Teacher draft · ten distinct 25-minute sessions, Days 11–20. Week 3 extends HPE Weeks 1–2: a child can make a specific low-stakes help request, hear “not now” for a class prop, and use a school-verified backup adult route. Week 4 offers an opt-in two-stop delivery game with a chosen safe action, a clear pause signal and a rule that can be adjusted so participants have space. It complements the integrated people/help Week 3 and roll/slide Week 4. Fictional stories do not establish a child's real helpers, protective behaviour or physical participation; the integrated Science object test remains a separate evidence stream.
Use complete original source stories, school gate and print equivalents, timed scripts, thirty flexible same-target routes, twenty worked context swaps and optional no-burden family bridges. Keep the public fresh Day 15/20 checks unseen before each first independent response; use the separate teacher key afterwards. The exact ACARA/QCAA crosswalk, source/rights ledger, desk QA and hash verifier state the limits.
Before teaching Week 3: the educator fills the private school-approved ADULT A / ADULT B help options from current safeguarding policy and confirms the appropriate route if the first adult is unavailable. Never invent an adult's identity, promise secrecy, ask a child to disclose a harm event or treat a real request for help as assessment. If a concern arises, stop the public exercise and follow school policy. A child may pass on roleplay, say no, use AAC/sign/pointing or answer privately. Personal possessions and personal space are not used as props; no child must give a reason for refusing.
Before any Week 4 physical play: check local supervision, floor/tabletop route, large clean soft class-owned object, wide clear two-stop space, stop signal, individual access and consent. There is no throw, race, forced touch, forced body position or child-to-child contact. An adult may move the object for a paper-planning route, but that does not evidence the child's physical movement skill or rule-following in physical activity. Record actual participation only when it occurs safely, separately from reasoning and fictional roleplay. A movement-free route remains meaningful participation without penalty.
Six original A4 aids
Each SVG is also a one-page selectable-text PDF. MATERIALS.md gives exact ordered words and text/tactile equivalents. Blank adult fields must be filled privately by the school; they are not claims about a real local helper.
| Aid | |
|---|---|
| Specific request and backup | SVG · PDF |
| Ask, answer, accept | SVG · PDF |
| Three original fictional rehearsal cards | SVG · PDF |
| Two-stop play map | SVG · PDF |
| Pause and fair-rule revision | SVG · PDF |
| Separate evidence record | SVG · PDF |
Status: original partial HPE draft, pending educator, safeguarding, accessibility, local syllabus, equipment and classroom review. The verifier checks source rows, lessons, print text, links, fresh-case separation and hashes; it cannot prove safety or effectiveness. No pilot, measured child gain, certified accessibility or ACARA/QCAA endorsement is claimed.
Original scripts, stories, cards and vectors © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Attribute SubjectNest by NeuroForgeIO Pty Ltd, link source/licence and note changes. ACARA retains its own terms for curriculum wording.