# Ten teacher-ready HPE sessions · Days 11–20

Read the complete [fictional sources and school gates](MATERIALS.md). Offer any of the [three same-target routes](LEARNER-CARDS.md), not a fixed learning-style assignment. The six steps each day take **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Read text aloud; allow pointing, sign, AAC, a private answer or passing on roleplay. A real request for help takes priority over the lesson and follows school policy. Record a fictional answer or rehearsal separately from any actual, locally approved physical play. When physical activity is not observed, write **PHYSICAL ACTIVITY NOT OBSERVED** rather than a child deficit.

## Week 3 · Day 11 · Say what help is needed

**Goal:** make a specific, low-stakes request to an approved adult in a fictional rehearsal; AC9HPFP02 and help-seeking subsection of AC9HPFP05, both partial. **Prepare:** [Source A](MATERIALS.md), [help route](help-route.pdf), privately confirm the school-approved adult roles.

1. **Settle · 3 min.** Explain the adult roles are filled by the school, never guessed from the public page. Offer watch, point, speak, AAC or pass; no personal story is requested.
2. **Read · 4 min.** Read Ivo's full Source A. Ask which words name the needed object and which words ask for help.
3. **Model · 5 min.** Adult puppet says a vague “Help” then “Could you help me find the blue story card?” Model the second as answerable, without pretending an actual adult helped a child.
4. **Try · 7 min.** Use Day 11 A/B/C on [learner cards](LEARNER-CARDS.md). Rehearse one specific ask using a class-owned item and the locally approved adult role, or identify it from the story privately.
5. **Notice · 4 min.** Offer a different plain class item, a large blank folder. Ask what the puppet could request. Record the exact child-controlled words, cue and whether this was rehearsal.
6. **Close · 2 min.** Say a real need can be raised with the school's approved adult now; respond to one under policy, never as a public performance.

## Week 3 · Day 12 · If the first adult is unavailable

**Goal:** rehearse a school-verified next adult route without leaving supervision; AC9HPFP02 and help-seeking subsection of AC9HPFP05, partial. **Prepare:** [Source B](MATERIALS.md), private A/B roles and [help route](help-route.pdf).

1. **Settle · 3 min.** Check the real school A/B route before teaching. State that an urgent real concern follows school policy immediately.
2. **Read · 4 min.** Read Nia's Source B. Ask what Adult A actually said; do not invent why A was unavailable.
3. **Model · 5 min.** Adult puppets rehearse an unavailable reply and a calm, specific second request to the verified B role. No child is asked to travel alone.
4. **Try · 7 min.** Day 12 A/B/C place or say A, unavailable, B in order. A child may direct an adult or point; no forced roleplay.
5. **Notice · 4 min.** Use a new class-owned drawing sheet request. Ask who the puppet would ask next under the school's verified route if A cannot respond. Record rehearsal and prompts only.
6. **Close · 2 min.** Reinforce that a real adult response has to happen in real life; this paper sequence does not prove help was obtained.

## Week 3 · Day 13 · A request does not erase a no

**Goal:** distinguish asking permission for a class prop from asking for help finding another option; AC9HPFP02 and AC9HPFP04, partial. **Prepare:** [Source C](MATERIALS.md), [permission choice](permission-choice.pdf).

1. **Settle · 3 min.** Use only class-owned props. No one must lend, touch or explain a refusal.
2. **Read · 4 min.** Read Sol's complete Source C. Ask what “not now” answers and what it does not answer.
3. **Model · 5 min.** Puppet accepts “not now”, leaves the board, then asks an approved adult for a different class board. Do not repeat the denied request as pressure.
4. **Try · 7 min.** Day 13 A/B/C sequence ASK, ANSWER, ACCEPT, OTHER OPTION. Allow a child to give “no” in the rehearsal without explanation.
5. **Notice · 4 min.** Switch to a class-owned large paper mat. Ask for one respectful response when it is occupied; record exact words and any cue.
6. **Close · 2 min.** Say permission for real space, objects or touch must be fresh; a paper answer grants none.

## Week 3 · Day 14 · Choose the next respectful step

**Goal:** combine a specific request, acceptance of a no and a verified backup help route; AC9HPFP02, AC9HPFP04 and help-seeking subsection of AC9HPFP05, partial. **Prepare:** [Sources A–C](MATERIALS.md), [fictional cards](fictional-cards.pdf).

1. **Settle · 3 min.** Offer a private source-reading choice rather than a personal disclosure or public acting.
2. **Read · 4 min.** Read A, B and C; invite the group to locate one request, one unavailable adult and one “not now” permission answer.
3. **Model · 5 min.** Sort three large labels: ASK WHAT I NEED, ACCEPT THE ANSWER, ASK APPROVED BACKUP IF NEEDED. Explain a permission no is not overturned by asking someone else for the same prop.
4. **Try · 7 min.** Day 14 A/B/C choose one source and explain a safe next step with its exact line. The educator supplies the locally verified adult roles only in a private school copy.
5. **Notice · 4 min.** Present a new class-owned puzzle board that is busy. Ask for a respectful alternative request, then mark source reading versus roleplay separately.
6. **Close · 2 min.** Preview a new first-response check next session without revealing its case, names, objects or expected answer.

## Week 3 · Day 15 · Fresh help-and-permission check

**Goal:** independently apply the taught request, answer and school-approved next-step reasoning to [teacher-held Case F](ASSESSMENT.md); AC9HPFP02, AC9HPFP04 and help-seeking subsection of AC9HPFP05, partial. **Prepare:** unopened public check, private verified adult route and separate [teacher key](TEACHER-KEY.md).

1. **Settle · 3 min.** Remind learners they may point, speak, use AAC, answer privately or pass on acting. No personal history is requested.
2. **Read · 4 min.** Reveal Case F for the first time and read its full fictional text neutrally, with no content cue.
3. **Process model · 5 min.** On a *blank* class card, show how to point to a sentence and explain why it matters; do not borrow a Case F fact or answer.
4. **First response · 7 min.** Offer equivalent Case F response routes. Capture the first independent answer and any access support separately; no hints before that record.
5. **Respond · 4 min.** After the first record, use the key to give one precise next step. If a real concern is raised, stop and follow school safeguarding policy.
6. **Close · 2 min.** File the anonymous or private record with **REHEARSAL** clearly marked; the paper check cannot prove real help seeking.

## Week 4 · Day 16 · A route on paper, a space in real life

**Goal:** explain a two-stop play plan and identify what must be checked before any physical trial; AC9HPFM01, AC9HPFM02 and AC9HPFM04 are physical opportunities only when actual appropriate activity happens. **Prepare:** [Source D](MATERIALS.md), [two-stop path](two-stop-path.pdf), locally approved optional route.

1. **Settle · 3 min.** Say the paper route is fictional. Offer movement-free participation. Check access, object, space and stop cue before offering actual play.
2. **Read · 4 min.** Read Source D and trace START, STOP A, STOP B and PAUSE SPACE. Ask which is beside the path.
3. **Model · 5 min.** Adult moves a paper marker one stop at a time; then points to the real room and names checks still needed. Adult demonstration is not child movement evidence.
4. **Try · 7 min.** Day 16 A/B/C choose a paper plan or an individually suitable, opt-in actual action after local checks. No race, throw or peer contact.
5. **Notice · 4 min.** Ask what happened on paper and what actually happened, if anything. Record actual observed action separately or **PHYSICAL ACTIVITY NOT OBSERVED**.
6. **Close · 2 min.** Reaffirm the child's stop signal and a rest option; no explanation for stopping is needed.

## Week 4 · Day 17 · Choose an action that fits this turn

**Goal:** compare safe ways of acting in the two-stop minor game without ranking bodies; AC9HPFM01 and AC9HPFM02 only with actual suitable child movement. **Prepare:** [two-stop path](two-stop-path.pdf), approved large soft object and stable space if offering actual play.

1. **Settle · 3 min.** Privately check access and consent. A child can plan or observe without losing the HPE conversation target.
2. **Read · 4 min.** Re-read Source D's two participants choosing different actions; the source does not say one is better or faster.
3. **Model · 5 min.** Adult shows a gentle reach and a gentle guide with a large soft object in a checked space, then pauses. Invite an alternative suitable action without imposing a body position.
4. **Try · 7 min.** Day 17 A/B/C name or select one safe action; offer actual action only if locally suitable and chosen. An adult may move the object under direction for a planning route, labelled adult action.
5. **Notice · 4 min.** Record exact child action and context if observed. If only a directed adult or paper marker moved, record the reasoning and **PHYSICAL ACTIVITY NOT OBSERVED**.
6. **Close · 2 min.** Invite an adjustment for comfort or space next time; do not turn physical access into a performance ranking.

## Week 4 · Day 18 · Pause changes the next action

**Goal:** choose an accessible stop cue and change a play plan when it is given; AC9HPFP02 partial, AC9HPFM02 and AC9HPFM04 conditional on actual play. **Prepare:** [pause/fair mat](pause-fair.pdf), locally agreed visible/aural cue options.

1. **Settle · 3 min.** Let the child choose a usable stop method. The adult stops on any child's real request, with no demand for a reason.
2. **Read · 4 min.** Re-read Source D's one-object and pause rule. Ask what the paper rule says, not what anyone has done.
3. **Model · 5 min.** Adult moves a marker, pauses at a visible cue, checks a clear path, then continues. Model an accessible spoken or tactile cue only if welcomed and approved.
4. **Try · 7 min.** Day 18 A/B/C direct a paper stop or opt into approved actual play with an individual cue. Stop immediately for discomfort or safety concern.
5. **Notice · 4 min.** Ask for the next safe action after PAUSE. Record a paper answer as planning; note actual stop/rule conduct only if observed.
6. **Close · 2 min.** Restore space and object; no child is required to touch or hear the cue chosen for someone else.

## Week 4 · Day 19 · Change a rule so a turn has room

**Goal:** propose a fair rule revision that preserves safety and access; AC9HPFP02 partial and AC9HPFM04 only if actual physical play is observed. **Prepare:** [Source E](MATERIALS.md), [pause/fair mat](pause-fair.pdf).

1. **Settle · 3 min.** State that time and body speed are not rankings. Give a paper answer route first.
2. **Read · 4 min.** Read both puppet lines in Source E. Ask whose proposal leaves the path clear while allowing a turn to finish.
3. **Model · 5 min.** Adult revises “go faster” to “wait outside the path until this turn is safely finished”; demonstrate with broad paper tokens.
4. **Try · 7 min.** Day 19 A/B/C make one changed rule and show two turns on paper or in approved actual play if chosen. Do not require waiting without access supports.
5. **Notice · 4 min.** Ask what the revision changes. Record proposal versus actually observed fair play separately; a fictional outcome proves neither.
6. **Close · 2 min.** Tell learners next session's fresh case has a different situation and their first answer will be captured before feedback.

## Week 4 · Day 20 · Fresh pause-and-fairness check

**Goal:** independently interpret a new fictional play situation and distinguish a plan from actual movement using [teacher-held Case G](ASSESSMENT.md); AC9HPFP02 partial, with physical codes only if a separate safe actual trial occurs. **Prepare:** unseen Case G, [teacher key](TEACHER-KEY.md), optional approved movement setup but no requirement to use it.

1. **Settle · 3 min.** Offer speaking, pointing, sign, AAC or private answer. Physical participation remains optional and individually checked.
2. **Read · 4 min.** Reveal Case G for the first time; read every line neutrally without pointing to the answer.
3. **Process model · 5 min.** On a blank board, demonstrate how to quote one line as evidence; do not reuse a Case G object, label or rule.
4. **First response · 7 min.** Capture the first independent Case G answer through equivalent routes. Record adult access support and content prompts separately.
5. **Respond · 4 min.** Use the key after the first answer. If an optional physical turn is separately offered and actually observed, record only that event, with local context.
6. **Close · 2 min.** File fictional reasoning separately from observed activity or **PHYSICAL ACTIVITY NOT OBSERVED**. One public check is not a year-level HPE judgment.