Optional actual familiar-place pathway · five complete…Foundation HASS · T3 W29–30 · Real Place Pathway

This is a runnable option after educator preflight. Use R1–R4 instead of Days 141–144 and R5 instead of Day 149, or place these five sessions in the school's actual HASS allocation. R2/R3/R4 may be repeated on Days 146–148 with fresh actual records. Each session is 3 + 4 + 5 + 7 + 4 + 2 minutes. Do not add them on top of a fixed timetable. The fictional fresh checks remain separate and cannot assess actual AC9HSFK03 knowledge.

Precise opportunity: AC9HSFK03 concerns features of familiar places children belong to, why some places are special and how they can be looked after. This route can provide evidence for those elements through an actual familiar learning place, actual features, a child-recognised connection, a particular person's sourced meaning and a local care explanation. One feature or visit alone is partial evidence; never fill missing fields from Paper Studio. Actual care action is optional: a correct sourced explanation of how the place can be looked after can address that part; action/performance is claimed only if actually observed. K01/K02/K04 are outside these sessions.

Educator preflight · before children start

1. Choose and approve the actual place. Select a small familiar learning place under school responsibility, such as the class reading corner or drawing bench, only if it is familiar to the learners involved. Check with the responsible educator/site keeper; record the approved observation area, supervision, school access/safety procedure and who can approve care. Do not enter storage, use equipment, move furniture or collect another person's belongings. If approval or accessible observation is unavailable, use the complete fictional lesson.
2. Offer equal participation and privacy. Ask privately “Is this a place you know or use?” A child may point, sign, AAC, say yes/pass or choose a different approved familiar learning place. Do not ask an address, personal history, identity or reason for passing. A pass is not a failed knowledge score. An exact adult description or approved image can support access, but record that source rather than claiming the child directly saw/touched something. If familiarity/belonging is not evidenced, keep that element not yet observed.
3. Prepare real sources and permissions. Choose one willing adult who uses/cares for the feature, or an existing school-approved, dated, exact account of such a person. Request permission for the stated private teaching audience and local record; pass/withdrawal must be available. No recording/photo/public display is required. Do not turn a quote into permission for upload. Record source ID/author role, exact words, date, scope and any correction. If the adult gives no reason, leave it blank. A teacher's general procedure is not that adult's personal reason.
4. Verify a local care source. Obtain the responsible educator/keeper's actual procedure for one suitable feature, e.g. how books are returned to the class's identified shelf. The example is not a supplied procedure. The adult identifies what children may explain and, if chosen, safely do. Keep proposed/explained/approved/done separate. Do not prescribe access changes or environmental claims from a sketch.
5. Prepare materials and a stop route. Use the A4 actual-place record, broad blank map base, thick marker, fixed feature outline, time/source tags and established communication support. An adult may draw under child direction. Keep every record locally under school policy; no child, location or speaker data in this repository. Stop on a change in approval, access, willingness or cultural scope and return to fiction. See LOCAL-SOURCE-INSERT.md for ICIP and authentic evidence boundaries.

R1 · Choose a place we know and a feature

Target/codes: AC9HSFK03 conditional familiarity/belonging/features; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial where observed. Ready: preflight complete, approved reachable observation point, blank source/time record.

1. Open · 3 min. Privately offer the familiar-place choice/pass. Say “A place you know or use is enough; you do not need to tell a private story.” Record only the chosen permitted connection.
2. Read source · 4 min. Identify today's actual place and allowed viewing area with the responsible adult. Read the approved boundary/feature label, not Paper Studio words.
3. Model · 5 min. On a blank unrelated sketch demonstrate placing one symbol with a matching feature name. Model writing today's actual date/time and “seen / adult-described / approved image” as the source route, without giving a child conclusion.
4. Child inquiry · 7 min. Learner observes or accesses an exact description of one approved feature, selects a symbol and makes/directs a simple actual-place sketch. Ask “What feature can you find? Is this a place you know or use? What could we ask?” A child can make a private source-linked answer or pass.
5. Check/respond · 4 min. Compare the selected feature with the actual observation source. Correct a source label, not a child identity. Mark missing familiarity/features as not yet observed.
6. Exit · 2 min. Save feature, connection, date/time, view/route and child's exact words/action. Next move: add a clearer current pictorial record.

R2 · Make a current map from an actual observation

Target/codes: AC9HSFK03 conditional actual features; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. Ready: same approved area, actual date/time record, broad map base and two or three teacher-confirmed feature labels.

1. Open · 3 min. Reconfirm the approval/access choice. Ask “What can we record from here today?” Avoid claiming the entire place was inspected.
2. Read source · 4 min. Read actual labels or the exact adult description of the chosen features. Mark the observation point/view and time. Do not supply hidden places.
3. Model · 5 min. Show a blank key and separate TODAY/PREVIOUS SOURCE fields. If no approved earlier source exists, leave PREVIOUS SOURCE blank; never invent a before picture.
4. Child inquiry · 7 min. Learner makes/directs a current pictorial sketch with one source-backed relative position and feature key. Ask “What is beside this feature? What part could we not see or find out?” If access is by description/image, use that exact source. A later repetition gets its own time/view; unchanged features are a valid record.
5. Check/respond · 4 min. Compare learner marks to the actual accessible source. Do not move furniture to make the drawing right. If an earlier approved source differs, ask when/view/source before concluding a change.
6. Exit · 2 min. Save the current map and one honest gap. Next move: ask a willing person why the selected feature matters to them.

R3 · Ask one willing person what matters to them

Target/codes: AC9HSFK03 conditional personal significance of actual place/feature; AC9HSFS01, AC9HSFS03 and AC9HSFS04 partial. Ready: approved willing adult or exact existing account, stated permission scope, source/date record, current sketch.

1. Open · 3 min. Ask “May we ask about this feature? You can pass.” Honour a pass without asking why. If using an approved account, explain who supplied it, when and permission scope.
2. Read source · 4 min. Read the exact question stem: “What about this place or feature matters to you? What makes this place special to you, if you would like to tell us?” The teacher keeps family/culture/health questions outside this route.
3. Model · 5 min. With an unrelated fictional speaker show how “one person says” stays attached to one source and how a missing reason stays empty. Do not manufacture the actual adult's answer.
4. Child inquiry · 7 min. Child asks/directs the approved question or selects a clause from the exact approved account. Record actual words, source ID/role, date and correction; confirm “Have we kept what you mean?” Child adds a source-labelled reason flap to the current map, explaining the person's meaning for this actual place/feature without adding a reason the source did not give. If the source passes or gives no reason, keep it open and use a later willing source opportunity.
5. Check/respond · 4 min. Ask “Whose reason is this?” Avoid everyone's preference, an identity/access inference or a reason for a change not stated. Follow withdrawal/correction scope.
6. Exit · 2 min. Save the exact source and child's attributed explanation privately. Next move: find the actual care procedure for this feature.

R4 · Explain an approved way to look after the place

Target/codes: AC9HSFK03 conditional care understanding; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. Ready: responsible keeper's actual approved care procedure/source/date, current map, broad CARE IDEA/APPROVED/DONE tags.

1. Open · 3 min. Ask “How can this place be looked after?” Accept an initial idea as an idea, not permission.
2. Read source · 4 min. Responsible adult states the actual local care procedure and limits; record source/date/exact step. If a procedure is unavailable, stop the actual care claim and return to a fictional proposal.
3. Model · 5 min. Show how a sourced care explanation can be recorded without pretending action happened. Place APPROVED and DONE in separate fields. The teacher identifies any safe action available by choice.
4. Child inquiry · 7 min. Child makes/directs a two-step care message based on the actual procedure and explains how it looks after the chosen feature/place. A willing child may perform/direct the permitted action under supervision, or stay with explanation. Record exactly who did what; no cleaning products, furniture moves or unapproved tools are supplied by this pack.
5. Check/respond · 4 min. Compare the explanation with the real procedure. If action did not occur, DONE stays blank. Do not promise safety, accessibility or benefit from an explanation alone.
6. Exit · 2 min. Save care source, learner explanation and permission/action status separately. Next move: combine features, connection, meaning and care evidence without filling gaps.

R5 · Make an actual-place account with honest gaps

Target/codes: AC9HSFK03 conditional synthesis; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial where their specified actions occur. Ready: actual R1–R4 records, key closed initially, private teacher listener, source-labelled map/flaps.

1. Open · 3 min. Reconfirm privacy/consent. Ask “What do your real records tell?” A child may pass on sharing or use established communication.
2. Read source · 4 min. Read the actual observation record, exact willing-person account and approved care source neutrally. Do not add missing meaning or belonging.
3. Model · 5 min. Demonstrate checking a source tab on blank unrelated fields. Keep observed feature, personal reason and care explanation as separate evidence, not one score.
4. Child inquiry · 7 min. Learner shows/explains a familiar-place connection, one actual feature, why the chosen person says it matters, and how it can be looked after using the approved source. Ask “Which source? What is still open?” If an approved earlier record exists, use actual earlier/later terms; otherwise say today and keep past blank. Record first responses and support before discussion.
5. Check/respond · 4 min. Teacher checks each precise K03 element below. Where a field is missing or not accessible, mark not yet observed and plan a fresh voluntary opportunity. Fictional check scores cannot fill it.
6. Exit · 2 min. Store records locally; do not publish the place map/quote without separately scoped approval. Next move: one specific missing element or new source question, rather than a whole-year attainment label.

Actual evidence record and K03 decision

Use the blank A4 aid or copy these fields locally: approved place/source ID · child-recognised familiar connection/belonging (private/pass allowed) · actual feature and position · date/time/view · observation or described/image source · exact child action/words · assistance · willing speaker/account ID/date/exact words/correction · permission scope/withdrawal · why feature/place matters to that person · actual care procedure source/date · learner care explanation · approval · any action actually done/who · open fields · next opportunity.

Use observed independently / observed with support / not yet observed for each element; a pass is not inability. The row contains multiple elements and plural place/feature concepts, so one small source set offers bounded evidence, not automatic complete coverage or year-end achievement. No actual K03 records have been collected in authoring this pack. K01/K02/K04 require their own authentic and, where applicable, culturally authorised teaching and evidence.