Teacher draft · ten optional 25-minute sessions, Days 31–40. Week 7 asks how a real, locally verified school health/safety sign connects to the action taught at that school, and what to do when its meaning is unclear. Original classroom practice tags are always identified as models; they are not official signs. This complements integrated Week 7 signs and safe choices without using a device, account, child photo or personal information. Week 8 offers an individually chosen quiet two-action/rest movement pattern with an accessible stop cue and fair invitation. This complements integrated Week 8 patterns; a paper repeat or Arts response is not evidence of HPE physical skill.
Use the school gates, complete original sources and exact aid alternatives, timed scripts, thirty flexible routes, twenty worked swaps and ten optional family bridges. Keep fresh Day 35/40 checks unseen until each first independent response; consult the separate key afterwards. Exact curriculum mapping, source/rights, desk QA, verifier and hash manifest make provenance and limits visible.
Week 7 gate: before a real-sign lesson, the educator and school child-safety lead select two currently used, accessible signs in their actual approved places; verify the exact words/pictures, purpose, action, permission to show them and date. Teach the school's current routine and adult help route. Do not guess a sign from a symbol, copy a restricted sign, invent a local sign or promise an adult is always available. A child can pass, ask privately or use AAC. A real safety concern stops the exercise and follows school policy; no child is asked for a personal unsafe story. If no verified real sign is available, use the original practice tag as a FICTIONAL MODEL and mark REAL COMMUNITY SIGN NOT OBSERVED for AC9HPFP06.
Week 8 gate: check local movement space, rest, individual access, consent and an accessible visible/aural/other agreed stop cue before an optional physical turn. Invite two different safe actions or an action and still rest that work for the individual; there is no required clap, sound, hop, spin, touch, performance speed, body position, peer contact or public solo performance. A child may direct a paper strip or adult, but that is planning. Record physical skill and rule following only from an actual chosen, suitable, locally approved and observed child action; otherwise PHYSICAL ACTIVITY NOT OBSERVED. A real “stop” or “no” is respected immediately.
Six original A4 aids
Each original SVG also has a selectable-text one-page PDF. MATERIALS.md gives exact ordered words plus broad tactile and linear-text equivalents; local sign details belong only in a school copy. The PDFs embed a subset of DejaVu Sans; its font licence is included without trailing whitespace.
| Aid | |
|---|---|
| Real sign versus practice tag | SVG · PDF |
| School-verified sign/action record | SVG · PDF |
| Clarify with a school-approved adult | SVG · PDF |
| Two chosen quiet actions and rest | SVG · PDF |
| Accessible cue and fair invitation | SVG · PDF |
| Separate fictional, real-sign and movement evidence | SVG · PDF |
Status: original partial HPE draft pending human educator, safeguarding, accessibility, school-sign, equipment, local-syllabus and classroom review. The verifier tests internal integrity, not real sign correctness, physical safety, efficacy, a classroom pilot or ACARA/QCAA endorsement. No personal child data or measured outcome is supplied.
Original scripts, cases and vector aids © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Attribute SubjectNest by NeuroForgeIO Pty Ltd, link source/licence and note changes. ACARA/QCAA and any locally selected sign retain their own rights.