Keep this educator file separate from learner cards. These are fictional prompts, not a child's safety history. A real disclosure or concern follows the school's safeguarding process immediately. Do not grade a child on lending, public speech, speed, force, body shape, or whether they report a private feeling. Sample focus explanations in the short close and review all responses later. Record exact action/reason, support and independent / prompted / not yet observed locally.
| Day | Secure response or open observation | If unclear, teach this next |
|---|---|---|
| 1 | Ari asks before taking; after no, waits, asks for another material or uses a different option. Jo's refusal is valid. | If Ari takes the item anyway, replay with paper strips and stop at the reply. |
| 2 | The inviter accepts Mila's no (“Okay”) and does not demand an explanation. A later invitation is possible only with respect. | If “try again until yes,” practise a one-step hear no → stop asking sequence. |
| 3 | Frustrated, surprised, calm or unsure can all be possible for fictional puppets; a helpful action is pause, clarify the rule or offer a fair next turn. | If a child labels a real peer's emotion as fact, return to “might feel” and the fictional source. |
| 4 | Say stop, move to agreed safe space and seek a known school adult; “I said stop. I need help” is sufficient. School policy names the actual adult/contact. | If only a child-to-child solution is offered for a repeatedly ignored boundary, rehearse adult help without asking for personal history. |
| 5 | Tari can ask once respectfully. After Ren says no, Tari stops. If asking continues, Ren may repeat stop, move away and seek adult help. Never score Ren on eventually sharing. | If the student says Ren must lend, separate ownership/permission from turn-taking and practise a different toy card. |
| 6 | A route goes around the shapes with space for another person; walking, rolling, token and child-directed partner routes can all show the idea. | If the route cuts through a shape, move a larger token and trace the clear edge. |
| 7 | There is no fixed target outcome. Child names one changed direction/effort and describes what happened in that attempt; no object targets a person. | If “farther always works with more force,” compare actual tries and ask what else changed. |
| 8 | A clear route, quieter setting, partner choice or suitable shade can help someone participate depending on context. Preferences differ; real outdoor plans use school policy and weather. Indoor cards are planning evidence only; do not mark outdoor activity or physical collaboration observed unless it happened. | If one setting is declared good for everyone, offer two fictional participants with different choices. |
| 9 | A rule gives both a turn and can be revised for access; stop must be respected. No winner is needed. | If a rule excludes a participant, ask that learner how the group could change the route or turn. |
| 10 | A valid route goes above or below the central block, with an approved movement or paper token. A fair rule allows both turns and respects stop. Reasons refer to clear space and participation. | If only a route is shown, ask for a rule. If only a rule, trace the blockage and try an alternative path. |
Formative rubric
Record independent / prompted / not yet observed separately for: respectful interaction (asks/listens to permission, accepts no); safe help (can show a stop and adult-help route for a fictional repeated boundary); movement reasoning (selects a workable route or changes one movement variable, reports an actual trial without “always”); physical movement (an accessible body or object-manipulation action actually observed, not inferred from a token plan); fair collaboration (suggests/revises a rule so others can participate); communication/access (shows thinking through any agreed mode). The task's target is the decision and reason, not a particular body's performance. Do not use these ten short activities to label a child or certify Years 1–2 HPE achievement.
Later unfamiliar rechecks: (1) Fictional art-table prompt: one child asks for a brush, another says “after I finish”; ask what both can say/do, and what changes if a clear stop is ignored. (2) A new paper-only route has a blocked lower path and an open upper path; two players alternate a token. Ask for route, fair rule and two reasons. Use these after teaching, not immediately after telling the key.
Reuse: Original SubjectNest formative guidance © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit source/licence and mark changes.