# Week 26 · What makes a movement safe and fair?

**Five 35-minute integrated blocks, Foundation / Queensland Prep · teacher draft.** Use [English Days 126–130](../english/term-3/weeks-25-26/LESSONS.md), [maths Days 126–130](../mathematics/term-3/weeks-25-26/LESSONS.md), the original [paper-path text](../english/term-3/weeks-25-26/MATERIALS.md), [route mat](../mathematics/term-3/weeks-25-26/paper-route-mat.svg) and [movement choice mat](../english/term-3/weeks-25-26/movement-sequence-mat.svg). The three blank movement boxes support a child-chosen **start / move / finish** sequence. Physical activity is optional and must follow school safety/access planning; the paper route is full academic participation but not by itself evidence of physical movement or Dance performance.

**Prepare:** large paper visitor and labelled symbols; a bounded, hazard-checked familiar play space only if approved; a child-approved choice of safe gestures/movements; a teacher observer card with **rule offered → child response → consequence → revision**; and an agreed stop/help signal. Ask each learner which route is accessible without asking for a diagnosis. No copying of an unapproved cultural performance, pressure to stand/balance, timed race, touch or public video. A child may share movement ideas by directing an adult, but record separately whether the learner physically experimented with movement under a relevant arts/HPE code.

**Ready-to-run physical option, subject to local checks:** place two broad floor targets inside the approved area; use one large soft ball selected under school age and safety requirements. Each willing player takes a turn to **roll** it toward a chosen target from an accessible seated/standing position; an adult retrieves it after it stops. The rule is one player at a time, a clear start/stop signal and a repeat or alternate response route on request. Practise the object-control skill of aiming and rolling without speed, winning, contact or forced standing. A learner may choose a different safe physical manipulation after educator/specialist advice, or direct a paper visitor instead. Record the actual skill/mode attempted; a directed adult roll is planning/participation, not the learner's own roll. If no approved physical setup is available, use the paper version and mark physical HPE evidence **not observed**.

**One-child observation card:** date/setting ___; agreed rule and stop signal ___; chosen access route ___; child's first action/response ___; what happened for another player ___; child's explanation of fair/safe effect ___; revised rule/action ___; adult support ___; physical movement actually observed yes/no ___. Store under school policy; record the child's words rather than a global “good sport” rating.

| Day | Thirty-five-minute route | Distinct evidence and next teaching action |
| ---: | --- | --- |
| **126 · A rule we can try** | **5 min** discuss safe stop/help signal; **7 min** adult reads Tali's invented paper-path game; **8 min** compare vague “be fair” with start/turn/repeat rules; **10 min** child helps choose one paper-game rule and tells why it can help more players join; **5 min** observer tests whether another response mode is permitted. | Save first rule, reason and listener response. The teacher then checks any proposed physical version for actual access/safety. A paper-only fair-rule discussion samples English, not physical movement. |
| **127 · Try and observe an adapted game** | **5 min** teacher states bounded space and stop signal; **7 min** model a gentle large-ball roll toward one broad target plus an individually suitable alternative; **8 min** willing children practise one-at-a-time rolls/approved manipulation or direct a paper visitor; **10 min** observer logs the actual skill, turn rule and how another child joined; **5 min** ask whether the rule caused an exclusion and revise if needed. | Use the ready-to-run setup and card above. Physical HPE AC9HPFM01/02/04 evidence requires the learner's actual safe activity/response, with access adaptations judged locally. Paper-only route remains participation but physical outcome **not observed**. Never interpret nonparticipation as inability or noncompliance. |
| **128 · Make an original movement sequence** | **5 min** name that a group can share an idea through movement without using anyone else's cultural dance; **7 min** teacher models three neutral actions such as reach/pause/sway, with seated or child-chosen alternatives; **8 min** child selects/changes three safe actions or a directed paper movement plan; **10 min** child rehearses an original sequence in an appropriate physical/access route and explains the idea it communicates; **5 min** ask what a chosen listener might notice. | Record child-controlled choices and, where actual movement occurs, the movement itself. Directing an adult is meaningful arts planning but is not silently scored as the child's physical performance. Ask a specialist for adaptations if needed. No costume/music/cultural motif is assumed. |
| **129 · Share, listen, improve** | **5 min** revisit the chosen safe rule; **7 min** small willing pair/adult follows each other's paper or approved movement route; **8 min** one learner shares original three-part sequence with a chosen audience, including private one-to-one; **10 min** observer records turn rule, access route, audience feedback and child-directed revision; **5 min** child says what made this group version clear or fair. | Keep Arts **making/sharing**, HPE **movement/fair play**, mathematics **position**, and English **rule/reason** in separate columns. Audience choice avoids forced public performance. A paper map cannot be called a safe real route. |
| **130 · Check a new group's rule** | **5 min** after separate held-out subject checks, offer a **practice** paper layout; **7 min** child chooses start/first/next and a rule; **8 min** willing child tests a locally approved movement or paper route; **10 min** observer and child compare intended/actual route, turn access and one reason to keep/revise the rule; **5 min** share one bounded reflection with chosen listener. | Preserve first response and revision. Do not preview the Day 130 English/maths assessment map or print. Record physical/dance outcomes only when actually observed. “This movement matters to my group because …” can be a child's bounded perspective, not a universal community claim. |

**Three domains and choice routes:** original paper-path game, adapted physical minor game, and a child-created neutral movement sequence. A learner may take part through paper, seated/standing/wheeled movement as safe and chosen, tactile/visual directions, AAC/sign/voice or child-directed adult movement. None is a lesser social role. Local safety decisions govern whether any physical route is run. If a child requests help or shows distress, respond under school policy, not as an assessment opportunity.

**Curriculum boundary:** mathematics AC9MFSP02 asks location of **self and objects relative to other people/objects in familiar space**; paper symbols sample object relation, and real familiar-space relation must be separately observed. HPE AC9HPFM01, AC9HPFM02 and AC9HPFM04 respectively concern fundamental movement in games, safe movement/manipulation, and fair-play rules **in physical activities**. Paper-only roleplay does not evidence those physical components. Dance AC9ADAFD01/AC9ADAFC01/AC9ADAFP01 are sampled through original idea-making, a created movement work and sharing with a chosen audience **when those actions occur**. AC9ADAFE01 asks why arts matter for people and communities; a child's actual shared work and bounded reflection on its meaning to this small group can sample it, but cannot establish another community's meaning. No First Nations performance or cultural expression is invented or reproduced. Exact Foundation descriptions checked in the [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. These are partial proposed links, not endorsement or a local syllabus decision.

Original guide and linked authored aids © 2026 NeuroForgeIO Pty Ltd, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and indicate changes. ACARA retains its terms. Human safety, access, cultural, local syllabus and classroom trial review pending.