# Years 1–2 HPE · Year 1 learner choice cards

These short situations and people are **invented**. No one must share a private story, touch a person, lend an item, compete or move in a way that hurts. If you say **stop**, the activity stops. Your teacher will tell you which safe adult to ask for help at school. Print one card when needed. Use the [A4 choice path](../print/hpe-aid.pdf) or [text version](../print/TEXT-ALTERNATIVES.md). You may point, speak, sign, use AAC, direct an adult or move a paper token.

## Day 1 · Ari and Jo's marker

**Story:** Ari wants to use Jo's marker. Jo is still using it. **Prompt:** What can Ari ask? What can Ari do if Jo says no?\
**My choice:** Ari could say ____ · after no, Ari could ____.

## Day 2 · Mila's library choice

**Story:** Mila is invited to a group game and says, “No thanks; I want to read now.” **Prompt:** What can the inviter say or do next? Mila does not need to explain more.\
**My choice:** The inviter could ____.

## Day 3 · A game turn changes

**Story:** Two fictional puppets thought they would take turns in one order. The order changes. **Prompt:** Name one feeling either puppet *might* have. What respectful action could help?\
**My choice:** A puppet might feel ____ · one helpful action ____.

## Day 4 · A stop was not heard

**Story:** A fictional peer keeps asking someone to play after that person says “stop”. **Prompt:** Show a safe next action and a school adult role the person can seek. No one has to act out an unsafe event.\
**My choice:** The person can ____ · ask ____ for help.

## Day 5 · New toy-share check

**Story:** Tari asks to use Ren's block. Ren says “No, I'm using it.” Tari keeps asking. Ren wants the asking to stop. **Prompt:** What was a respectful way to ask? What should Tari do after no? What can Ren do if the boundary keeps being ignored?\
**My choice:** Ask ____ · after no ____ · if it continues ____.

## Day 6 · A route with room for others

**Source:** An invented start and finish are separated by two paper shapes. There is open space around the shapes. **Prompt:** Show a route that leaves room for someone else. Choose walking, rolling, a tabletop token or child-directed partner movement. Which turn makes it safe?\
**My choice:** Route ____ · safe turn/space ____.

## Day 7 · Near and far zones

**Source:** An approved soft object or paper token starts at a mark. One zone is nearer; one is farther. No person is a target. **Prompt:** Choose one change in direction or effort to try for one zone. What did you notice *in this attempt*?\
**My choice:** I changed ____ · noticed ____.

## Day 8 · Which place feels workable?

**Source:** Three invented activity places: a shaded clear path, a clear indoor room, and a noisy crowded space. **Prompt:** Choose one feature that could help someone join an activity. Another person may choose differently.\
**My choice:** Feature ____ · it might help because ____.

## Day 9 · A rule for two turns

**Story:** Two fictional players move one paper token through a route. **Prompt:** Suggest one rule that makes both turns fair. If your first rule leaves someone out, how could the group change it?\
**My choice:** Rule ____ · change if needed ____.

## Day 10 · New route-and-rule check

**Source:** In a **fictional room plan**, start is on the left, finish on the right, and a large paper block fills the centre. Two players need a turn. There is clear space **above and below** the block. **Prompt:** Direct a safe path around it using a paper token or approved movement. Add one rule that lets both participate. Explain one safety reason and one fairness reason.\
**My choice:** Route ____ · rule ____ · safer because ____ · fairer because ____.

**Reuse:** Original SubjectNest fictional choice cards © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit source/licence and mark changes.