# Foundation / Queensland Prep HPE · Term 1 Weeks 3–4

**Teacher draft · ten distinct 25-minute sessions, Days 11–20.** Week 3 extends [HPE Weeks 1–2](../weeks-01-02/README.md): 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](../../../term-1/week-03-people-and-help.md) and [roll/slide Week 4](../../../term-1/week-04-roll-slide-stop.md). 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](MATERIALS.md), [timed scripts](LESSONS.md), [thirty flexible same-target routes](LEARNER-CARDS.md), [twenty worked context swaps](OPTIONAL-PRACTICE.md) and [optional no-burden family bridges](FAMILY-OPTIONAL.md). Keep the public [fresh Day 15/20 checks](ASSESSMENT.md) unseen before each first independent response; use the [separate teacher key](TEACHER-KEY.md) afterwards. The [exact ACARA/QCAA crosswalk](CURRICULUM-CROSSWALK.md), [source/rights ledger](SOURCE-RIGHTS.md), [desk QA](QA-RUN-THROUGH.md) and [hash verifier](verify_pack.py) 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](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 | Print |
| --- | --- |
| Specific request and backup | [SVG](help-route.svg) · [PDF](help-route.pdf) |
| Ask, answer, accept | [SVG](permission-choice.svg) · [PDF](permission-choice.pdf) |
| Three original fictional rehearsal cards | [SVG](fictional-cards.svg) · [PDF](fictional-cards.pdf) |
| Two-stop play map | [SVG](two-stop-path.svg) · [PDF](two-stop-path.pdf) |
| Pause and fair-rule revision | [SVG](pause-fair.svg) · [PDF](pause-fair.pdf) |
| Separate evidence record | [SVG](evidence-split.svg) · [PDF](evidence-split.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](https://creativecommons.org/licenses/by/4.0/). Attribute SubjectNest by NeuroForgeIO Pty Ltd, link source/licence and note changes. ACARA retains its own terms for curriculum wording.