# Exact Australian Curriculum v9 Foundation HPE rows · Queensland Prep boundary

The [official ACARA curriculum workbook](https://www.australiancurriculum.edu.au/downloads) was retrieved **29 September 2026**, retained with SHA-256 **db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3**, and checked against the local [machine-readable import](../../../../../data/frameworks/acara-v9.json). Workbook rows below are source locations, not codes. The current [QCAA HPE v9 entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-health-and-physical-education) and [Prep alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/health-and-physical-education/curriculum/ac9_hpe_prep_as_cd_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](ASSESSMENT.md) 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.