# Foundation / Queensland Prep HASS · Term 4 Weeks 31–32 · Days 151–160

**Shared Kit Stewardship Desk** follows [Weeks 29–30](../../term-3/weeks-29-30/README.md). Children build a shelf/return-tray desk, follow individual item marks across two records, make a care message, check it against its source and use it in paper play or an approved actual shared learning place. A location record, a keeper's request, one person's reason, an approved message and an action record answer different questions. Adult-directed making, speech, sign, AAC, print, tactile and exact no-touch descriptions preserve the source goal. Neatness, reading, number naming and speed are not assessed.

The pack has ten [25-minute daily scripts](LESSONS.md), thirty [switchable same-goal routes](LEARNER-CARDS.md), twenty [worked 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 [learner checks](STUDENT-CHECKS.md) and a [separate key](teacher/KEY-AND-NEXT.md). Teachers fit these optional sessions to the actual school HASS allocation. No child must disclose family, private location, culture, disability, home language or personal history.

**Complete paper route:** Paper Kit Nook has four marked folders. Earlier A puts all four on a square shelf. Later B puts two on that shelf and two in a round return tray; every folder remains represented. B does not identify the mover or reason. C is Sol's care request. D is Pia's own reason for valuing the place. E plans a message; F checks its words without reporting use. Children make and use a small desk, preserving all source records. All supplied places, people and source events are fictional.

**Complete actual route:** [ACTUAL-SOURCE-PATHWAY.md](ACTUAL-SOURCE-PATHWAY.md) supplies preflight, local materials, daily handoffs, observation prompts and an unfilled standard care record. Eight ordinary scripts contain runnable actual-source/place branches. Choose a safe, approved, familiar shared learning place; identify real features; ask a willing adult or use an approved exact account about why it matters to that person; source the local care procedure; and practically improve a permitted message or carry out a chosen small supervised care task. Record actual date/time/view/speaker, the child's first explanation, approval and any action separately. AC9HSFK03 is conditional by element; a real place is not a blanket hold. Missing familiarity/belonging, feature, personal meaning or care evidence stays open. The two fresh fictional checks cannot establish K03. K01/K02/K04 remain held unless separately evidenced, with [local authority/ICIP gates](LOCAL-SOURCE-INSERT.md).

This progression complements integrated [Week 31 message forms](../../../term-4/week-31-book-sign-paper-screen.md) and [Week 32 explainable inventories](../../../term-4/week-32-an-inventory-we-can-explain.md). HASS evidence concerns source, item identity/location, attributed meaning and place care. It does not claim a real book-return rule, arithmetic attainment, app use, resolved access need or universally helpful design.

See [materials](MATERIALS.md), [exact curriculum crosswalk](CURRICULUM-CROSSWALK.md), [source/rights ledger](SOURCE-AND-RIGHTS.md), [four-role desk critique](RUN-THROUGH.md), [read-only audit](verify_pack.py) and [complete hashes](manifest.json). **Status:** authored development draft, desk and technical checks only. No independent educator/child/parent/cultural/access/funder trial or actual K03 record has been collected. Public checks are formative, not secure exams or attainment certificates. Original content © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); official source/font rights remain separate. ACARA/QCAA do not endorse this pack.