The official ACARA v9 workbook was retrieved 29 September 2026 and retained locally with SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The machine-readable ACARA import preserves each exact description. Workbook row numbers below are source locations, not curriculum codes. Queensland's QCAA P–10 Health and Physical Education v9 page and Prep achievement/content alignment PDF were checked 29 September 2026. This original fortnight is not QCAA endorsed, a complete Prep HPE program or a formal school assessment.
| Exact code | Workbook row | Level / area | Exact official content description | Partial opportunity and explicit limit |
|---|---|---|---|---|
| AC9HPFP01 | 3162 | Health and Physical Education · Foundation Year | investigate who they are and the people in their world | Not claimed here. Invented puppets are not evidence about a child's own identity or actual people in their world. Later private, child-controlled, locally suitable teaching is needed. |
| AC9HPFP02 | 3170 | Health and Physical Education · Foundation Year | practise personal and social skills to interact respectfully with others | Days 1, 4–6, 8–10 rehearse requests, listening to an answer, fair turn language and stopping, sometimes with an adult/puppet. Partial scripted interaction; a fictional card judgment alone does not show respectful behaviour across real relationships. |
| AC9HPFP03 | 3175 | Health and Physical Education · Foundation Year | express and describe emotions they experience | Not claimed here. Fictional character words or a child's compliance with a roleplay cannot evidence emotions the child experiences. No personal feeling disclosure is required. |
| AC9HPFP04 | 3182 | Health and Physical Education · Foundation Year | explore how to seek, give or deny permission respectfully when sharing possessions or personal space | Days 1–2, 5–7, 9–10 practise ask/yes/no/accept/change with adult-owned cards and fictional shared paper spaces. This is partial exploration, not consent for real touch, real object use or every later situation. A refusal requires no explanation. |
| AC9HPFP05 | 3187 | Health and Physical Education · Foundation Year | demonstrate protective behaviours, name body parts and rehearse help-seeking strategies that help keep them safe | Not claimed here. A generic pause request is not a full protective-behaviours program, body-part naming or locally approved help route. School safeguarding practice governs real disclosures. |
| AC9HPFP06 | 3193 | Health and Physical Education · Foundation Year | identify health symbols, messages and strategies in their community that support their health and safety | Not claimed here. Original fictional lesson reminder cards are not community health symbols and cannot be treated as this content. Later real, verified local examples are needed. |
| AC9HPFM01 | 3201 | Health and Physical Education · Foundation Year | practise fundamental movement skills in minor game and play situations | Days 3, 8 and optional 10 can sample one gentle, large-object roll/slide/reach in a minor play setting only if a suitable actual child action is chosen and observed. A paper/adult-moved marker is not a child's movement skill. This does not cover the range of fundamental movement skills. |
| AC9HPFM02 | 3208 | Health and Physical Education · Foundation Year | experiment with different ways of moving their body safely and manipulating objects and space | Days 2–3, 7 and optional 10 may sample safe actual manipulation/space adjustment under local checks. Conditional; paper space planning or an adult's movement cannot establish the child's safe body movement. No chosen mode is presumed suitable for every child. |
| AC9HPFM03 | 3215 | Health and Physical Education · Foundation Year | participate in a range of activities in natural and outdoor settings and explore the benefits of being physically active | Not claimed here. These paper/indoor options and a brief optional trial do not establish a range of natural/outdoor participation or explored benefits. Local later experiences and observation are needed. |
| AC9HPFM04 | 3221 | Health and Physical Education · Foundation Year | follow rules to promote fair play in a range of physical activities | Days 3–4, 8 and optional 10 offer an approved one-at-a-time physical game if actually played and observed. Paper rule choice is only a plan. A single game cannot establish a range of physical activities. |
Evidence split: FP02/FP04 are partial teachable opportunities in respectful communication and permission. FM01/FM02/FM04 remain not observed when only the paper, adult-moved or spectator route occurs; a suitable actual physical action may supply a small sample, not the whole code. FP01/FP03/FP05/FP06/FM03 remain open requirements elsewhere in the Foundation sequence. The two public checks are new relative to practice but not secure exams. Record local access, supports, source reading and content cues separately, then use a body of authentic evidence for any achievement judgment.