The official ACARA v9 workbook was retrieved 29 September 2026 and SHA-pinned in source-snapshot.json. The QCAA ACiQ v9 HASS P–6 entry and Prep achievement/content alignment PDF establish Queensland Prep context. QCAA's current Prep planning example also lists K03 and source-skill descriptions. Neither publisher endorses this pack. Source row numbers locate workbook records, not curriculum codes.
| 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: fictional Mira/Theo are not a child's own family or birth/raising source. |
| 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: no authentic family-shared event is supplied or requested. |
| 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 | Fictional concept rehearsal only; hold for authentic evidence: Days 81–90 compare drawn features, named individual reasons and a care instruction. An invented square cannot show a learner's actual familiar place, belonging, observed care or outcome. |
| 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: requires the actual school Country/Place, locally authoritative First Nations sources and cultural permission/review; generic paper maps cannot teach it. |
| AC9HSFS01 | 1233 | Humanities and Social Sciences · HASS F-6 · Foundation Year | pose questions about familiar objects, people, places and events | Days 81–90 ask what maps, individual notes and keeper instruction answer or leave open; partial source-skill practice. |
| 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 81–82, 85 and 89–90 locate labelled features on original pictorial maps and source mats; partial source-skill practice. |
| 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 83–85, 87 and 89–90 attribute Mira/Theo and fresh-case individual reasons; partial skill practice. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 81–90 give source-bounded conclusions about feature location, individual value and request versus action; partial skill practice. |
| 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 84, 89–90 share short source-labelled fictional place accounts; not real place observations. |
Coverage accounting: ten optional 25-minute sessions give partial S01–S05 source-skill practice. K03 is fictional concept rehearsal only and remains open for authentic familiar-place evidence. K01, K02 and K04 remain open. The school local/cultural authority gate governs private real sources. The public checks are formative, not secure exams, certification, or proof of an actual place, care action, accessibility result or child learning outcome. This sequence complements integrated W17 Media Arts and W18 real place care but cannot replace either.
K03 precision, checked 30 September 2026: current workbook elaboration 1223 includes imagined story places; 1225 allows discussion of possible or actual care. The supplied fiction therefore supports legitimate partial place-concept teaching and a child's source-grounded response. It cannot establish the child's actual familiar place/belonging or exhaustive K03 coverage. A suitable care explanation need not be acted out or prove benefit; permission is needed before any actual local action. These elaborations are teaching examples, not additional compulsory outcomes. Day 89 now makes that distinction explicit.
Other states: Australia national Foundation and Queensland Prep are the only pinned implementation context here. Verify NSW Kindergarten, Victoria Foundation, ACT Kindergarten, Tasmania Prep, SA Reception, WA Pre-primary and NT Transition separately before relabelling or claiming local compliance.