# 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, re-fetched with HTTP 200 and the identical digest on 30 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 official one-page alignment PDF (identifier 230524) opened through browsing on 30 September 2026 and its nine descriptions matched the workbook; the HASS entry appeared in the official current search result, but its direct full-page open timed out. The [Prep planning example](https://www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/planning/ac9_hass_prep_cap_example.pdf) illustrates local planning; neither publisher endorses this pack. 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:** no child family, birth/raising or relationship evidence is supplied or requested. |
| 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 significant event shared with families/others is supplied. |
| 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 | **Conditional actual-place opportunity:** R1–R5 provide an approved familiar-place/features, belonging/connection, personal-significance and local-care workflow. Record actual sources/actions and element gaps; Paper Studio fiction is not K03 knowledge evidence. No actual K03 outcome has been observed in authoring. |
| 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 actual school Country/Place, locally recognised First Nations authority, source permission and cultural review; generic room mapping cannot provide it. |
| AC9HSFS01 | 1233 | Humanities and Social Sciences · HASS F-6 · Foundation Year | pose questions about familiar objects, people, places and events | Days 141–150 ask about keyed features, source time, reported position, reason and missing evidence; R1–R5 can ask actual source questions. Partial 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 141–146 and 148–150 make source-linked pictorial models, a source-order trail and an undated pocket. R1/R2/R4/R5 can record approved actual features. A fictional map is not a real route or complete map/timeline coverage. |
| 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 144–145, 147 and 149–150 attribute a named visitor’s account/reason; R3/R5 can attribute an actual willing-person account. No universal, cultural or identity inference. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 141–150 draw source-bounded conclusions, keeping undated copies, causes and other users open. R1–R5 can conclude from the actual approved source record. Partial only. |
| 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 144–145 and 149–150 share invented place/source narratives with earlier, later and undated. R5 can use actual place observations; terms about the past require genuine earlier records, otherwise use today and leave past blank. Partial only. |

**Coverage accounting:** ten optional 25-minute fictional workshop lessons offer partial S01–S05 practice. The five optional complete actual-place replacement lessons create conditional AC9HSFK03 opportunities under [REAL-PLACE-PATHWAY.md](REAL-PLACE-PATHWAY.md): actual familiar connection/belonging, actual features, sourced particular-person significance, and a local care explanation. Knowledge evidence is recorded by element, with missing fields left open; no actual K03 evidence was collected in authoring. Fiction does not fill the record. K01/K02/K04 remain held for separate authentic sources and, for K04, cultural authority. Public checks are formative, not secure exams, certificates or year-end attainment proof.

**Daily code precision:** S01 questions · S02 source-linked pictorial records · S03 attributed perspective · S04 bounded conclusion · S05 source-labelled place/temporal narrative. Day 141/142/143/146/148: S01, S02, S04; Day 147: S01, S03, S04; Day 144/145/149/150: S01–S05 partial. K03 actual-place alternatives: R1–R5 on Days 141–144/149; R2/R3/R4 may be repeated on 146–148. Fictional checks 145/150 do not assess K03. A report of a move, a drawn update and an actually observed room change are different evidence. No authentic family/event/Country/Place claim follows from the workshop.

**Other states:** Australia national Foundation and Queensland Prep are the pinned context. Verify NSW Kindergarten, Victoria Foundation, ACT Kindergarten, Tasmania Prep, SA Reception, WA Pre-primary and NT Transition separately before relabelling or claiming local compliance. School adoption, access and timetable decisions remain local. [Local/cultural gate](LOCAL-SOURCE-INSERT.md) governs actual extensions.