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Day121 · Give your story a place to moveFoundation HPE · T3 W25–26 · Teacher · Teacher / Day 121

Child invitation: Where would your character like to go? Show one small move.

Purpose: Practise a suitable locomotor or non-locomotor movement in a purposeful small story; select a start and destination and respond to a known pause cue.

Partial curriculum links: AC9HPFM01, AC9HPFM02, AC9HPFP02.

Before the child clock: Two broad paper place labels, usual communication and a teacher-cleared small level space. A seated nearby-object route is ready too. Read preparation and actual evidence boundaries.

1. Start ·3minutes: Where would your character like to go? Show one small move. Offer one choice at a time; establish the known pause/help/finish cue and one useful purpose.
2. Teach/model ·4minutes: The educator models a tiny invented delivery: start beside the BOOK label, look at the clear space, make one individually suitable familiar movement toward HOME, and respond to the agreed pause cue. Name the actual body action; a drawn arrow is a plan. Model with a different route from the child’s own choice.
3. Guide ·5minutes: Check the meaning of start, destination and pause with the learner’s usual communication. Practise only a wanted suitable movement with guidance before an own turn. A child can choose a nearby body turn or reach in their comfortable approved range instead of travelling; do not call a stationary reach locomotion.
4. Own contribution ·7minutes: Child chooses a place/story purpose and one suitable movement. Keep the route short and clear; one useful try is enough. The educator remains responsible for supervision, observes the actual start/action/pause and offers a pause or finish immediately. No chase, speed, repetition or distance target.
5. Notice ·4minutes: Notice actual child skill, route/space choice and response to the known cue, with support recorded. A director’s idea or paper route is valuable design/communication work but supplies no child locomotor performance.
6. Finish ·2minutes: If start and finish are confused, model a new BOOK-to-DESK route with one clear landmark. If the movement component is unfamiliar, teach one locally suitable component before another wanted try; change access or context rather than require more attempts. Invite keep/change/finish. No speed, turn quota, positive feeling or complete worksheet criterion. Split/stop as useful; times are planning estimates.

Three purposeful choices

• Move through a small story: choose a suitable cleared route and an own ending.
• Make a nearby body story: choose an approved turn/reach and tell what it represents.
• Direct or draw a route: an agreeing adult may act on your directions; record each actor separately.

Child start · original aid/full alternative · ordinary contexts · one family offer · optional project.

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