Official ACARA workbook, local pin 29 September 2026, fresh live W39–40 HTTP 200 on 30 September: 2,049,917 bytes, SHA db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 identical. Snapshot records exact rows/current access. Current QCAA Prep alignment, one page 230524, and P–6 sequence, three pages 220841, opened directly in browser for W39–40, all nine Prep descriptions compared. No direct PDF download claimed. QCAA HASS entry indexed earlier this session; full page fetch unavailable, no fresh full-page verification claimed. Planning example reference only. Workbook Learning areas row numbers below, exact descriptions unchanged; publishers don't endorse pack.
| 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 authentic child family/origins/raising/relations evidence supplied. An earlier piece cannot create missing family breadth. |
| 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 new actual significant-event celebrations/commemorations/family-and-others sharing inquiry in this block. Earlier event work may be chosen privately but is not recertified. |
| 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: Days 191–194/196–199 integrate genuinely familiar place/belonging, visible feature/source/date/view, willing particular-person specialness account and actual approved care understanding. ACTUAL-SOURCE-PATHWAY.md supplies complete workflow/element decision. Weather alone, filing a folder, model account or action alone do not fill all elements. No actual K03 outcome collected in authoring; missing elements OPEN. |
| 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: exact Country/Place importance and actual school Country/Place need recognised local authority-approved sources/ICIP. Weather/season drawings do not map here. Separate authorised opportunity may remain held. |
| AC9HSFS01 | 1233 | Humanities and Social Sciences · HASS F-6 · Foundation Year | pose questions about familiar objects, people, places and events | Days 191–200 place/source/date/view/account/help/permission/earlier-work questions; partial contexts, no whole-code claim. |
| 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 191–200 broad pictorial place/view leaves, two source dates/order, three pockets/help/action/next-question record. Actual time precision honest; not every map/timeline context. |
| 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 193–196/198–200 share bounded perspective on particular account/source/place significance. Own personal reason optional/pass; no universal/cultural meaning inferred. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · HASS F-6 · Foundation Year | draw conclusions in response to questions | Days 191–200 conclude from sources: mark/observation versus cause/season, same/different view, current act/help versus earlier available work, permission/reply gaps. No annual growth inference. |
| 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 192–200 use source/date/view/past/today terms in bounded observation/narrative. Actual earlier work only if available; invented chronology separate from actual place/weather/history. |
Daily precision: 191 S01/S02/S04; 192/197 S01/S02/S04/S05; 193/194/195/196/198/199/200 S01–S05 partial. K03 conditional ordinary actual branches 191–194/196–199: genuine familiar/belonging/feature source and view 191/192/196; particular-person specialness and care account 193; original help/available work 194/197; optional actual procedure/care explanation 198 and bounded private handover 199. S03 only where account/perspective task present. Weather observation alone does not establish specialness/care/full K03.
K04 precision: workbook elaborations rows 1227–1230 cover Country/Place wording, local First Nations language-group names, invited Traditional Owner accounts and local significant places. They do not supply a generic weather/seasons descriptor. Safe dated observations support bounded skills; optional authorised seasonal information belongs only in an explicitly approved local Country/Place account, not inferred from marks. K04 held here; no actual school name/group/meaning/source invented.
Coverage accounting: conditional K03 opportunity, no actual knowledge outcomes collected. K01/K02/K04 holds honest. Available earlier work retains original context/date/help and original knowledge limits; absent work NOT AVAILABLE, no artificial before/after or full-year certification. Ten optional sessions and two public formative checks are not secure exams, annual attainment, learning-gain proof, full code coverage or approved adoption. Actual route and local gate.
Other states: verify NSW Kindergarten, Victoria Foundation, ACT Kindergarten, Tasmania Prep, SA Reception, WA Pre-primary and NT Transition independently before relabelling/compliance claim. Local school/educator curriculum/timetable/access/privacy/cultural authority decisions required.