Whole Year 1 authority, selected teaching and remaining scope
Fixed progression read before theme choice
Read-only publisher /var/tmp/subjectnest-content-release-20261007-root-volume, fixed committed source1fe5fcdab4e5ff5bfb915d495f5f00210c946335. Complete target Git pathproducts/curriculum-studio/content/year-1/hass/term-1/weeks-07-08 is absent at this fixed commit. No fetch/reset/sparse/worktree/shared/Git/site mutation. The original proposal author bound47 retained input bodies and Git blob identities in its author-custody INTAKE.json. Its READ-SCOPE.md and FAILURES.md are historical author records, not documents bundled in this portable source. Reconstructed canonical timestamps are not invented Git-origin timestamps. Primary reading and limitations and Sources and reuse are the portable reading/rights doors.
Whole annual 40-row planning document was personally read. Its resource Week 7 theme Games and collections and Week 8 Shared information display are editorial integration suggestions, not prescribed Queensland HASS allocation or evidence those days exist. Current original annual draft is retained unchanged as national/ANNUAL-ORIGINAL.md. School timetable/annual coverage remain adult planning decisions; ten offered sessions can be spread over more or fewer weeks.
Full predecessor 05–06 ten teacher plans, eight complete ordinary and four factual source cards, whole curriculum/preparation/assessment/capture/local source guidance were read. They deepen local features/change/groups-care, event versus report dates, attributed wishes and proposed/actual results. Full 03–04 ten teacher plans and three overviews were read: simple linked three-childhood history strips, family roles, toy/tool/message/shopping comparisons and source labels. Earlier 01–02 full teacher overview establishes local place/source-map opening. These are meaningful progression inputs, not assumed learner prerequisites or claimed whole historical archive reading.
New learning purpose: create a question-led play-clue collection whose categories and captions help somebody find something. Advance from simple source labels/history strips to choosing a useful criterion, re-sorting when the question changes, separating manufacture/use/acquisition dates, using catalogue and attributed account for different questions, retaining unestablished identity links and repairing a collection-wide overclaim. The end product is a useful private two-entry exhibit/booklet/linear account. This is not another renamed care-story cycle. Existing skills are deliberately revisited in a more focused collection enquiry; every learner's actual readiness still guides teaching.
Whole national selection — not just the selected codes
Retained unmodified witnesses are whole-year1-hass.json, raw-year1-hass-rows.json, core-year1-hass.json and WHOLE-NATIONAL, all in this portable source’s national directory. These bind the whole 57 records: level description, both strands, all six sub-strands, ten content descriptions,37 illustrative elaborations and full achievement standard. The core 12 are the introduction, ten content descriptions and standard, not a replacement for the whole. Raw 286 actually present typed cells include 284 nonempty and two present empty achievement-standard pathway/sequence values;392 absent positions in the complete 56×12+1×6 row frames stay absent, not invented empty cells. Preserve raw cell references/type/source row, exact HTML/Unicode, null standard code and actual source spellingAC9H1S05_E1 without silent correction. CHECK.py binds every present attribute to the actual typed raw value and complete derived plain meaning; a structural binding is not a second pedagogical acceptance.
Workbook origin SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3, actual retrieval 29 September 2026, whole selection meaning read 9 October 2026. No new workbook download or parser rerun is claimed. The owned current exact Git carry, all 57 whole meanings and current QCAA primary documents were personally read before this proposal. Full attribution and exclusions in Sources and reuse apply to these retained authority bodies and every adapted teaching/criteria page.
Whole knowledge meaning and selected scope
| Content description | Whole requirement, in original summary | This proposal's selected evidence and limits |
|---|---|---|
| AC9HS1K01 | Differences in family structures and roles today and their continuity/change over time. | O3/B related generations supply relationship context only. No primary K01 mastery opportunity is claimed; family structures/roles breadth remains further teaching and actual evidence. |
| AC9HS1K02 | Continuity/change between aspects of daily life and parents'/grandparents' childhoods. | Day 34/O3/B/C07 compare a specific play/making action across expressly related invented generations. Partial source practice only: own real daily-life/generation comparisons and broader daily-life evidence remain open. F1's1930 title/F3 museum record cannot establish a learner's ancestry. |
| AC9HS1K03 | Natural, managed and constructed features of local places and their location. | Not a principal teaching/assessment construct here. Collection room models or archive addresses do not demonstrate local geography. Whole meaning remains in witness and prior place teaching, without assuming actual learner mastery. |
| AC9HS1K04 | How places change and how different groups, including First Nations Australians, care for them. | Not a principal construct here; keeping source cards is not a substitute for full place/group/Country care. First Nations breadth/community guidance remains further work; this proposal imports no cultural game/story/design/language. |
Whole skills meaning and selected opportunities
| Content description | Whole requirement, in original summary | Actual selected opportunities and boundaries |
|---|---|---|
| AC9HS1S01 | Develop questions about objects, people, places/events in past/present. | Days 31/35/36/39/40,A/D: a question actually chosen/developed by child, fitting available source; adult-given question stays adult help. Place/event breadth is not completed by object questions. |
| AC9HS1S02 | Collect/sort/record observations and provided sources, including unscaled timelines and labelled maps/models. | Days 31–36/39,A/B: named details, explicit sort rule/re-sort, related childhood unscaled order. Actual observation only if it occurs. No labelled local map is assessed; timeline spacing not elapsed years. |
| AC9HS1S03 | Interpret provided information/observations, including past/present object comparisons. | Days 32–40,A–D: date jobs, supported continuity/change, source-specific identity gap and caption repair. Adult model/supplied source event is not actual child interpretation or object inspection. |
| AC9HS1S04 | Discuss perspectives related to objects/people/places/events. | Days 36/37/39,C: source-attributed purpose/memory with speaker and appropriate source. Personal view optional; no diagnosis/universal preference, reader success or whole perspectives breadth inferred. |
| AC9HS1S05 | Draw conclusions and make proposals. | Days 37–40,C/D: source-supported narrowed claim and modest useful label/source proposal, actual status retained. No implemented result inferred from a design. |
| AC9HS1S06 | Develop narratives/share observations using sources and subject terms. | Days 32/34/36–40,B/D: exact sourced date-job account/collection tour/story with then/now, source, continuity/change, catalogue/account, unknown where meaningful. Private linear/sign/AAC route complete; no compulsory recording/performance. |
Every illustrative elaboration was read in its whole context. K01's family-role/diversity examples, K02's photographs/oral histories/traditions/leisure/school/shopping and First Nations toy examples, K03's local feature/map/weather/seasons examples and K04's actual local change/groups/First Nations care examples remain opportunities for further work, not a mandatory tick list or permission to reproduce cultural practices. Skills elaborations broaden questions/sourcing/sorting/maps/comparison/perspectives/conclusions/communication; this selected collection cannot claim all their examples are completed. In particular K02E3's Arrernte string-game example does not authorise us to generate such a practice/design or a language translation. QCAA's2025 example's marn-grook/Yulunga suggestion is not a cultural permission grant or copied activity here.
Full end-of-year standard remains a folio judgement
The complete standard requires continuity/change in family structures, roles/significant daily life; local feature location/nature/change/care; developing questions and collecting/sorting/recording from observations/provided sources; interpreting/perspectives/conclusions/proposals; sourced narratives/observations and subject terms. This proposal's object/play collection supplies selected partial opportunities across these processes. It does not demonstrate all knowledge, local geography, cultural breadth, actual interviewing or full annual achievement. A teacher judges actual taught/observed folio evidence across the year;32 components, ten days or a generated exhibit do not certify completion.
Current Queensland framework use
All four current primary PDFs personally read in full 9 October 2026: Year 1 HASS alignment 230525(2023), standard elaborations 230179-06(November 2023), Years 1–2 assessment techniques/conditions 230145-02(October 2023), curriculum/assessment plan example 251384(November 2025). Full links, provenance and limits are in Primary reading and Sources and reuse. The plan is an example with geography/history units in Semester 2, not a required schedule. Its breadth includes actual older-person childhood interview and source narratives; reading our fictional Vera account cannot meet actual interview conduct.
QCAA's Working with(WW) is the sound standard in its Year 1 continuum; it is not an automatic grade from these component counts. On-balance judgement belongs to an actual folio against the standard and actual taught curriculum. Our selected criteria are original formative checks, not QCAA's official rubric or A–E conversion. Use actual current school assessment/access arrangements.
Guided collection enquiry may supply an investigation across several sessions; making a useful exhibit may be a project; actual chosen sorting/making may be an observed demonstration only if the act occurs. Written, spoken/signed/AAC, multimodal/practical routes and wanted scribing/reading access can keep HASS meaning available. Record the construct and support; response length/decorative quality is not achievement. A supplied story of someone sorting is interpretation evidence when child interprets it, not the child's observed sorting demonstration.
Audience use/review gates
A teacher should be able to prepare from a standalone day with full source and direct separate own/staff/aids doors; a time-poor parent should start a five-minute source-complete H invitation without private research; a child should see one short invitation and choose a practical small start; a funder should see original openly licensed deliverables, exact source/scope and actual stage receipts, without invented uptake/outcomes. These are design targets, not observed field feedback. The proposal author has checked written relationships; actual source/browser/teacher-parent-child use is still required. No student data, endorsement, accreditation, live release, automatic source updater or whole-year completion is claimed.
Whole national retained text · Queensland/primary review scope.
Sources and reuse · Original educational work © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Linked authority/provider exceptions and learner ownership stay separate.