# 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 [machine-readable import](../../../../../data/frameworks/acara-v9.json) preserves the exact descriptions. Workbook row numbers 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 fortnight is an original proposed partial route, not ACARA/QCAA endorsed or a full Prep HPE program.

| Exact code | Workbook row | Level / area | Exact official content description | Opportunity and limit |
| --- | ---: | --- | --- | --- |
| AC9HPFP01 | 3162 | Health and Physical Education · Foundation Year | investigate who they are and the people in their world | **Not claimed.** Puppet preferences do not describe a real child's identity or people. |
| AC9HPFP02 | 3170 | Health and Physical Education · Foundation Year | practise personal and social skills to interact respectfully with others | Days 31, 34–35 and 38–40 practise asking for clarification, accepting a no and inviting a choice. **Partial** rehearsal, not proof across real relationships. |
| AC9HPFP03 | 3175 | Health and Physical Education · Foundation Year | express and describe emotions they experience | **Not claimed.** No personal feeling is required; fictional preferences 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 39–40 explore invitation and consent for shared activity space. **Partial**; a paper yes/no is not real permission for touch or movement. |
| 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 34–35 address **only help-seeking/clarification rehearsal** under a school-verified route. They do not cover body-part naming, full protective behaviours or actual safety response. |
| AC9HPFP06 | 3193 | Health and Physical Education · Foundation Year | identify health symbols, messages and strategies in their community that support their health and safety | Days 31–33 and optional Day 35 can begin **only with current locally verified real signs and school-taught actions**. The original practice tag and paper check cannot evidence this code. A sign's whole community scope needs later varied sources. |
| AC9HPFM01 | 3201 | Health and Physical Education · Foundation Year | practise fundamental movement skills in minor game and play situations | Days 36–40 offer a quiet movement game **only if a child actually chooses and performs suitable movement under local approval**. A paper repeat/adult movement is not the child's 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 36–38 may sample individual action/rest/space adjustments **only if actually observed**. No forced clap, body position, sound or speed. |
| 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.** W5–6 has a separate optional outdoor opening; an indoor paper pattern does not meet this description. |
| AC9HPFM04 | 3221 | Health and Physical Education · Foundation Year | follow rules to promote fair play in a range of physical activities | Days 38–39 may sample an agreed stop/invitation rule **if actual suitable physical play is observed**. A proposed paper rule and one quiet game are not a range. |

Day 35 and 40 first-response paper checks support next teaching, not a year achievement judgment. For FP06, record verified real sign, date, meaning and actual child response separately. For physical codes, record an actual child action and rule context separately or **PHYSICAL ACTIVITY NOT OBSERVED**. Neither a fictional tag nor an Arts/maths pattern score can be silently converted into HPE achievement.