# HPE learner cards · Days 11–20

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](../print/hpe-choice.pdf) if useful.

## Day 11 · Purpose of a message

Your teacher reads the [Australian Government page about children's movement guidance](https://www.health.gov.au/resources/publications/24-hour-movement-guidelines-children-and-young-people-5-to-17-years-fact-sheet). 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.