You may choose a safe way to join, including a seated action, a tabletop marker, speech, pointing, signing or AAC. You may pause or decline any role. Do not explain a private health reason. These routes and people are imaginary; your teacher checks the real space. Use the blank choice/route aid if useful.
Day 11 · Purpose of a message
Your teacher reads the Australian Government page about children's movement guidance. Who is its broad audience and why was it written? Compare it with this fictional game sign: “Choose a comfortable way to join.” What question would help you understand either message? Home: use the printed note; do not keep an activity log.
Day 12 · Choose a route and mode
Between two large markers, try or direct two safe ways to move a person/paper disc. Which way gave you more control for this task? Choose without ranking people by speed. Home: draw two paper-disc routes.
Day 13 · Two helpful roles
With permission, one person gives one clear direction at a time while another moves a paper marker or takes an approved path. Pause when asked. Swap only if both agree. What helped the team? Home: practise with one adult or two paper characters.
Day 14 · Change an unfair rule
A pretend game says, “The first player must always go quickly.” Make a fairer rule that allows a pace/mode choice and a pause signal. Try it safely on paper or in a clear space, then revise one word. Home: use a paper marker.
Day 15 · New route check
Keep closed until your teacher asks. An imaginary game has a narrow line from start to finish, and one participant says, “I want to choose a seated way to take part.” Propose two changes so the game can include them without requiring touch or speed. Ask permission to test one on a tabletop or approved clear route. What is still untested? Home after check: invent a different inclusive paper route.
Day 16 · Use feedback about the route
A partner says, “I could not see the second marker.” Move or describe one marker change, keep the first path, and try the new path with consent. Was the instruction clearer? Home: change a paper route, not a real street route.
Day 17 · Agree on a pause signal
Choose a spoken, signed, pointed or AAC pause signal with a partner. Try an easy paper-marker route. Stop when either person uses the signal; ask whether to continue. What action respected the choice? Home: role-play with one adult or paper figures.
Day 18 · Respond to “stop”
In a pretend game, one participant says “stop” when the route changes. Practise stopping, asking before any new turn, and accepting “no.” If a space seems unsafe, name a trusted adult role under your school's plan. Home: use puppets or words; no personal story is needed.
Day 19 · Two different messages
Compare the real public movement-guidance note from Day 11 with this fictional game sign: “You may pause or choose a different route.” Who is each for? What does each try to help someone do? What can neither tell you about one particular child? Home: compare two invented signs.
Day 20 · New game check
Keep closed until your teacher asks. The pretend layout has Start A on the left, Start B on the right, and Finish at the top centre. Players may use either start. Make one fair rule that lets someone choose a comfortable movement/marker mode and pause. If your teacher says the space is safe and both players agree, try one turn together; otherwise test a tabletop model. What did you actually test, and what would you change? Home after check: try a different imaginary layout on paper.