# Health and Physical Education · ten new 12-minute blocks

Use [learner prompts](LEARNER.md), [choice/route aid](../print/hpe-choice.pdf), and separate [staff checks](ASSESSMENT.md). 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](https://www.health.gov.au/resources/publications/24-hour-movement-guidelines-children-and-young-people-5-to-17-years-fact-sheet), 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](ASSESSMENT.md).

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](ASSESSMENT.md).

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.