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Day122 · Make two moves worth rememberingFoundation HPE · T3 W25–26 · Teacher · Teacher / Day 122

Child invitation: Choose a first move and a next move. You can change either.

Purpose: Combine two suitable familiar movement actions for a child-chosen story or useful play purpose, retaining choice and comfortable range.

Partial curriculum links: AC9HPFM01, AC9HPFM02, AC9HPFP04.

Before the child clock: Two broad FIRST/NEXT cards; an individually reviewed small movement menu and known pause/help cues. Read preparation and actual evidence boundaries.

1. Start ·3minutes: Choose a first move and a next move. You can change either. Offer one choice at a time; establish the known pause/help/finish cue and one useful purpose.
2. Teach/model ·4minutes: Show an original pretend garden story with two locally suitable actions: a comfortable body turn to look at a flower, then a short approved travel to a different clear spot. Say which action changes body shape and which changes location. Demonstrate the pause cue between them; never require a particular posture or range.
3. Guide ·5minutes: Offer one action at a time, then let the child decide whether to join them. Rehearse the order using FIRST/NEXT cards with guidance; cards are memory supports, not proof of movement. Ask before borrowing an object or using another person’s space.
4. Own contribution ·7minutes: Child chooses two suitable actions, one action repeated with a changed purpose, or a single action with an optional next idea. They choose an ending, ask for help or stop. The adult keeps the physical arrangement safe and pauses while changing cards or retrieving an item.
5. Notice ·4minutes: Record actual actor/action/order and the learner’s own choice, not neatness of cards, speed, an exact posture or whether a story was publicly performed. A one-action contribution does not show a two-action sequence.
6. Finish ·2minutes: If order is unclear, model an unrelated puppet-arrival sequence and let the child choose a different first action. If an action is unsuitable, replace it while preserving the story purpose; practise a suitable component with guidance before independent use. 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

• Try a two-action story in a cleared space, with pause between actions.
• Choose nearby seated/standing actions in an approved comfortable range.
• Arrange an own sequence and direct a willing adult or keep it as a plan.

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

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