Health and Physical Education · ten new 12-minute blocksYear 2 Subjects · T1 W3–4 · Teacher

Use learner prompts, choice/route aid, and separate staff checks. These extend the opening permission/fair-play blocks by comparing health-message purpose and redesigning movement for access and feedback. Every block has 2 + 7 + 3 = 12 minutes. Ask for a safe clear space, consent to participation, a no-contact route and a seated/tabletop equivalent. A tabletop plan can show reasoning, but code links to actual movement/cooperation are counted only when that action is observed. Do not ask children to report personal health, weight, exercise totals, diagnoses or family routine.

Day 11 — What is a health message for?

Codes: AC9HP2P06 when the official message is actually examined. Setup: teacher opens the Australian Government children's movement fact-sheet page, checks title/date, and reads its broad purpose without turning it into a child-specific quota.

1. Notice · 2 min: Ask who a public movement message is written for and what it tries to help people consider.
2. Try · 7 min: Learner identifies source, audience and purpose; compare with a clearly fictional sign “Choose a comfortable way to join this game.” Discuss how a person might need an accessible choice.
3. Show · 3 min: Child states one question to ask about a health message rather than giving personal health data.

Access/home: Adult reads printed source note; AAC purpose options. Home uses the public note or fictional sign, no activity log. Limit: this is source interpretation, not medical advice or measured activity.

Day 12 — One destination, more than one movement

Codes: AC9HP2M01, AC9HP2M02 when accessible movement is actually practised. Setup: teacher checks one clear, level, no-contact route between two large markers; offer a seated arm-path or tabletop disc path with the same direction decision.

1. Notice · 2 min: Ask which route feels workable for the participant; invite a private choice, not public disclosure.
2. Try · 7 min: Learner tries two controlled movement methods or directs two tabletop paths; compare control/comfort without ranking bodies or speed. Stop on discomfort.
3. Show · 3 min: Child chooses a route for a fictional delivery task and names why it was effective for the task, not for all people.

Access/home: Seated, standing, wheelchair-compatible only if site cleared, or tabletop; home paper path. Limit: tabletop evidence is a plan/manipulation, not bodily-movement proficiency.

Day 13 — Navigator and mover can cooperate

Codes: AC9HP2M05 when two participants actually collaborate; AC9HP2P02. Setup: two large route cards, one paper marker, optional floor path; agree that anyone may pause or decline a role.

1. Notice · 2 min: Ask what a helpful navigator says before the mover starts.
2. Try · 7 min: Pairs choose roles, ask permission, give one step at a time, pause, then swap if both agree. A mover may direct a partner to move the tabletop marker.
3. Show · 3 min: Each names one communication action that helped and one they would change; teacher observes actual turn-taking if present.

Access/home: AAC arrows, signed/pointed directions, tabletop; home imaginary two-person task can be done with one adult. Limit: solo paper plan does not demonstrate cooperation.

Day 14 — A rule that protects a choice

Codes: AC9HP2M04 when a jointly made rule is tried; AC9HP2P04. Setup: fictional two-player marker-delivery game with one shared start and finish; no racing or physical contact.

1. Notice · 2 min: Present an unfair rule: “The first person must always go quickly.” Ask who might be left out.
2. Try · 7 min: Pairs co-write a fair rule allowing pace/mode choice and a pause signal, then trial one tabletop or safe floor turn. Teacher notes whether rule was actually applied.
3. Show · 3 min: Learners revise one word after the trial and explain who can now participate.

Access/home: Visual/tactile rule card, adult scribe, tabletop alternative; home fictional trial. Limit: writing a rule alone does not evidence applying it.

Day 15 — New inclusive-route check

Codes: AC9HP2M02, AC9HP2M04, AC9HP2M05 only for observed action; AC9HP2P04. Setup: unseen Card 15 with a narrow route and a new participant preference; provide clear safe floor/tabletop version and staff key.

1. Notice · 2 min: Rehearse “choose, ask, pause” without revealing the new card.
2. Try · 7 min: Learner independently proposes two changes, asks permission to trial with a partner if available, and tests one. Record whether movement, rule use and collaboration actually happened.
3. Show · 3 min: Child explains what worked and what remains untested; collect first response before coaching.

Access/home: Tabletop/paper check is valid planning evidence; home after check uses a different imaginary route. Limit: do not mark practical movement/cooperation from a written plan.

Day 16 — Change a route after feedback

Codes: AC9HP2M02, AC9HP2M05 when a collaborative movement trial occurs. Setup: fictional delivery path with two large turns; partner gives specific feedback “I could not see the second marker,” not a judgement about a child.

1. Notice · 2 min: Ask what feedback is about the route rather than the person.
2. Try · 7 min: Learner moves a marker or chooses accessible movement, shifts one route marker for visibility, and retests with consent. Keep original/revised path.
3. Show · 3 min: Child states the change and which observation made it useful or not.

Access/home: High-contrast/tactile markers; partner acts as hands; home paper path. Limit: model retest does not prove a real route is accessible.

Day 17 — A signal everyone can use

Codes: AC9HP2P02, AC9HP2M05 when collaboration is observed. Setup: pair chooses a spoken, signed, pointed or AAC “pause” signal before a short no-contact task.

1. Notice · 2 min: Ask whether one signal works for every partner; invite choices without requiring explanation of disability.
2. Try · 7 min: Pairs test the selected signal during an easy marker route, stop immediately when used, and confirm whether to continue; swap roles if agreed.
3. Show · 3 min: Learner says which agreed action respected the partner's choice; record observable response, not assumed feeling.

Access/home: Silent visual/tactile/AAC signal; one adult can role-play at home. Limit: a written signal plan alone does not prove it was respected.

Day 18 — Permission and help in a game

Codes: AC9HP2P04, AC9HP2P05. Setup: invented scenario: a participant wants to change the route and another says “stop”; use school-approved helper roles, not named staff/pupils.

1. Notice · 2 min: Ask what respectful words/actions come first when someone says stop.
2. Try · 7 min: Learner practises a stop/ask/accept response with puppets or a partner; if the space feels unsafe, choose the trusted adult route under school policy.
3. Show · 3 min: Child identifies a help-seeking step and makes clear that “no” does not need a reason.

Access/home: Puppets, cards, AAC or speech; no child must disclose a personal experience. Limit: role-play is practice, not evidence that a real incident was resolved.

Day 19 — Compare two message purposes

Codes: AC9HP2P06 when both public-source and local/fictional messages are actually examined. Setup: official movement fact-sheet source note from Day 11 and a clearly fictional game sign “You may pause or choose a different route.”

1. Notice · 2 min: Ask which message aims at broad habits and which guides one immediate game.
2. Try · 7 min: Learner identifies audience, purpose and one thing each message does not tell us about a particular child. Invite a clearer fictional game sign.
3. Show · 3 min: Child states one useful question for the message writer, without reporting private health data.

Access/home: Read-aloud/plain text/tactile source cards; home can compare two invented signs. Limit: the official fact sheet is not an individual prescription.

Day 20 — New cooperative game check

Codes: AC9HP2M01, AC9HP2M02, AC9HP2M04, AC9HP2M05 for actual observed components; AC9HP2P04. Setup: unseen Card 20: two large start choices and one destination; safe clear movement area or tabletop model; staff key.

1. Notice · 2 min: Rehearse choice/consent/pause vocabulary only; keep the new layout closed.
2. Try · 7 min: Learner proposes and, if safe/consented, trials a rule and accessible path with a partner. Teacher separately records plan, physical/tabletop action and collaboration.
3. Show · 3 min: Learner reports one observed result and next revision. Retain first attempt.

Access/home: Seated/tabletop/partner-directed choices; home after check uses an invented alternate layout. Limit: a tabletop check can show planning, not physical skill or live collaboration unless enacted.