# Years 1–2 HPE · ten optional Year 1 activities, 12 minutes each

**Status:** draft awaiting school HPE/safeguarding, access and local syllabus review. Australian Curriculum v9 HPE uses a **Years 1 and 2 band**, so these are Year 1 entry activities, not full band coverage or health advice. Week 1 practises respectful choices, feelings and help-seeking through fictional situations. Week 2 gives safe, cooperative movement choices. Each optional block is **2 + 7 + 3 = 12 minutes**; it does not replace a school's full physical activity, health, safety or relationship program. Use [learner cards](LEARNER.md), the original [A4 ask–listen–act aid](../print/hpe-aid.pdf) or [text route](../print/TEXT-ALTERNATIVES.md), and separate [teacher checks](ASSESSMENT.md).

**Week 1 real-life examples:** sharing classroom markers, joining a library game and changing a playground turn; safe help from a known school adult is another context. **Week 2 examples:** moving through a classroom route, a soft-object target game and an approved outdoor/playground activity. No child must discuss private harm, touch another person, justify a refusal, compete, disclose a disability or demonstrate physical ability in public. Stop means stop. The school safeguarding process applies if a real concern is raised; this pack does not investigate it.

**Set-up/access:** Check floor, space, equipment, supervision, weather and the learner's agreed adjustments. Use a paper ball/soft beanbag only if approved; no throwing at people. Every movement task offers a directing or tabletop-token planning route. That route can show reasoning and collaboration; it does not by itself show a fundamental physical movement skill. An accessible actual movement or object-manipulation turn supplies that evidence when appropriate. Use speech, sign, AAC, pointing, action, picture sequence or child-directed adult writing. A child can observe or take a quiet turn. Record `exact words/choice/movement reasoning | independent/prompted/not yet observed | mode/support | next move`; never record a private story in public resources. Exact band codes are in the [crosswalk](../CURRICULUM-CROSSWALK.md).

## Day 1 — Ask before borrowing

**Codes:** `AC9HP2P02`, `AC9HP2P04`. **Prepare:** fictional marker-share Card 1; two marker-shaped paper strips.

1. **Notice · 2 min.** Say: “Ari wants Jo's marker. What can Ari say before taking it?” Do not require a child to lend an actual item.
2. **Try · 7 min.** Model “May I use it?” and two valid replies: “Yes, after this line” and “No, I am using it.” Pairs act with paper strips or direct an adult; the asker listens and follows the reply without arguing.
3. **Show · 3 min.** Child chooses an asking phrase and an action after **no**. Teacher listens for respectful permission, not scripted politeness alone.

**Home/low-material:** Point to two words **ask / wait**; no family item or role-play contact required.

## Day 2 — A no can be enough

**Codes:** `AC9HP2P04`, `AC9HP2P02`. **Prepare:** fictional library-game Card 2.

1. **Notice · 2 min.** “Mila is invited to a group game but wants a quiet reading turn. Does Mila owe a long reason?” No.
2. **Try · 7 min.** Practise an invitation, “No thanks” or AAC refusal, and an accepting response: “Okay.” Offer a partner-game alternative later, but do not push after no. Use puppets or cards, not a student's personal preference as a test.
3. **Show · 3 min.** Child shows how the inviter responds after no. An adult immediately respects any real refusal during the activity.

**Home/low-material:** Read two fictional speech bubbles and choose the respectful reply.

## Day 3 — A feeling is a clue, not a fault

**Codes:** `AC9HP2P03`, `AC9HP2P02`. **Prepare:** puppet turn-change Card 3.

1. **Notice · 2 min.** “A game turn changes suddenly. What might a fictional player feel? People may feel differently.”
2. **Try · 7 min.** Children place **frustrated / surprised / calm / unsure** beside two fictional characters, giving a possible reason. Model a response that respects both: pause, ask for the new rule and offer a fair next turn. Do not infer a real child's emotion from appearance.
3. **Show · 3 min.** Child names one possible feeling and one helpful response without labelling a peer.

**Home/low-material:** Paper face words or AAC choices suffice; no personal disclosure.

## Day 4 — Find help when a game does not feel safe

**Codes:** `AC9HP2P05`, `AC9HP2P04`. **Prepare:** fictional pushy-invitation Card 4; school-approved help contact.

1. **Notice · 2 min.** “A fictional peer keeps asking after ‘stop’. What can the child do?” Say stop, move to the agreed safe space and seek a known adult.
2. **Try · 7 min.** Point through three paper steps **stop → move away → tell a trusted school adult**. Learners select an adult role approved by the school, not a real child's private experience. Practise a simple message: “I said stop. I need help.”
3. **Show · 3 min.** Child places the steps in order or communicates a safe help request. If a real concern appears, follow school safeguarding policy, not this fictional worksheet.

**Home/low-material:** Use three word cards. An adult at home follows the family's actual safety plan; no staged unsafe scenario.

## Day 5 — New respectful-choice check

**Codes:** `AC9HP2P02`, `AC9HP2P04`, `AC9HP2P05`. **Prepare:** new fictional Card 5 and [teacher key](ASSESSMENT.md).

1. **Notice · 2 min.** Read the new toy-share situation exactly, without modelling its solution.
2. **Try · 7 min.** Individually select what to ask, how to respond to **no**, and when to seek adult help if a boundary is repeatedly ignored. A child may speak, point, sign or use AAC; no actual item is taken.
3. **Show · 3 min.** Collect the child's sequence before discussion. Later feedback targets the action, never compliance with lending.

**Home/low-material:** Printed card only; no toy-sharing demonstration required.

## Day 6 — Choose a safe route through space

**Codes:** `AC9HP2M01`, `AC9HP2M02`. **Prepare:** paper start/finish markers, clear school-approved space or tabletop token route.

1. **Notice · 2 min.** “How could we travel from start to finish while keeping space for others?” Show a short route with an unobstructed turn.
2. **Try · 7 min.** Learners choose walking, rolling, seated arm movement with a token, or partner-operated token under their directions. Try two routes and say which was easier **for this route** and why. Avoid racing and public comparison of bodies.
3. **Show · 3 min.** Child points to a turn/space choice that kept the route safe. Record reasoning, not speed.

**Home/low-material:** Move a pencil token around two paper shapes; no physical route needed.

## Day 7 — Send a soft object to a safe zone

**Codes:** `AC9HP2M01`, `AC9HP2M02`. **Prepare:** approved soft object or paper token and two floor/table zones.

1. **Notice · 2 min.** “Which target is closer? How might the action change?” Confirm that no object is directed at a person.
2. **Try · 7 min.** From a marked position, roll/toss an approved soft object or slide a token to two zones. Choose one change (direction or effort) at a time. Learner may direct an adult. Outcomes vary; do not promise a hit.
3. **Show · 3 min.** Child describes which change helped **in their attempts** and what remains uncertain.

**Home/low-material:** Slide a paper circle on a table; no ball or vigorous movement.

## Day 8 — What makes an activity welcoming?

**Codes:** `AC9HP2M03`, `AC9HP2M05` **only when learners actually participate in an approved outdoor physical activity and collaborate**; scene cards are preparation, not that evidence. **Prepare:** approved outdoor/indoor scene cards; real outdoors only after school checks.

1. **Notice · 2 min.** Compare an invented shaded path, a clear indoor room and a noisy crowded area. “What might make an activity enjoyable or difficult for different people?”
2. **Try · 7 min.** In a school-approved outdoor space, children take a safe adapted movement turn and select one adjustable feature: clear route, quieter time, partner choice or shade under actual school policy. They try a way for more than one person to participate without naming a peer's needs. The indoor card route plans the same choices when outdoors is unavailable; record it as planning only.
3. **Show · 3 min.** Child gives a feature and a reason, acknowledging another learner might choose differently. Record outdoor participation/collaboration only if actually observed.

**Home/low-material:** Use scene words only. No weather exposure or exercise prescription.

## Day 9 — Write a fair rule together

**Codes:** `AC9HP2M04`, `AC9HP2M05`. **Prepare:** paper token cooperative delivery game.

1. **Notice · 2 min.** “Two players both need a turn to move a token. What rule would help?”
2. **Try · 7 min.** Group chooses a short rule such as **one turn each; anyone may say stop; change route if space is blocked**. Try a tabletop or room route. If the rule excludes someone, revise it with their consent; no winner is needed.
3. **Show · 3 min.** Child names the rule and one way it supported fair participation. Teacher notes whose ideas were heard, without making a child represent a group.

**Home/low-material:** Two people alternate moving a paper token; solo learner can mark two turns.

## Day 10 — New movement-and-fairness check

**Codes:** `AC9HP2M01`, `AC9HP2M02`, `AC9HP2M04`, `AC9HP2M05`. **Prepare:** new [learner Card 10](LEARNER.md), [teacher key](ASSESSMENT.md).

1. **Notice · 2 min.** Show a fictional room route with a blocked centre and two players. Ask for a safe, fair plan without hinting at the route.
2. **Try · 7 min.** Independently choose a path around the block, a movement or token route, and a rule that gives both a turn. Learner may direct an adult or use a paper model; no obstacle course is required.
3. **Show · 3 min.** Child explains one safety reason and one fairness reason. Collect before discussing possible solutions.

**Home/low-material:** Draw two routes and move paper tokens; no equipment or activity requirement.

**Reuse:** Original SubjectNest fictional HPE situations and lesson prose © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit source/licence and mark changes. ACARA wording retains [separate terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).