# HPE staff observation and next moves

**Staff copy.** Record three separate evidence columns: **plan/explanation**, **actual movement or object manipulation**, **observed collaboration/rule use**. Do not infer an observed action from a completed card. Record access mode without treating it as a deficit. `I/P/R/N` mean independent/after a specific prompt/repair/not yet observed. Respect any refusal to participate and follow school safeguarding procedures for any real disclosure.

| Day | What counts as evidence | Next move / boundary |
| --- | --- | --- |
| 11 | Names real public source's broad audience/purpose and distinguishes fictional game sign; no personal health data. | If child makes a personal “must do X” claim, return to source audience and ask what the fact sheet cannot know about one person. |
| 12 | Two chosen methods compared for control/task; mark physical skill only if actually observed. | If only paper plan exists, offer safe accessible trial later; do not mark movement performed. |
| 13 | Actual turn-taking/one-step directions and accepted pause **if observed**; otherwise plan only. | If directions overlap, rehearse one step, wait, check; resample with a new route. |
| 14 | Co-constructed fair choice/pause rule **and** evidence of applying it if tried. | If rule on paper only, schedule a consensual trial; if it excludes a mode, ask whose choice is missing. |
| 15 | Two plausible inclusion changes, e.g. wider/clearer route, seated/tabletop role, choice of start/mode; asks permission before trial and states untested element. | If child assumes a planned path is accessible to everyone, ask for participant feedback and actual site check. Record plan/action/collaboration separately. |
| 16 | First and revised path retained; marker change responds to visibility feedback; actual retest recorded if it happened. | If revision ignores feedback, ask learner to restate exact problem before moving marker. |
| 17 | Chosen pause signal agreed and honoured **if observed**; no demanded disclosure. | If pause ignored, stop task, model response and re-establish consent before any repeat. |
| 18 | Stops on “no”, asks before change, accepts refusal, identifies trusted adult role for unsafe situation. | If learner believes a reason is required to say no, model respectful acceptance; no personal role-play disclosure. |
| 19 | Broad health-guidance purpose differs from immediate game-choice message; neither describes one child's health. | If messages treated as identical, contrast audience and decision each supports. |
| 20 | New layout: fair rule offers either start/mode and pause; observed physical/tabletop action and cooperation recorded separately; child names one tested result and next revision. | If only a written rule exists, mark planning and offer a later safe trial. If partner choice ignored, revisit permission before play. |

**Coverage limit:** `AC9HP2P06` requires actual investigation of health messages, not an invented sign alone. `AC9HP2M01/02/04/05` require the corresponding action, comparison, rule use or collaboration to have been observed; a paper route cannot establish movement proficiency. These short blocks cannot establish health behaviour or safety competence across settings.