# Years 1–2 HPE band · ten optional Year 2 blocks

**Use:** Five short respectful-relationship/permission blocks and five fair-movement blocks. Each is **notice 2 + try 7 + show 3 minutes**. Give [learner cards](LEARNER.md) and the original [ask–choose–move mat](../print/hpe-aid.svg) or [text equivalent](../print/TEXT-ALTERNATIVES.md); keep [keys/next moves](ASSESSMENT.md) private. These are partial band links, not a physical-education program or a safeguarding lesson replacement. Follow school child-safety, space, supervision and individual access plans. Never invite disclosure of a real unsafe experience in a group.

**Week 1 domains:** sharing a classroom game, choosing a partner, borrowing a prop, asking for help and a new queue scenario. **Week 2 domains:** a cooperative delivery route, a soft target, turn rules and inclusion. Use a level, approved space; no races, contact, blindfolds, thrown hard objects, public body comparison or required touch. A tabletop token or paper route is a full reasoning route, but **does not demonstrate physical movement skills**. Learners may stand, roll, move seated, gesture, use assistive equipment, point, sign, use AAC or direct an adult; record the actual action, choice and support. Respect a learner's “no” to an optional activity. Codes and conditional evidence are in the [crosswalk](../CURRICULUM-CROSSWALK.md).

## Day 1 — An invitation leaves a choice

**Codes:** `AC9HP2P02`, `AC9HP2P04`. **Prepare:** invented two-person game card.

1. **Notice · 2 min.** Say, “In our made-up game, Ari asks Bo to join. Bo may say yes, no or later.” Model a calm invitation once.
2. **Try · 7 min.** With puppets or name cards, learners practise **ask once → listen → accept the answer**. Swap who invites. If the answer is no, choose a different game or partner without demanding a reason.
3. **Show · 3 min.** Child gives one respectful invitation and one response to a refusal. Record the script, not willingness to join.

**Home/low-material:** Move two name scraps; one person can voice both fictional roles.

## Day 2 — Feelings can differ in the same scene

**Codes:** `AC9HP2P03`, `AC9HP2P02`. **Prepare:** invented game-space scene and feeling word choices.

1. **Notice · 2 min.** “A noisy game starts nearby. Could two people feel differently?” Do not ask children to reveal their own reactions.
2. **Try · 7 min.** Children choose two possible responses for **invented** players—interested, unsure, annoyed or calm—and a respectful check-in such as “Would you like a quieter space?” No emotion is assigned from someone's face alone.
3. **Show · 3 min.** Child names the situation, two possible feelings and one way to ask rather than assume.

**Home/low-material:** Read the scene and point to two words; no personal story.

## Day 3 — Borrowing a game prop

**Codes:** `AC9HP2P04`. **Prepare:** a paper disc as imaginary prop.

1. **Notice · 2 min.** Ask, “Could Jo take Sam's game disc without asking?” Keep it fictional.
2. **Try · 7 min.** Practise “May I use it?” with possible **yes**, **not now** and **no**. Model “Okay, I will choose another prop” and “I changed my mind; please give it back.” Children may use AAC or point to script cards.
3. **Show · 3 min.** Child demonstrates asking, receiving/denying permission and respecting a changed answer.

**Home/low-material:** Draw a disc; no real possession needs to change hands.

## Day 4 — Get help when a game space feels unsafe

**Codes:** `AC9HP2P05`. **Prepare:** invented blocked-path scenario and school-approved helper roles.

1. **Notice · 2 min.** “A fictional child sees a loose box blocking the play route. What can they do before moving?” No child needs to describe a personal hazard.
2. **Try · 7 min.** Practise **stop in a safe place → move away if possible → tell a trusted, available adult using a clear message**. Use the school's actual help process; do not name a stranger or assume one adult is always available.
3. **Show · 3 min.** Child says/points “The path is blocked. I need help,” then names the next approved helper if the first is unavailable.

**Home/low-material:** Draw the blocked route and helper choices; no real obstacle required.

## Day 5 — Fresh permission and help choice

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

1. **Notice · 2 min.** Read: “Mia wants to join a paper-target game. Ren says not today. A marker then rolls into a busy path.” Keep both parts imaginary.
2. **Try · 7 min.** Child independently chooses a respectful response to Ren and a safe response to the marker, including help if needed. Do not prompt with the answer.
3. **Show · 3 min.** Collect exact words or selections. Never turn the scenario into a personal-disclosure question.

**Home/low-material:** Adult reads the two sentences; no game or marker needed.

## Day 6 — Two routes, one safe destination

**Codes:** `AC9HP2M01`, `AC9HP2M02` **for observed accessible movement**. **Prepare:** approved clear route with two wide turns, or tabletop path.

1. **Notice · 2 min.** Ask which route has a wider turn and what needs checking before moving. Review stop signal and personal space.
2. **Try · 7 min.** Learner chooses a safe walking, rolling or seated upper-body path and tries two approved routes, or directs a tabletop token. Ask which route was easier **for this attempt** and why. No timer or comparison of bodies.
3. **Show · 3 min.** Child explains one adjustment. Record movement evidence only when bodily movement actually occurred; paper route shows planning.

**Home/low-material:** Finger or token on paper, with no exercise requirement.

## Day 7 — Slide a soft disc to a zone

**Codes:** `AC9HP2M01`, `AC9HP2M02` **for observed action**. **Prepare:** soft paper disc, two floor/table zones, clear space.

1. **Notice · 2 min.** “A near zone and far zone are both empty. How might you change a gentle slide?” No disc is aimed at a person.
2. **Try · 7 min.** From an agreed starting mark, child slides or directs a soft disc toward each zone. Change direction or effort one at a time; compare only their own attempts. A partner may place or retrieve under the learner's direction.
3. **Show · 3 min.** Child names the changed action and actual result, including misses. Avoid “harder always goes farther” from one attempt.

**Home/low-material:** Paper circle and two marks on a table; optional motor participation.

## Day 8 — Make a fair turn rule

**Codes:** `AC9HP2M04`, `AC9HP2M05` **when a rule is actually tried with another participant**. **Prepare:** fictional two-player delivery game and paper disc.

1. **Notice · 2 min.** “Two players need to deliver one token to a zone. Who gets to choose a route or take a turn?”
2. **Try · 7 min.** Group co-writes a rule such as **one turn each; either player can request a pause; change the route if blocked**. Try it with two willing participants or a child directing an adult. Revise if a player cannot take part.
3. **Show · 3 min.** Child states the rule, an actual turn it changed and one revision. A solo paper plan is preparatory, not observed collaboration.

**Home/low-material:** Two people move a paper disc in turns; solo learner may plan without collaboration claim.

## Day 9 — Change the game so more people can join

**Codes:** `AC9HP2M04`, `AC9HP2M05`. **Prepare:** Card 9 invented game with a narrow route and fixed turn speed.

1. **Notice · 2 min.** Ask what might make this **fictional** game hard for some players; never name a classmate as the problem.
2. **Try · 7 min.** Pairs propose two adjustable rules—e.g. wider route, no speed limit, choice of slide/direct/gesture—and try at least one with consent. Ask both participants whether the rule helped them take part; no child speaks for a whole group.
3. **Show · 3 min.** Child names a tested adjustment and the feedback received, or labels it **untested plan**.

**Home/low-material:** Widen a pencil path on paper; actual collaboration needs a willing partner.

## Day 10 — New cooperative route check

**Codes:** `AC9HP2M01`, `AC9HP2M02`, `AC9HP2M04`, `AC9HP2M05` **only for the elements actually observed**. **Prepare:** Card 10 unfamiliar route, clear approved space or paper mat, [key](ASSESSMENT.md).

1. **Notice · 2 min.** Show two starting positions, a blocked centre and a destination. Ask the child to plan before any movement.
2. **Try · 7 min.** Learner chooses an accessible route, object action and fair partner rule, then tries it if safe and agreed. A paper-only choice is valid planning evidence; it does not prove movement or collaboration.
3. **Show · 3 min.** Collect one safety reason, one actual/untested result and a fair-rule reason before teacher feedback.

**Home/low-material:** Use pencil tokens and a willing adult; no obstacle course, ball or purchase.

Original SubjectNest HPE scenarios and prose © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).