Ten optional teacher-ready 25-minute HPE sessions · Days 21–30Foundation HPE · T1 W5–6 · Lesson sequence

Use the complete fictional sources and school gates. Offer A/B/C response routes flexibly to everyone; they are not learning-style labels. Every lesson is 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Read sources aloud and allow speech, sign, AAC, pointing, private response, an adult scribe or passing. A real concern follows school policy immediately. A paper model, adult demonstration or talk may show useful planning, but actual HPE physical evidence requires a separately dated, locally approved, chosen and observed child action. Use OUTDOOR PHYSICAL ACTIVITY NOT OBSERVED or PHYSICAL ACTIVITY NOT OBSERVED accurately; neither means child failure.

Week 5 · Day 21 · What can a map tell us?

Goal: distinguish a drawn outdoor activity plan from a checked real place; AC9HPFM03 as a conditional later opportunity. Prepare: Source A, source gate, adult review of an optional local route.

1. Settle · 3 min. Show the paper map as fiction. Tell children no outdoor route or touch of living things is required today.
2. Read · 4 min. Read Source A. Ask what the map shows and what it cannot show about today's surface, weather, access or movement.
3. Model · 5 min. Adult traces BASE–LOOK SPOT–BASE and REST SPACE, then names the checks a real educator would make. A marker trace is not outdoor activity.
4. Choose · 7 min. Day 21 A/B/C identify a plan and one local gate. If an approved accessible outdoor option is truly available, invite a short individually suitable action without touching living things; otherwise stay with the paper route.
5. Notice · 4 min. Record exact source reasoning separately from any dated actual child activity. If none occurs outside, write OUTDOOR PHYSICAL ACTIVITY NOT OBSERVED.
6. Close · 2 min. Offer rest and a stop cue; the teacher stores any real route record privately under school policy.

Week 5 · Day 22 · Two ways to be active near nature

Goal: compare two individually suitable outdoor activity choices without making a body ranking; AC9HPFM03 conditional on actual outdoor participation. Prepare: Source B, activity pair, verified real options if available.

1. Settle · 3 min. Ask privately about access and consent for an optional real route or stationary activity; the source choices are examples, not prescriptions.
2. Read · 4 min. Read Elin and Kai in Source B. Ask what each would choose, and whether the story says either really moved.
3. Model · 5 min. Adult chooses one paper option, names the weather/surface/stop check and a possible other route. Do not claim an outdoor benefit from a drawing.
4. Choose · 7 min. Day 22 A/B/C compare options. If local approval and access permit, child may try a chosen outdoor activity with rest; an indoor active alternative is legitimate but recorded as indoor.
5. Notice · 4 min. Record what each child actually did, if observed, and the date/context; otherwise OUTDOOR PHYSICAL ACTIVITY NOT OBSERVED. Do not equate planning or watching with participation.
6. Close · 2 min. Ask for a next safe choice or pass; never require an explanation of body comfort.

Week 5 · Day 23 · Change the plan when conditions change

Goal: select a safe stop/rest or alternate activity when an adult declares the planned outdoor route unsuitable; AC9HPFM03 conditional, AC9HPFP02 partial respectful communication. Prepare: Source A, outdoor choice, adult-owned fictional “wet route” card.

1. Settle · 3 min. State that a real educator decides local safety; a child may stop or decline at any point.
2. Read · 4 min. Revisit Source A and add a fictional adult message: “The path is wet today, so we will not use it.” Do not state that the actual school path is wet.
3. Model · 5 min. Adult chooses an approved alternative: another checked route, an indoor movement option or a paper plan. Mark which is truly outdoor and which is not.
4. Choose · 7 min. Day 23 A/B/C select a safe response to the fictional change. If a real different outdoor activity is checked and chosen, observe it separately; no uninspected detour.
5. Notice · 4 min. Ask which condition prompted the plan change. Record the fictional response; keep actual activity/date separate or mark OUTDOOR PHYSICAL ACTIVITY NOT OBSERVED.
6. Close · 2 min. Show that stopping for a hazard is a sensible choice, not a failed turn.

Week 5 · Day 24 · A possible benefit is personal, not promised

Goal: explore reasons someone might value physical activity while respecting a child's pass; AC9HPFM03 partial benefit exploration. Prepare: Source C, record split, no public wellbeing survey.

1. Settle · 3 min. Say no child must name a feeling, health condition or personal home activity. Fictional puppets offer possible values only.
2. Read · 4 min. Read both Source C lines. Ask what Am says might be enjoyable and what the other puppet prefers.
3. Model · 5 min. Adult says, “Some people value moving with others; another may prefer quiet activity. I cannot know your experience from this card.” Model “not sure” as valid.
4. Choose · 7 min. Day 24 A/B/C compare possible values or optionally describe their own chosen experience privately after an actual safe activity. If no real activity occurred, stay with fictional reasoning.
5. Notice · 4 min. Record an optional exact self-report as a report, not a measured health effect. Keep the activity observation separate; do not invent participation.
6. Close · 2 min. Leave another outdoor opportunity open if weather, access or choice prevented one this week.

Week 5 · Day 25 · Fresh outdoor-plan check

Goal: independently interpret a new fictional activity plan, possible value and real evidence gate through teacher-held Case H; AC9HPFM03 partial reasoning only. Prepare: unseen check, separate key, no local route assumed.

1. Settle · 3 min. Offer a private, point, sign, AAC or adult-read response; no outdoor trip or feeling disclosure is required to answer.
2. Read · 4 min. Reveal Case H for the first time and read every line neutrally without a content cue.
3. Process model · 5 min. On an unrelated blank card, show how to quote a line as source evidence; do not rehearse a Case H fact or answer.
4. First response · 7 min. Capture the first independent Case H answer through any equivalent route. Note access support and content cue separately.
5. Respond · 4 min. Use the teacher key after the first record; if a real safety concern arises, stop the check and follow school policy.
6. Close · 2 min. Label the result FICTIONAL PLAN REASONING. Actual outdoor activity, if any, needs its own dated local record.

Week 6 · Day 26 · Put three actions in a safe order

Goal: plan a cooperative movement sequence with a travel/propulsion action, stable pause and large-object placement; AC9HPFM01 and AC9HPFM02 conditional on actual action. Prepare: Source D, cooperative sequence, optional locally approved space/equipment.

1. Settle · 3 min. Offer paper planning first. Check local equipment, clear lane, consent, individual access and agreed stop cue before any real trial.
2. Read · 4 min. Read Source D. Ask what comes before the wide target and what is a rule for participants.
3. Model · 5 min. Adult orders broad paper labels ACTION–MARK–PAUSE–TARGET. An adult demonstration stays labelled adult action.
4. Choose · 7 min. Day 26 A/B/C arrange or direct the sequence; an opt-in actual suitable action may happen only in a checked setting. No racing, throwing or forced balance.
5. Notice · 4 min. Record the chosen plan and, separately, the actual child action and supports if observed; otherwise PHYSICAL ACTIVITY NOT OBSERVED.
6. Close · 2 min. Ask whether a different action would fit next time; do not rank bodies or distance.

Week 6 · Day 27 · Ask before shared equipment or space

Goal: combine permission with a chosen physical action in a cooperative station; AC9HPFP04 partial and AC9HPFM02 conditional. Prepare: Source D, access rule, adult-checked class-owned large object.

1. Settle · 3 min. State that no one lends a personal item or needs to explain no. A real child's permission is asked afresh.
2. Read · 4 min. Re-read Source D's class-owned object and one-person lane. Ask who must check that space before another turn.
3. Model · 5 min. Puppets ask, hear “not now”, accept it and choose a safe waiting place. A paper yes is not real consent.
4. Choose · 7 min. Day 27 A/B/C practise ask/answer/accept with source cards. Offer actual activity only after local consent and access checks; the child may pass on handling equipment.
5. Notice · 4 min. Record permission words and prompts separately from any actual object/space movement observed. If none, PHYSICAL ACTIVITY NOT OBSERVED.
6. Close · 2 min. Return class equipment; a real request to stop is honoured now and later.

Week 6 · Day 28 · Change an action, keep the goal

Goal: adapt the sequence so a participant can use a suitable action without being ranked; AC9HPFM01 and AC9HPFM02 conditional, AC9HPFP02 partial. Prepare: Sources D–E, activity pair, checked alternatives.

1. Settle · 3 min. Say equal participation does not require equal reach height or movement mode. Consult individual access privately.
2. Read · 4 min. Read Source E's two proposed rules and identify the requirement that could exclude someone.
3. Model · 5 min. Adult changes a paper target position and says each person may choose a safe approach. This paper change is planning, not observed movement.
4. Choose · 7 min. Day 28 A/B/C revise a sequence. An actual individually suitable trial is optional and requires a separate local check and observation.
5. Notice · 4 min. Ask what stayed the same goal and what action changed; record actual movement only if truly seen, with chosen support.
6. Close · 2 min. Rest or stop without a reason; keep further adjustments open.

Week 6 · Day 29 · Give each cooperative turn room

Goal: revise a one-person rule to support fair play in a small activity; AC9HPFM04 only if actual activity occurs, AC9HPFP02 partial. Prepare: Source E, access rule, optional checked activity.

1. Settle · 3 min. No speed rankings, forced waiting position or personal explanation. A movement-free route remains part of the reasoning task.
2. Read · 4 min. Read Source E; ask which proposal lets a person finish safely and which asks everyone to reach the same height.
3. Model · 5 min. Two puppets revise the rule to one clear lane, enough time, an agreed stop cue and a next turn. Nothing about real children is inferred.
4. Choose · 7 min. Day 29 A/B/C make a rule and show two paper turns; optional actual play follows local checks and each child's choice.
5. Notice · 4 min. Record the proposed rule versus any actual fair-play conduct separately. A paper plan cannot establish that anyone followed the rule.
6. Close · 2 min. Preview an unseen different check without revealing its case, names, board or answer.

Week 6 · Day 30 · Fresh cooperative-rule check

Goal: independently interpret a new fictional movement station and evidence boundary through teacher-held Case I; AC9HPFP02 and AC9HPFP04 partial reasoning, AC9HPFM01, AC9HPFM02 and AC9HPFM04 only with separately observed actual activity. Prepare: unseen check, teacher key, no movement requirement.

1. Settle · 3 min. Offer read-aloud, point, sign, AAC or private answer. No real equipment handling is required for the paper check.
2. Read · 4 min. Reveal Case I for the first time; read all exact lines without pointing to an answer.
3. Process model · 5 min. Use a blank unrelated card to model quoting one sentence as evidence, not a held-case example.
4. First response · 7 min. Capture the first independent Case I response and exact access/content prompts separately.
5. Respond · 4 min. Use the teacher key after first response. Any separate optional actual play is recorded only if approved, chosen and observed.
6. Close · 2 min. File fictional reasoning separately from observed action or PHYSICAL ACTIVITY NOT OBSERVED. One public check cannot certify whole-year HPE achievement.