The official ACARA v9 workbook, retrieved 29 September 2026, was independently re-fetched for this block on 30 September: HTTP 200, 2,049,917 bytes and identical SHA pinned in source-snapshot.json. The QCAA HASS P–6 entry establishes Queensland context; its official search result was checked earlier in the same session, direct open timed out. No fresh entry-page fetch is claimed for this block. The official Prep alignment PDF, one page identifier 230524, was re-opened 30 September for this block and all nine descriptions compared to the workbook. Prep planning example is linked context, not freshly fetched. Publishers do not endorse this pack. Row numbers locate the workbook's Learning areas records; they aren't curriculum codes.
| Exact code | Workbook row | Area · subject · level | Verbatim official content description | Fortnight opportunity / limit |
|---|---|---|---|---|
| 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/relationship source is supplied or collected. |
| 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: stewardship play isn't an authentic significant event shared with families/others. |
| 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-source/place opportunity: Days 151–154/156–159 integrate actual familiar connection/belonging and feature observation, particular-person significance, sourced local care explanation and optional permitted care/cue action. Evidence is decided by element under ACTUAL-SOURCE-PATHWAY.md. No actual K03 outcome has been observed in authoring; fiction/checks supply no K03 evidence. |
| 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: actual school Country/Place, recognised local First Nations cultural authority, permission/ICIP and review required; ordinary shelf care cannot supply it. |
| AC9HSFS01 | 1233 | Humanities and Social Sciences · HASS F-6 · Foundation Year | pose questions about familiar objects, people, places and events | Days 151–160 ask about features, item identity/location, missing mover/cause, source, care permission and perspectives. Actual branches ask approved local-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 151–160 make source-linked pictorial desk models, two-record trails, care/source pockets and revisions. Actual branches record genuine views with limits. No complete real map/timeline coverage or secure inventory is established. |
| 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 154–155/159–160 attribute one place account/reason; actual 154/159 can share a willing person's approved source and own perspective. No universal, identity/cultural or mover-cause inference. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 151–160 bound conclusions to identity/location records, request, named account, source check and actual action record. A location doesn't supply cause/actor; approval doesn't prove use. Partial 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 154–155/159–160 share source-labelled fictional place narratives using earlier/later. Actual 154/159 use genuine place observations/accounts; terms about past require genuine earlier records, otherwise today and past open. Partial practice. |
Daily precision: Days 151/152/153/156/157/158: S01/S02/S04 partial. Days 154/155/159/160: S01–S05 partial. K03 actual branches on 151–154/156–159 are conditional by precise element: familiarity/belonging/features primarily 151/152; personal significance 154; local care explanation 153/156–158; synthesis 159. No actual knowledge event/outcome was collected in authoring. The fictional checks 155/160 only provide fresh skill evidence opportunities. Physical action isn't required by the K03 wording; a source-backed actual care explanation can be recorded, while any claimed action needs its own actor/time/help record.
Coverage accounting: ACTUAL-SOURCE-PATHWAY.md and ordinary scripts make actual K03 opportunities runnable; templates/supplied fiction alone don't satisfy the row. Missing actual fields stay open. K01/K02/K04 remain held for separate authentic sources and cultural authority where relevant. Ten optional 25-minute sessions aren't full-year coverage or school adoption. Public checks are formative, not secure exams, certificates, learning-gain or year-end attainment proof. Supported first responses are distinguished from independent reasoning.
Other states: pinned national Foundation and Queensland Prep context only. Verify NSW Kindergarten, Victoria Foundation, ACT Kindergarten, Tasmania Prep, SA Reception, WA Pre-primary and NT Transition separately before relabelling/claiming local compliance. Educator timetable, language, access and assessment decisions remain local. See local/cultural gate.