# Exact ACARA v9 Foundation HPE rows · Queensland Prep limits

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 Foundation descriptions. Workbook row numbers are locations, not codes. The official [QCAA Prep achievement-standard/content-description alignment PDF](https://www.qcaa.qld.edu.au/downloads/aciqv9/health-and-physical-education/curriculum/ac9_hpe_prep_as_cd_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.