Twenty worked context swaps · optional, fictional and distinct…Foundation HPE · T1 W7–8 · Optional Practice

Use a different invented context after the teaching source. Each worked response is a reasoning model, never a report of a real school's sign, a real adult's reply or a child's physical performance. Real sign meaning comes only from current school verification. Any real physical trial is optional, individually suitable and school checked. None of these scenes reveals the fresh held cases.

Day 31

1. Imaginary library. A teacher-made card says “ASK ABOUT THIS SHELF.” Worked report: Read it as a practice tag; it is not an official community safety sign.
2. Paper sports hall. A square doodle has no verified words or location. Worked report: Its border alone cannot tell an action; ask the approved adult about a real sign.

Day 32

1. Fictional school corridor. A drawn marker points to a blank sign box. Worked report: Leave the action blank until the actual school's words, picture, placement and routine are verified.
2. Imaginary clinic waiting area. A paper arrow is labelled “model only.” Worked report: It cannot stand in for a locally approved health sign or action.

Day 33

1. Museum story. Two invented labels have different words but matching colours. Worked report: Colour cannot show that their actions match; read and verify each real sign separately.
2. Stationery-room fiction. A tag appears by a door in one drawing and by a shelf in another. Worked report: Placement is a source detail; a real instruction still needs school confirmation.

Day 34

1. Classroom art fiction. A puppet cannot understand a teacher-made paint-table reminder. Worked report: Pause and ask an approved adult what it means before acting.
2. Community garden story. A paper icon is unfamiliar to a puppet. Worked report: Do not invent an instruction from the shape; an adult checks the actual local rule.

Day 35

1. Post-check craft tag. A new invented card says “ASK BEFORE MOVING THE CLASS BOX.” Worked report: After the held first response, label it a practice reminder; no local sign claim follows.
2. Post-check sign record. A school has not supplied a real sign source. Worked report: Mark REAL COMMUNITY SIGN NOT OBSERVED and plan a verified opportunity later.

Day 36

1. Space-puppet game. On paper, A is a gentle chosen reach and B a still rest. Worked report: A–B can repeat on a strip; no real physical action is proved.
2. Story-theatre choice. A puppet selects a suitable travel action then a stationary pause. Worked report: Check individual access and space before a real turn; no speed target is needed.

Day 37

1. Pretend orchard path. A maker's paper unit reads guide–rest twice. Worked report: The printed repetitions cannot establish a child did them outdoors or indoors.
2. Model train station. A puppet changes B from a difficult move to a still shape. Worked report: Restart the adapted unit on paper; real comfort is not inferred from fiction.

Day 38

1. Quiet stage. A visible broad STOP card appears between A and B on a paper strip. Worked report: Pause the planned sequence and ask whether to continue; a real stop needs observation.
2. Art-studio model. A puppet uses an AAC STOP choice. Worked report: Adults honour that choice in any real activity; the story itself reports no child action.

Day 39

1. Invented market game. One puppet says everyone must use the same fast gesture. Worked report: Invite each participant's suitable A/B or action/rest, allow no and keep an agreed cue.
2. Library story circle. A puppet declines a public performance. Worked report: Accept no, offer private or paper response and do not score the puppet as uncooperative.

Day 40

1. Post-check garden mural. A paper strip shows move–rest twice and a STOP marker. Worked report: After the fresh response, quote the sequence and keep physical evidence separate.
2. Post-check class stage. An adult performs the quiet A/B for demonstration. Worked report: Credit adult demonstration to the adult; a child watching has not shown movement skill.