# HPE teacher checks and next moves · keep separate

Do not grade a learner's body, speed, speech, willingness to disclose or public performance. Use **2** for an independently chosen safe/respectful action with accessible mode, **1** after a model or prompt, **0** for not yet evidenced with access available. Record `exact action or words | actual/paper only | partner/consent | support | next move`. A token plan is valuable reasoning, but cannot prove physical movement or cooperation that did not happen.

| Day | Exact check / acceptable response | If not yet, teach and recheck |
| ---: | --- | --- |
| 1 | Invitation is optional and clear; “no/not now” is accepted without pressure or a demanded reason. | Model one short script and practise on a different fictional game. |
| 2 | Learner names **two possible**, not certain, emotional responses to the same scene and asks how the other person feels or what they prefer. | Contrast “might feel” with “is feeling” using a new scene. |
| 3 | Ask before using; a refusal is respected; someone can change an earlier yes. A short AAC selection counts. | Rehearse ask → listen → accept with two new paper props. |
| 4 | Stop/keep clear, seek an approved available adult and give a clear message; if unavailable, use the school's next safe helper route. Do not require child to lift the box. | Practise the actual school help route privately with a non-personal scenario. |
| 5 | To Ren: “Okay, maybe another time” or equivalent. For marker: avoid the busy path and tell an adult/seek safe retrieval under school process. | Split the two decisions, practise each with fresh invented names, then combine. |
| 6 | Learner identifies turning space and an observed safer/easier route **for their own trial**; record whether actual bodily movement occurred. Paper route = planning only. | Compare two clearly different wide/narrow paper paths before an accessible real try. |
| 7 | Direction/effort is changed one variable at a time; report actual near/far result without claiming a universal rule. | Rehearse one deliberate change with a new soft-disc target. |
| 8 | A co-constructed rule offers both turns and a pause; it is actually tried and, if needed, revised with willing participants. Solo plan = rule reasoning only. | Give each participant a token turn; ask what rule made room for the second. |
| 9 | Two adjustments are proposed; at least one is tested with consent if claiming application. Child reports feedback from actual participants, not an assumption about an access group. | Ask a willing partner for one preference, then revise a new rule. |
| 10 | Clear route around block, suitable object action, turn/pause rule, safety reason and accurate actual-versus-untested report. Credit each of movement/fair-play/collaboration only if observed in its form. | Re-teach the missing component on a new route; do not repeat the same scored diagram. |

**Safety gate:** If a learner reports a real safety concern, follow school safeguarding procedures immediately; do not keep the discussion within a pretend game. No automated checklist substitutes for that procedure. Invite a private response throughout.

**Fresh transfer:** New paper route with the block on one side, new willing partner and a different soft-disc starting mark. Observe whether the learner independently checks space, asks permission and applies a fair rule. Note chosen access route. Outdoor activity is not claimed by this indoor/tabletop pack.

Original teacher checks © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).