# Framework and criteria — selected contribution



The whole retained Year 1 HASS witness has 57 records: introduction, all strand/substrand/content-description/elaboration meanings and complete achievement standard. The source archive keeps canonical, twelve core and actual typed raw rows unchanged, with inherited **29 September 2026** access. The actual fixed workbook SHA256 is `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`; the independent binding checks all 57 selected rows, 286 present cells (284 nonempty, two empty), all 286 canonical attributes and twelve core records. The unusual source elaboration `AC9H1S05_E1`, NBSP/narrow NBSP, HTML and null achievement code are retained. October reading is not a new download date.

| Description | New opportunity | Limits and actual evidence |
| --- | --- | --- |
| AC9HS1K01 — differences in family structures/roles today and continuity/change | No new family-history claim | Earlier fiction is retained; genuine appropriate broader history remains open. |
| AC9HS1K02 — daily lives compared with parents'/grandparents' childhoods | No new personal-generation comparison | A place timeline or care-group report does not satisfy this. |
| AC9HS1K03 — natural, managed, constructed local features and location | Day 21 feature/key/view and selected factual feature language; source-labelled own model | Fictional locations are practice. A Gracemere record is local only where relevant; no invented map scale, origin or school Country boundary. Actual local breadth needs reviewed local evidence. |
| AC9HS1K04 — how places change and are cared for by different groups including First Nations Australians | Days 22–24 dated place change, Council/community partner care, narrow public Darumbal Rangers example; Days 26–30 source-based care choices/accounts | Named public program facts support a selected contemporary example, not all Country/Place relationships, authentic cultural practices, an interview or permission. Full breadth remains ongoing. |
| AC9HS1S01 — develop questions about past/present objects, people, places/events | Own relevant questions in 21/23/25/28/30 | A copied teacher question is teacher-provided; note child contribution. |
| AC9HS1S02 — collect/sort/record observations/provided sources, including unscaled timelines/maps/models | Source/date labels, ordered source strip, group/job table, own care story | Preserve actual source and mode. Blank sheets, a plan or an adult-only board are not child recording. |
| AC9HS1S03 — interpret observations/provided sources, including past/present comparison | Supported same/change, group/action match, plan/reported-action/unknown interpretation | One particular report is not every place or a direct visit. No inference from silence. |
| AC9HS1S04 — discuss perspectives | Two source-attributed fictional wishes on 24/28/29; optional own view separate | Discuss connection/difference, not just match names. Do not invent actual groups' motives or make a child represent a diagnosis/culture. |
| AC9HS1S05 — conclusions/proposals | Source-linked modest proposal and needed check on 27–30 | Proposed, actually made and actually tried are different; actual public changes remain adult authority. |
| AC9HS1S06 — narratives/observations using sources and subject terms | Care story with earlier/later/change/care/source and useful clues | A title, repeated model or planned audience is not the child's developed account. Private usual communication can be substantive evidence. |

The full end-of-Year 1 standard includes family continuity/change **and** the location/nature/change/care of local places plus all six inquiry skills. This bank contributes selected components; it gives no whole-description, year, every-state or all-language certification. Elaborations are optional examples, not substituted alignment criteria. General capabilities and cross-curriculum priorities are selected opportunities, not completed checkboxes: literacy/source discussion; critical/creative reasoning; ethical care questions; optional digital editing; selected sustainability and public First Nations care example. No invented language, traditional art/story or ICIP grant.

## 5. Queensland use and assessment

Current complete primary reading: alignment 230525 (2023), standard elaborations 230179-06 (November **2023**), techniques/conditions 230145-02 (October **2023**) and curriculum/assessment example 251384 (November **2025**). Their full texts were personally read through the primary reader, with no new native layout approval. The Year 1 elaborations use AP/MC/**WW**/EX/BA; Working with is the sound standard. Do not automatically convert our component observations to A–E, a C or a WW judgement.

The teacher selects evidence of actually taught components across a folio and makes on-balance school reporting judgements. Our eight forms are original source-based checks, not official rubrics or calibrated parallel tests. Investigation guidance distinguishes written/spoken-signed/multimodal responses; project and observed-demonstration guidance also allows practical work. A practical making observation requires the action to occur; reading an equivalent supplied record preserves interpretation opportunities, not evidence of physical conduct. Neutral exact reading, wanted scribing/operation and ordinary communication support are available; content prompts are recorded separately. Length, handwriting, purchase, English-only speech or a fixed sample quota do not set quality.

Day 25 offers a suitable selected unexposed **first** source only after the actually taught entry components; ordinary work stays available. A/C target place-change recording and named source care; B/D target stated perspectives, action status, proposal and source-based narrative. They are not claims of authentic First Nations performance. Day 30 may offer the matching held **later** only after the preserved first response and actual unrelated targeted teaching, interval/exposure/support record. It may instead offer a first check or ordinary job. No backfilled first response, automated learning gain, unseen security promise or hard rule that every child completes all 32 components. [Full source-specific contract](ASSESSMENT.html).



[Whole57 national meanings](../national/WHOLE-NATIONAL.html) · [Exact core records](../national/core-year1-hass.json) · [Typed raw](../national/raw-year1-hass-rows.json) · [Historical whole annual plan](../national/ANNUAL-ORIGINAL.html).

[Full current primary and operative credit review](../references/PRIMARY-READING.html) · [Rights](../SOURCE-NOTICE.html).
[Sources and reuse](../SOURCE-NOTICE.html). Original activity; selected guidance Modified from linked © State of Queensland (QCAA) 2023 under CC BY 4.0 and document exceptions. No official rating or endorsement.