# Foundation / Queensland Prep HASS · Term 3 Weeks 29–30 · Days 141–150

**Map Repair Workshop** follows [Weeks 27–28](../weeks-27-28/README.md). Learners build two paper place models, attach time labels, keep an undated picture in its own pocket, and make a revised map/message for a willing reader. Each construction carries a source question. Adult-directed placement, speech, sign, AAC and no-touch readings preserve the goal; folding, drawing skill and neatness are not assessed.

The pack supplies ten optional [25-minute lessons](LESSONS.md), thirty [switchable access routes](LEARNER-CARDS.md), twenty [worked context variations](PRACTICE-SWAPS.md), ten free [optional home bridges](FAMILY-CARER-OPTIONS.md), nine original [illustrated A4 SVG/PDF pairs and exact alternatives](print/TEXT-ALTERNATIVES.md), two fresh [public checks](STUDENT-CHECKS.md) and a [separate teacher key](teacher/KEY-AND-NEXT.md). Fit the sessions to the school's actual HASS allocation. No child must disclose family, location, culture, disability, home language or private history.

**Fictional inquiry:** an earlier Paper Studio map places a basket by a circle rug. A later keeper note reports a move beside a square table. An undated copy shows the old position. Tara gives one later account and personal reason. A helper proposes updating the map. Children ask: “Where is it in this picture? When was this made? Who says? What changed in the map, and what is still open?” Different sources can describe different times; an undated copy is not automatically wrong. A reported move is not an observed real room, a reason for the move, everyone's preference or a safety/access result.

**Usable actual-place option:** [REAL-PLACE-PATHWAY.md](REAL-PLACE-PATHWAY.md) provides educator preflight, five complete replacement 25-minute sessions, exact question stems, materials, an observation/account/care record and concrete evidence decisions. Children can observe/map an approved familiar learning place, identify features, hear a willing adult or an approved exact account about personal significance, and explain a locally sourced way to look after the place. AC9HSFK03 opportunities are conditional on the actual features, belonging/familiarity, personal meaning and care evidence recorded. Fiction never fills those fields. K01/K02/K04 remain held unless separately evidenced; Country/Place/ICIP work needs local authority under [LOCAL-SOURCE-INSERT.md](LOCAL-SOURCE-INSERT.md). A child can stay with equal-goal fictional source practice without personal disclosure or penalty.

The workshop complements integrated [Week 29 picture messages](../../../term-3/week-29-rhythm-picture-message.md) and [Week 30 design revision](../../../term-3/week-30-a-stronger-design.md). It supplies HASS map/source inquiry, not an audio, physical design-strength or classroom test result. See the [exact curriculum crosswalk](CURRICULUM-CROSSWALK.md), [materials](MATERIALS.md), [source/rights ledger](SOURCE-AND-RIGHTS.md), [four-role desk critique](RUN-THROUGH.md), [read-only audit](verify_pack.py) and [hash receipt](manifest.json).

**Status:** authored, reproducible development draft. No independent educator, child, classroom, parent, cultural-authority, accessibility or funder trial has occurred. Public checks are not secure exams or attainment proof. Original material © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) with attribution; official curriculum and font rights remain separate. ACARA/QCAA do not endorse the pack.