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Year 3 / Supplementary / Term 1 / Weeks 03 04 / Hpe

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HPE · optional teacher sequenceYear 3 Subjects · T1 W3–4 · Teacher

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Teacher copy · prompts and answer keys

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Five safe relationship/help-message cards and five optional accessible movement cards. Follow individual safety and access plans, school safeguarding routes and a pupil's consent. No body ranking, personal disclosure, forced touch or public performance.

Each Day 11–20 block is 12 minutes: notice 2, try/make 7, show 3. Choose what fits the timetable; these are supplements, not a complete subject allocation. Prepare the stated safe materials, give the separate learner card, and retain the checks and next moves teacher-side. The original print mat and text route support spoken, visual, tactile and low-print access. Code links are partial and exact in the crosswalk.

Day 11 — Ask, hear, accept

Codes: AC9HP4P07, AC9HP4P04. Prepare: Two neutral fictional character cards; school safeguarding route available.

  1. Notice · 2 min. Use an invented game: Teo asks to borrow a paper marker; Luz says ‘not now’. Ask what Teo can do next.
  2. Try/make · 7 min. Rehearse ask → listen → accept. Try a second version in which Luz says yes, then changes their mind. No real child is asked to share a personal experience.
  3. Show · 3 min. Give one respectful sentence for each response, including a changed mind.

Learner choices: Adult-read role cards; AAC choices; paper puppets instead of personal role-play.

Home/low-material: Use two paper circles as roles; no personal disclosure.

Evidence boundary: The scene is invented and cannot establish a child's own relationship history.

Day 12 — A choice for more people

Codes: AC9HP4P05, AC9HP4P04. Prepare: Original fictional club card; no real pupil labelled or singled out.

  1. Notice · 2 min. A made-up club offers a loud, fast relay only. Ask who may want another way to join without guessing anyone's identity.
  2. Try/make · 7 min. Design two optional roles or modes, such as quiet token planner and active mover. Ask a hypothetical participant what they prefer, rather than assigning them a need.
  3. Show · 3 min. Explain how giving choices could support inclusion while keeping participation voluntary.

Learner choices: Role tokens; spoken plan; drawn option menu.

Home/low-material: Draw an optional club menu on paper.

Evidence boundary: The card does not show that real participants feel included; feedback is needed.

Day 13 — Two feelings, one event

Codes: AC9HP4P06. Prepare: Neutral fictional puzzle card; no invitation to disclose trauma or diagnosis.

  1. Notice · 2 min. Invented scene: a group is invited to try a new puzzle route. Ask how two people might respond differently.
  2. Try/make · 7 min. Name two possible emotions without assigning either to a real child. Choose a manageable strategy: pause, ask for information or take a quiet break; show when to return or seek support.
  3. Show · 3 min. Use ‘might’ in both feeling statements and rehearse one strategy.

Learner choices: Emoji-free word cards; body-neutral AAC choices; drawing or private speech.

Home/low-material: Point to one of three paper strategy cards.

Evidence boundary: Teacher must not infer an actual pupil's feelings from this fiction.

Day 14 — Help route, no secrets

Codes: AC9HP4P08. Prepare: Fictional message only; no real account, link, screenshot or child credential.

  1. Notice · 2 min. Invented online scene: an unexpected message asks a game player to send a school password. Ask what a safe next action is.
  2. Try/make · 7 min. Stop and do not reply or share. Identify a school-approved trusted adult/help route, including what to do if the first adult is unavailable. Rehearse a short report with no actual password.
  3. Show · 3 min. State or choose the safe action and one helper; never recite a real credential.

Learner choices: Picture sequence; AAC ‘stop/help’ cards; teacher-read scenario.

Home/low-material: Tell a caregiver ‘I would stop and ask you’ about the pretend message.

Evidence boundary: If a real disclosure occurs, stop the exercise and use safeguarding procedure.

Day 15 — Who wants this message believed?

Codes: AC9HP4P09. Prepare: Original fictional poster, no third-party health advice reproduced.

  1. Notice · 2 min. Show an original pretend poster: ‘Only the fastest breaks count!’ Its small line says ‘Join the Swift Club’. Ask about its intention.
  2. Try/make · 7 min. Identify the poster's claim, likely persuading aim and missing evidence. Compose a fairer alternative that lets different people take part safely.
  3. Show · 3 min. Explain why ‘only’ needs questioning and name a source a school would check for real activity guidance.

Learner choices: Circle words; adult reads; draw a revised poster caption.

Home/low-material: Discuss a pretend club message; no personal activity totals requested.

Evidence boundary: This is message analysis, not health advice or an activity target.

Day 16 — Move a line in a safe space

Codes: AC9HP4M01, AC9HP4M03. Prepare: School-approved clear space and optional paper route; follow individual plans.

  1. Notice · 2 min. Put a start and finish on an approved clear route. Ask how direction and tempo could change the movement without a race.
  2. Try/make · 7 min. Learner chooses a safe bodily mode under their plan—standing, seated reach, wheelchair movement or another agreed action—and tries straight then curved paths with a stop cue. Paper tokens are planning only.
  3. Show · 3 min. Describe or point to the actual direction/tempo change and whether it was tried.

Learner choices: Choose bodily mode with staff; visual stop card; tactile path; no need for speed.

Home/low-material: Use a small hand-motion route if safe, or just plan with a token.

Evidence boundary: Only actual movement supports the movement codes; never grade a body type.

Day 17 — A path around a barrier

Codes: AC9HP4M02, AC9HP4M07. Prepare: Light paper barrier, no obstacles across a genuine access path.

  1. Notice · 2 min. Place a soft paper barrier on a floor or table route. Ask which path reaches a marker with space left clear.
  2. Try/make · 7 min. Propose two routes, then actually try one in an approved accessible movement mode if safe. Change the route after feedback from a willing participant or teacher observation.
  3. Show · 3 min. State the strategy chosen and one observed reason for the change.

Learner choices: Large arrow cards; tabletop planning; actual hand, chair or walking route as approved.

Home/low-material: Use a finger route on paper as a plan; movement evidence requires an agreed real try.

Evidence boundary: Do not obstruct mobility access or claim untried route performance.

Day 18 — A fair turn rule

Codes: AC9HP4M08, AC9HP4M09. Prepare: Soft paper tokens, clear table; no contact, hard object or score ranking.

  1. Notice · 2 min. In an invented target game, one person has taken three turns and another none. Ask for a rule both can agree to.
  2. Try/make · 7 min. With willing participants, co-develop a turn/pause rule and try two safe soft-token placements, not throws. Assign an optional observer role; ask whether each turn was available.
  3. Show · 3 min. Explain the rule, whether it was applied, and one adjustment after the trial.

Learner choices: Token placement in reach; observer with AAC; noncompetitive two-person option.

Home/low-material: Use paper tokens with a willing caregiver, or plan alone without claiming collaboration.

Evidence boundary: A solo paper plan cannot prove teamwork or applied fair play.

Day 19 — Make a movement phrase

Codes: AC9HP4M03, AC9HP4M07. Prepare: Clear staff-approved area, optional tabletop arrows.

  1. Notice · 2 min. Offer the original sequence ‘start → curve → pause’. Ask how effort or timing could make it easier for a chosen mover.
  2. Try/make · 7 min. Design a three-action phrase, then try it in an agreed accessible bodily mode. Change one timing or direction element at a time and compare your own trials.
  3. Show · 3 min. Show the revised phrase or describe what changed; record actual versus planned.

Learner choices: Seated upper-body phrase; gentle wheeled movement; hand motion; large visual arrows.

Home/low-material: Try a small safe motion or plan with paper only.

Evidence boundary: Do not compare learners’ bodies or infer exercise intensity.

Day 20 — New route, shared decision

Codes: AC9HP4M01, AC9HP4M02, AC9HP4M08, AC9HP4M09. Prepare: Original route mat, soft markers, school access/safety plan and willing partner.

  1. Notice · 2 min. Fresh fictional layout: two starts lead toward one wide finish with a paper ‘keep clear’ zone. Ask how willing partners might travel fairly.
  2. Try/make · 7 min. Choose an agreed bodily mode and role, co-create a turn/pause rule, try a safe movement route if approved, then alter one rule or direction based on actual feedback.
  3. Show · 3 min. Report route, rule, actual action, partner feedback and an evidence boundary.

Learner choices: Private partner or teacher trial; AAC role choices; seated or hand movement; tabletop plan if needed.

Home/low-material: Plan with paper; a real movement/partner outcome needs a safe consenting trial.

Evidence boundary: No partner or movement evidence is claimed if only the paper route happened.

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Source: https://neuroforge.io/subjectnest/library/resources/year-3/supplementary/term-1/weeks-03-04/hpe/TEACHER · Original material © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0: https://creativecommons.org/licenses/by/4.0/ · Credit the source and note changes. External sources keep their own terms.