The official ACARA curriculum workbook was retrieved 29 September 2026, retained with SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3, and checked against the local machine-readable import. Workbook rows below are source locations, not codes. The current QCAA HPE v9 entry and Prep alignment PDF were checked 30 September 2026. This original fortnight proposes partial learning opportunities; it is not QCAA/ACARA endorsed or a full Prep HPE program.
| Exact code | Workbook row | Level / area | Exact official content description | This fortnight's opportunity and limit |
|---|---|---|---|---|
| AC9HPFP01 | 3162 | Health and Physical Education · Foundation Year | investigate who they are and the people in their world | Not claimed. Fictional helpers do not establish real people in a child's world. |
| AC9HPFP02 | 3170 | Health and Physical Education · Foundation Year | practise personal and social skills to interact respectfully with others | Days 11–15 rehearse specific requests, a no and an unavailable answer; Days 18–20 propose a fair response. This is partial practice, and a paper judgment cannot establish conduct in real relationships. |
| AC9HPFP03 | 3175 | Health and Physical Education · Foundation Year | express and describe emotions they experience | Not claimed. No child must disclose feelings; puppet words are not a child's experience. |
| AC9HPFP04 | 3182 | Health and Physical Education · Foundation Year | explore how to seek, give or deny permission respectfully when sharing possessions or personal space | Days 13–15 explore a class-owned prop and accepting “not now”. Partial permission language; it is not consent to real touch or shared personal belongings. |
| AC9HPFP05 | 3187 | Health and Physical Education · Foundation Year | demonstrate protective behaviours, name body parts and rehearse help-seeking strategies that help keep them safe | Days 11–15 address only the help-seeking rehearsal subsection under a school-verified adult route. They do not cover body-part naming, a protective-behaviours program, or actual help in a concern. |
| 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. Our original labels are classroom cues, not verified local community health messages. |
| AC9HPFM01 | 3201 | Health and Physical Education · Foundation Year | practise fundamental movement skills in minor game and play situations | Days 16–17 may offer a gentle chosen action in a two-stop minor game only if actually, safely performed and observed. A marker or adult action is not child skill; a brief sample is not the range. |
| AC9HPFM02 | 3208 | Health and Physical Education · Foundation Year | experiment with different ways of moving their body safely and manipulating objects and space | Days 16–18 may sample individually suitable actual reach, guide, pause or space adjustment. Conditional on actual safe child action; no single body position is required. |
| 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. A fictional map or one optional game is not a range of outdoor activities or benefits inquiry. |
| AC9HPFM04 | 3221 | Health and Physical Education · Foundation Year | follow rules to promote fair play in a range of physical activities | Days 16, 18–19 may offer one approved real minor game with a pause/one-at-a-time rule. Only observed real conduct is a sample; proposed rules and one game do not establish a range. |
The Day 15 and Day 20 checks sample fictional reasoning, not the achievement standard. School policy, access, safeguarding and local movement checks override these public scripts. Any real HPE judgment needs a body of suitable observed evidence, not a single first response or invented scene.