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

The [official ACARA v9 curriculum workbook](https://www.australiancurriculum.edu.au/downloads) was retrieved **29 September 2026** and retained with SHA-256 **db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3**; the local [machine-readable import](../../../../../data/frameworks/acara-v9.json) preserves exact content descriptions. Workbook row numbers are source locations, not curriculum codes. The [QCAA P–10 HPE v9 entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-health-and-physical-education) and [Prep achievement/content 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 fortnight is a proposed partial sequence, not QCAA/ACARA endorsement or a full achievement judgment.

| 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.** Puppet choices do not establish a real child's people or identity. |
| AC9HPFP02 | 3170 | Health and Physical Education · Foundation Year | practise personal and social skills to interact respectfully with others | Days 23, 27–30 practise stop, ask, accept and fair-turn language. **Partial**; fictional judgments do not establish real respectful relationships. |
| AC9HPFP03 | 3175 | Health and Physical Education · Foundation Year | express and describe emotions they experience | **Not claimed.** Day 24 offers an optional personal reflection, but no emotional disclosure is required or assessed; puppet words are not child experience. |
| AC9HPFP04 | 3182 | Health and Physical Education · Foundation Year | explore how to seek, give or deny permission respectfully when sharing possessions or personal space | Day 27 and Day 30 explore asking about class-owned equipment and a shared play lane, accepting “not now.” **Partial**; paper permission is not real consent, and no personal possession or touch is required. |
| 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.** W3–4's separate help rehearsal does not make this fortnight a complete protective-behaviours program. Real concerns follow school policy. |
| 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.** Original activity labels are 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 26, 28–30 can provide a small cooperative game sample **only if a child chooses and actually performs a suitable action under local approval**. Paper sequencing/adult action is not child skill or a full range. |
| AC9HPFM02 | 3208 | Health and Physical Education · Foundation Year | experiment with different ways of moving their body safely and manipulating objects and space | Days 26–28 can offer distinct suitable travel/propulsion, stable pause and large-object actions. **Conditional on actual safe child action**; a paper target move is only planning. |
| 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 | Days 21–24 may begin a **small sample** of approved outdoor activity and optional benefit discussion. A drawn map, indoor view or invented puppet value is not real outdoor participation or child benefit. One or two trials do not establish a range. |
| AC9HPFM04 | 3221 | Health and Physical Education · Foundation Year | follow rules to promote fair play in a range of physical activities | Days 27–29 may show one real cooperative rule **only if actual accessible play occurs and is observed**. A proposed rule or single game does not meet a range. |

Day 25 and 30 paper checks sample reasoning, not actual performance. Record access support, source reading, optional self-report and observed physical action in separate fields. The educator needs a body of authentic, local evidence for any later achievement judgment. An inability to run outdoor activity on a given day is a planning constraint, not a child failure.