# 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). The [QCAA ACiQ v9 HASS P–6 entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-humanities-and-social-sciences/hass) and [Prep achievement/content 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. The [QCAA Prep planning example](https://www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/planning/ac9_hass_prep_cap_example.pdf) describes a locally planned semester, not an endorsement of this pack. Row numbers locate workbook records, not 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:** Ivo, Sol and Tala are fictional and supply no child's own family evidence. |
| 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 pretend sign and its dates are not an authentic shared event or commemoration. |
| 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 | **Hold:** the invented Story Table is not a child's actual familiar place, belonging, special-place account or care observation. |
| 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 school's actual Country/Place, locally authoritative First Nations sources and cultural permission/review. No fictional object or generic account can satisfy it. |
| AC9HSFS01 | 1233 | Humanities and Social Sciences · HASS F-6 · Foundation Year | pose questions about familiar objects, people, places and events | Days 91–100 question who made an object/source, why, and whom a statement covers; partial 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 92–96 and 99–100 sort pictorial object information, named source makers and dated source order; partial skill practice. It does not replace pictorial timeline/map opportunities elsewhere. |
| 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 93–100 attribute Ivo/Tala and fresh-check individual accounts; partial skill practice. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 91–100 distinguish a supported, limited conclusion from an unsupported “everyone”; 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 94, 99–100 give a short source-labelled fictional account and explain it to a willing listener; not a real classroom observation. |

**Coverage accounting:** ten optional 25-minute sessions give partial S01–S05 source-skill practice. K01–K04 are **held for authentic local sources**. The [local/cultural-authority gate](LOCAL-SOURCE-INSERT.md) governs real evidence. Public checks are formative, not secure exams, certification, proof of a real child's learning outcome, or verification that a sign helped visitors. The dates and voices support questioning but cannot substitute for actual family, place or Country/Place teaching.

**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.