04 open until an appropriate locally led opportunity exists.
School approval/date and private teaching purpose: _____________
Source identity/owner/permission (private): _____________________
Relevant cultural authority/review, if applicable: ____________
What the child actually said, signed, pointed to or directed: ___
Significant event / way marked / sharing aspect observed: ______
Known / not known / not stated / not shared aspects: ___________
Adult support and access route: ________________________________
Descriptor aspect still open and next opportunity: _____________
Private storage/deletion under school policy: _________________