HPE · teacher-only checks… | Year 3 Subjects · T1 W3–4 · Assessment

Keep this separate from learner cards. Capture exact action/words | source or actual mode | help offered | next move without identifiable child data in this public pack. These short checks are formative, not a full achievement-standard judgement. Score 2 for independent evidence with access available, 1 after a model/prompt, 0 for not yet evidenced; not assessed if access, approval or opportunity was unavailable. Do not mark planning as an actual experiment, bodily movement, shared drama, sounded music or media-tool use. Recheck with the fresh task below.

Day	Observable check / acceptable response	If not yet, teach and recheck	Evidence limit
11	‘Okay, I will use another marker’ accepts no. A yes can be withdrawn without argument.	Use a fresh pretend shared-book request and recheck the response to ‘not now’.	The scene is invented and cannot establish a child's own relationship history.
12	Two genuine participation options and a preference question are better than assigning a role based on an assumed disability or background.	Use a new pretend club activity and ask for a third safe choice.	The card does not show that real participants feel included; feedback is needed.
13	One person might feel curious, another unsure. Neither response is certain; a pause or help request is a valid strategy.	Present a new change of plan and compare two possible responses again.	Teacher must not infer an actual pupil's feelings from this fiction.
14	Do not send the password; use the school’s actual reporting route. The chosen adult is a route, not a promise of secrecy.	Use a different invented request for a name or photo and practise stop/help again.	If a real disclosure occurs, stop the exercise and use safeguarding procedure.
15	The invented poster promotes a club and gives no support for its universal claim. A real health guideline would need a current authoritative source.	Use a new invented ‘everyone must’ message and ask what it omits.	This is message analysis, not health advice or an activity target.
16	An actual safe movement with a changed direction/tempo is observable. A drawn path shows planning, not movement performance.	Try a new curved route with one accessible action and a clear stop signal.	Only actual movement supports the movement codes; never grade a body type.
17	A route that avoids the barrier and preserves clear space meets the task if tried; a paper route is a design only.	Move the barrier to a new position and ask for a safe revised route.	Do not obstruct mobility access or claim untried route performance.
18	A fair rule offers each participant a turn and a pause. Application requires an actual agreed trial, not just written rules.	Swap starting order in a new short round and check whether both still get a turn.	A solo paper plan cannot prove teamwork or applied fair play.
19	A deliberate change such as longer pause or gentler turn can be explained against the learner's own trial; no universal ‘best’ route follows.	Offer ‘straight → pause → turn’ as a new starting phrase and ask for one safe revision.	Do not compare learners’ bodies or infer exercise intensity.
20	A strong account distinguishes planned arrows from observed movement and names a partner’s actual words, not an assumption.	Move the keep-clear zone and reteach one missing element—permission, route or turn—before a fresh trial.	No partner or movement evidence is claimed if only the paper route happened.

Fresh transfer: Day 20 uses a new situation within its subject. After a miss, use the named different scenario in the third column rather than rehearsing the same answer. Record support and a future teaching action. A specialist/local educator should review these prompts and each learner's current pathway before classroom use.