Ten teacher-ready 25-minute HPE scripts · Days 1–10Foundation HPE · T1 W1–2 · Lesson sequence

Read the exact invented sources, prepare the stated A4/text/tactile aid, offer A/B/C on the child card, and use a different worked swap if useful. Each routine is 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Read source text aloud. Use neutral class-owned props and puppet/adult modelling; no peer touch or lending. Stop any activity at a child's request. Actual movement is optional and only offered after local safety and individual access checks. Keep a communication/reasoning record separate from actual movement/fair-play observation. A paper-only route remains full participation in the learning conversation; record physical codes as not observed rather than as failure.

Week 1 · Day 1 · A no is a complete answer

Target/codes: rehearse respectful asking, giving or denying permission with a neutral class prop and respond to the answer; AC9HPFP02, AC9HPFP04 (partial). Prepare: Source A cards, one adult-owned large blank card.

1. Settle · 3 min. Show the two paper props. Say a child never has to lend something or explain “no”. Offer watch/point/speak/AAC/pass.
2. Source · 4 min. Read Tavi/Noor card one, then card two. Ask which words are the request, answer and respectful next action.
3. Model · 5 min. Two adults or puppets say “May I use it?” “Not now.” “Okay, I will choose another.” Model a genuine pause after the answer.
4. Child route · 7 min. Day 1 A/B/C choose and rehearse an asking/answering/accepting sequence with broad paper cards or adult reader. No child must choose “yes” or provide a personal item.
5. Check/response · 4 min. Ask a new simple “not now” roleplay with a class pen mat. Record whether the child recognised that “no” changes the next action. If not, replay just the answer/response pair.
6. Close · 2 min. Name one phrase a fictional puppet could use. Store the child-controlled choice privately; no personality judgment.

Week 1 · Day 2 · Ask before using shared space

Target/codes: explore permission around a shared paper spot and describe a safe space choice; AC9HPFP04, AC9HPFM02 only if actual appropriate body/object/space movement is observed. Prepare: Source A, two-lane paper mat.

1. Settle · 3 min. Show START, FINISH and PAUSE SPACE on paper. No actual movement is required; check local setup before an opt-in trial.
2. Source · 4 min. Read “May I use this shared spot?” with a puppet. Adult answers “Not now; one turn is still happening.” Ask what is still allowed.
3. Model · 5 min. Point to PAUSE SPACE and show a marker staying outside an occupied lane; model “Okay, I will wait or choose another.” Do not imply a printed path is safe in a real room.
4. Child route · 7 min. Day 2 A/B/C show the ask, answer and changed paper plan. If willing and locally suitable, observe one broad, gentle actual object movement with clear stop space; otherwise use only the paper plan.
5. Check/response · 4 min. Give a new classroom mat/spot question. Record exact permission response and, separately, any actual movement and spatial adjustment observed. If a child offers an unsafe route, reteach the stop boundary.
6. Close · 2 min. Let the child choose a stop/pause signal; practise adults respecting it.

Week 1 · Day 3 · One gentle move, one clear lane

Target/codes: explore a fundamental object-movement action in a minor play game and safe spacing; AC9HPFM01, AC9HPFM02, AC9HPFM04 conditional on actual safe participation. Prepare: broad lane mat, large soft object only if approved, stable broad route, local stop signal.

1. Settle · 3 min. State the opt-in choice. No throw, race, force, peer contact or small object. A child can observe or use the paper version.
2. Source · 4 min. Read the rule aloud; trace START, FINISH, PAUSE SPACE. Ask which parts are on paper and what a teacher still must check in the real setup.
3. Model · 5 min. Adult gently rolls/slides one large soft object in one lane, stops on signal, then leaves the lane clear. Name the movement action without ranking speed or distance.
4. Child route · 7 min. Day 3 A/B/C choose a safe, individually suitable actual reach/roll/slide or paper-marker route. Keep one maker in the lane at a time; stop at once on signal. Observe actual body/object action only if it occurs.
5. Check/response · 4 min. Ask child to identify their turn, the wait space and one possible adjustment. Record actual skill, space and rule-following separately; paper answer cannot fill the movement columns.
6. Close · 2 min. Offer water/rest under local routine, then a neutral “I tried/I watched/I planned” choice.

Week 1 · Day 4 · A fair turn needs a clear start

Target/codes: practise respectful turn language; follow a simple fair rule during actual opt-in physical play if observed; AC9HPFP02, AC9HPFM04 (physical component conditional). Prepare: Source C cards, lane mat.

1. Settle · 3 min. Give a paper/no movement route first. Avoid public rankings of who is “good” at waiting.
2. Source · 4 min. Read Mina then Paz. Ask what each fictional card actually says, not what real children usually do.
3. Model · 5 min. Adult puppets rehearse “Your turn; I will wait at PAUSE SPACE.” Move a marker only when the lane is clear, and invite a fair-rule revision.
4. Child route · 7 min. Day 4 A/B/C identify the printed rule and run two child-controlled paper turns. Actual gentle play remains opt-in and individually checked; observe if the child uses the agreed rule while moving.
5. Check/response · 4 min. Change the order of two fictional makers and ask for the next fair move. If an actual trial occurred, record the observed turn, not a character label. If no actual trial, physical rule evidence is not observed.
6. Close · 2 min. Keep one child-proposed fair phrase for later lessons.

Week 1 · Day 5 · Fresh permission-and-turn check

Target/codes: use new fictional source cards to seek, give/deny and respect permission; AC9HPFP02, AC9HPFP04 (partial). Prepare: unseen Check A child prompt and new source sheet. Do not rehearse its names or labels.

1. Settle · 3 min. Remind children that “no” needs no reason and roleplay can be private, pointed or adult-read.
2. Source · 4 min. Present Check A sheet for the first time; read all exact fictional lines without pointing to the answer.
3. Model process · 5 min. Use a different blank adult-owned card to model finding a request versus an answer; do not reuse Check A's words or layout.
4. Child route · 7 min. Check A A/B/C show two permission responses and a fair next turn from the new printed source. Capture first child-controlled response.
5. Check/response · 4 min. Ask “Which exact source line tells you?” Record any adult content cue separately. Read the public teacher key only after first response.
6. Close · 2 min. Give one next step, then offer Day 5 different after-check play; no child is graded for saying no.

Week 2 · Day 6 · A sign can remind; it cannot grant consent

Target/codes: respectfully ask before use of a shared paper lane, using a word/picture sign as a prompt; AC9HPFP02, AC9HPFP04 (partial). Prepare: Source E signs, Source A dialogue.

1. Settle · 3 min. Explain the original lesson signs are not official health/safety signs and cannot answer on another person's behalf.
2. Source · 4 min. Read the fictional visitor line and all three sign words. Ask which printed card prompts a request.
3. Model · 5 min. Puppet points to ASK FIRST, says “May I try the paper lane?” and accepts “Not now.” Contrast seeing a sign with receiving a person's answer.
4. Child route · 7 min. Day 6 A/B/C choose the card, create an answerable request, and respond respectfully to either “yes” or “not now”.
5. Check/response · 4 min. Give a different labelled classroom prop. Record the child-controlled request/response sequence; if sign is treated as automatic consent, reread the person's answer.
6. Close · 2 min. Ask what remains unknown about a real sign user. Accept “we have not seen anyone use it”.

Week 2 · Day 7 · Stop means change the plan

Target/codes: explore a respectful response to a stop/space boundary; AC9HPFP04, AC9HPFM02 only with observed, individually suitable actual movement. Prepare: Source D board, lane mat.

1. Settle · 3 min. Give every child a stop/pause route, including AAC/gesture. A refusal ends an actual trial immediately.
2. Source · 4 min. Read Ren's exact line and the fictional adult response. Ask what changed on paper.
3. Model · 5 min. Adult stops a paper marker, says “Okay,” and offers a different blank spot without asking why. For real movement, demonstrate stopping a large soft object at the teacher's cue only after local approval.
4. Child route · 7 min. Day 7 A/B/C direct stop/change using cards, speech or AAC. Optional actual seated/other appropriate movement can be observed; paper direction does not count as it.
5. Check/response · 4 min. Ask a new puppet to say “Pause, please.” Look for a respectful stop/changed plan. Record any actual movement stop separately from the fictional response.
6. Close · 2 min. Confirm a real child may stop the activity now or later without an explanation.

Week 2 · Day 8 · Revise a one-at-a-time rule

Target/codes: practise a fair-turn explanation and, if safe chosen actual play occurs, movement skill and rule-following; AC9HPFP02, AC9HPFM01, AC9HPFM04 (physical parts conditional). Prepare: Source C stories, play mat.

1. Settle · 3 min. Offer paper watcher, child-directed adult marker or approved actual play without status labels.
2. Source · 4 min. Place Mina/Paz cards beside the one-at-a-time rule; ask what each card says, not who is a “good” person.
3. Model · 5 min. Change one rule to “check the lane is clear, then invite the next maker”. Demonstrate a paper and an actual adult turn; no race.
4. Child route · 7 min. Day 8 A/B/C choose a fair rule wording, show two turns, then explain one revision. Observe actual movement/rule only in a locally suitable opt-in trial.
5. Check/response · 4 min. Present a paper case with two makers arriving together. Ask who should go next and what lets both participate; record the proposed rule, not imagined physical conduct. The source cannot tell who moves fastest.
6. Close · 2 min. Keep the revised rule as a proposal, not proof all learners can use it.

Week 2 · Day 9 · Make a sign with a permission script

Target/codes: create a simple paper reminder and practise respectful asking/answering around a shared space; AC9HPFP02, AC9HPFP04 (partial). Prepare: original sign bank, stop board, broad marker.

1. Settle · 3 min. Invite a word, drawing, raised outline or dictated sign; no child has to perform publicly.
2. Source · 4 min. Read ASK FIRST and PAUSE SPACE; ask what a sign can remind us to do and what still needs a person's response.
3. Model · 5 min. Adult makes a new broad “WAIT FOR ANSWER” card and enacts both “yes” and “not now” with a puppet.
4. Child route · 7 min. Day 9 A/B/C make or direct an original paper reminder and a two-line request/answer/next-action script. A “no” is always allowed.
5. Check/response · 4 min. Ask whom the sign is intended to help and what it cannot show. Record the child's reason. If “it makes everyone safe” appears, separate intention from observed use.
6. Close · 2 min. Save the child-controlled sign privately or display only with permission.

Week 2 · Day 10 · Fresh fair-play and permission check

Target/codes: from a new fictional source, choose a respectful permission response and fair rule; AC9HPFP02, AC9HPFP04 (partial). Separately sample AC9HPFM01, AC9HPFM02, AC9HPFM04 only if suitable actual movement/play is chosen and observed. Prepare: unseen Check B, new gallery source.

1. Settle · 3 min. Show opt-in paper and real-movement choices; school approval governs any actual setup. Neither route is a status group.
2. Source · 4 min. Read the new fictional speaker/sign/space lines exactly; do not rehearse the key.
3. Model process · 5 min. On a blank unrelated mat, model finding a speaker's words versus a proposed next move. Leave the Check B source untouched.
4. Child route · 7 min. Check B A/B/C give a new request, accept the printed reply, propose a one-at-a-time rule and show a paper sequence. An opt-in actual large-object trial, if locally suitable, is logged as a separate observation, never required to complete the check.
5. Check/response · 4 min. Record first source-linked response and whether an actual movement skill/space/rule action occurred. Read public key only after collection.
6. Close · 2 min. Give one precise next teaching move; say “not observed” for physical components without actual safe play.

The author desk run-through is not a live classroom test. Use local safety, safeguarding and access procedures and a body of actual work before a formal HPE judgment.