# Health and Physical Education · optional Years 9–10 Days 11–20

Ten **12-minute** blocks mix health/inclusion reasoning with opt-in movement strategy. No diagnosis, treatment, disclosure of identity or relationship experience, forced movement, competition score, public recording or exercise prescription is requested. Follow school policy and learner access needs. **A plan is valuable evidence of planning, but is not evidence of movement performance, participation or demonstrated fair play.** Only mark actual enactment when safely observed with willing people. Use the [clean learner cards](LEARNER.md#hpe). Every block runs **0–2 orient; 2–4 model; 4–10 A/B/C; 10–12 collect/next**. The two [fresh HPE checks](ASSESSMENT.md#hpe-checks) are additional publicly accessible formative prompts, not secure exams.

### HPE Day 11 · Library-club invitation · AC9HP10P05

**0–2:** Read the fictional exclusionary poster without referring to classmates. **2–4:** Model an invitation with equally valued speaking, writing/AAC and organising roles. **4–10:** A/B/C designs a change and feedback question. **10–12 evidence/next:** A useful strategy changes the club's process, not just “be nice”; a person may choose or decline. If one role is treated as lesser, ask who gets meaningful influence. **Home:** optional fictional poster rewrite with no interview.

### HPE Day 12 · Sleep-product claim audit · AC9HP10P09

**0–2:** Label the ad invented and the topic not personal medical advice. **2–4:** Highlight the universal “guarantees perfect” language. **4–10:** A/B/C asks about evidence population, outcome, harms and source. **10–12 evidence/next:** No study, population or safety information is supplied, so the guarantee is unsupported. If a learner gives a personal recommendation, return to source critique and locally qualified support pathways. **Home:** critique a fictional health line only; do not search or share personal health information.

### HPE Day 13 · Timetable transition · AC9HP10P02

**0–2:** State the fictional room change; no reason for a communication need must be disclosed. **2–4:** Model both a concise message and a way to confirm receipt. **4–10:** A/B/C refines an accessible transition. **10–12 evidence/next:** A robust plan includes time, location, alternative format and a private route for questions. If the learner relies only on a shouted announcement, ask how someone who missed it would know. **Home:** a paper message only, no actual contact.

### HPE Day 14 · Shared-material permission · AC9HP10P04

**0–2:** The peer and tools are invented. **2–4:** Model “May I use this?” and accepting “no”; discuss how a facilitator's authority could help or pressure. **4–10:** A/B/C creates a respectful dialogue/process. **10–12 evidence/next:** Respect means the request is optional, the refusal works and shared alternatives are available; power is relevant if a leader overrides the boundary. If learner treats “please ask first” as hostility, reframe it as a clear choice. **Home:** no live role-play required.

### HPE Day 15 · Crowded-room safety plan · AC9HP10P08

**0–2:** This is a no-injury paper scenario, not an emergency drill. **2–4:** Model pause → tell responsible adult → follow approved route, with no self-clearing task. **4–10:** A/B/C plans/rehearses the decision on cards. **10–12 evidence/next:** Evaluate whether the plan avoids the blocked aisle and follows local staff direction. If a learner runs through or moves boxes in the scenario, ask what school policy and responsible adult would require. **Home:** paper-only safety message; no hazard inspection.

### HPE Day 16 · Tabletop passing strategy · AC9HP10M02

**0–2:** Ask consent for any paper-token run; paper simulation is also valid planning. **2–4:** Model one turn rule and a meaningful-turn count. **4–10:** A/B/C creates and refines a strategy through safe run, directed run or explicitly untested simulation. **10–12 evidence/next:** Note actual turn evidence only if a run occurred; compare before/after rule and a participant choice. If no run happened, log strategy design only. **Home:** write a hypothetical rotation without needing a partner.

### HPE Day 17 · Seated rhythm route · AC9HP10M02

**0–2:** Movement and hearing routes are optional; follow school safety/access guidance. **2–4:** Model four boxes TOUCH/REST/TOUCH/REST and a visual cue. **4–10:** A/B/C creates a coordinated strategy, possibly testing comfortable motion. **10–12 evidence/next:** A successful strategy names timing, cue and how willing partners can opt in or change it; only actual runs evidence observed coordination. If sound is the only cue, ask for a non-audio option. **Home:** four-box silent score, no exercise requirement.

### HPE Day 18 · Fair-play passing game · AC9HP10M08

**0–2:** State the fictional unfair turn rule and get consent for any opt-in movement; offer comfortable seated pass, roll or directed-move options under school guidance. **2–4:** Model a fair procedure agreed before play. **4–10:** A/B/C runs/observes/reviews the small physical passing challenge or writes an untested plan. **10–12 evidence/next:** Demonstrated fair play requires a real willing run and reflection on the physical activity outcome; a paper critique is useful but remains planning. If a learner imposes a rule without agreement, ask how players can contest it. **Home:** design a hypothetical fair turn sequence.

### HPE Day 19 · Reach-route adaptation · AC9HP10P05

**0–2:** No person's reach or ability is measured. **2–4:** Model equal-goal station choices, not a “normal” route. **4–10:** A/B/C proposes participation options and a feedback question. **10–12 evidence/next:** The strategy preserves meaningful choice and a no-penalty decline; it does not certify access without users' input. If “everyone can reach” appears, ask what source supports it: none. **Home:** paper station plan only.

### HPE Day 20 · Mixed-role activity review · AC9HP10M09

**0–2:** Roles are fictional; group enactment is opt-in and school-approved. **2–4:** Model one turn of caller/mover/recorders and an agreed swap. **4–10:** A/B/C devises and refines rotation by trial/directed observation or clearly untested plan. **10–12 evidence/next:** Actual collaboration/leadership evidence depends on an observed willing-group round; otherwise record a designed strategy. If one participant controls all decisions, ask where others can influence the rule. **Home:** role cards with a fairness question, no group required.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit author, source, licence and changes. This is not medical or safety advice; local policy and qualified support take precedence.