The official ACARA v9 curriculum workbook was retrieved 29 September 2026 and retained with SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The machine-readable import preserves the exact Foundation descriptions. Workbook row numbers are locations, not codes. The official QCAA Prep achievement-standard/content-description alignment PDF was checked 30 September 2026; it uses Prep for Queensland's Foundation level and groups the same codes. The pack is a proposed partial route, not an authority-endorsed or complete 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. No child identity or family information is requested. |
| AC9HPFP02 | 3170 | Health and Physical Education · Foundation Year | practise personal and social skills to interact respectfully with others | Days 41–43 and 46–50 offer invitation, acceptance of no, fair-rule explanation and response to feedback. Paper rehearsal is partial; real interaction needs an actual context. |
| AC9HPFP03 | 3175 | Health and Physical Education · Foundation Year | express and describe emotions they experience | Not claimed. No personal emotion report is required or inferred from a puppet. |
| AC9HPFP04 | 3182 | Health and Physical Education · Foundation Year | explore how to seek, give or deny permission respectfully when sharing possessions or personal space | Days 42–44 and 48–50 rehearse fresh asking, refusal and stop in shared space. A real interaction can be recorded only if actually observed. No paper yes authorises touch or a later turn. |
| 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. Any real concern is handled through school policy; this pack does not assess protective behaviour or body-part naming. |
| 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. W7–8 has a separate conditional real-sign route; a printed STOP box is a game cue, not a verified community health message. |
| AC9HPFM01 | 3201 | Health and Physical Education · Foundation Year | practise fundamental movement skills in minor game and play situations | Days 44/47/49 provide optional actual minor-game opportunities. Only suitable, chosen, approved, observed child actions offer partial evidence; paper choice and adult action do not. No claim of the full skill range. |
| AC9HPFM02 | 3208 | Health and Physical Education · Foundation Year | experiment with different ways of moving their body safely and manipulating objects and space | Optional real child-chosen small action/large marker/space variation may sample this if genuinely observed. No forced body part, speed, sound, contact or tool use; a directed adult's movement is not the child's physical skill. |
| 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 | Day 44 or a later local try may be outdoor/natural only if it actually occurs in an approved setting. One event does not establish a range or a health benefit. This fortnight otherwise leaves the code open. |
| AC9HPFM04 | 3221 | Health and Physical Education · Foundation Year | follow rules to promote fair play in a range of physical activities | Days 43–44 and 47–49 propose or possibly test a one-person turn/rest/stop rule. Actual observed conduct in approved play may show one partial example; a written rule or one game is not a range of physical activities. |
Days 45 and 50 use new paper checks for source, inclusion and evidence reasoning. They cannot establish physical movement, permission in a real relationship, outdoor participation or term achievement. For any real event, record local approval, date, setting, exact child action, support and rule context privately. When absent, use PHYSICAL ACTIVITY NOT OBSERVED and/or OUTDOOR PHYSICAL ACTIVITY NOT OBSERVED, never an assumed failure. The current locally adopted achievement standard and school reporting policy govern term judgments.