# Year 4 HPE · consent, inclusion and cooperative movement · learner choices

Pick the response route that helps you show your own idea: speak, sign, use AAC, point, draw, move a paper piece, make, type or direct a trusted adult where the task allows. You may work quietly or pass on public movement, sound, filming and sharing. The teacher will say when a card is **REAL**, **MODEL**, **PLAN**, or an actual **PERFORMANCE/PROGRAM RUN**. Keep that label with your work. These activities do not ask for private home, health, identity or access information. [Original source cards](../MATERIALS.md) and [text/tactile aid](../print/TEXT-ALTERNATIVES.md) are available; nothing must be bought.

## Day 11 — Permission before a shared game

In a fictional partner game, rehearse asking, waiting for yes/no, offering a different role and stopping when asked. Swap roles without requiring anyone to disclose a real boundary or personal history.

**Choose a route:** Role cards; spoken/AAC exchange; two puppet tokens.

**Show:** Show one respectful request and one response to no.

**Home/low-material:** Practise with two paper characters alone or an adult; no touch required.

## Day 12 — A no-touch mirror

With consent, one partner makes three gentle movements and the other mirrors at a comfortable range. Swap leader/follower and ask what adjustment made participation easier; a pupil may direct a paper figure instead if movement is declined.

**Choose a route:** Seated/standing range; AAC direction; paper figure directed by learner.

**Show:** Name a helpful adjustment and show one revised movement if willing.

**Home/low-material:** Use a paper figure or gentle voluntary arm move at home; no partner necessary.

## Day 13 — Send a token to a target

Choose a start line and gently slide the paper token three times toward a paper target. Change one thing—distance or hand position—then compare where it stops. A learner may direct a partner's slide if motor access requires it.

**Choose a route:** Slide by hand; use a cardboard guide; direct a partner by AAC.

**Show:** Show the change and what happened in one trial.

**Home/low-material:** Slide paper on a clear table or plan with a drawn arrow; no hard object needed.

## Day 14 — A fair rule everyone can hear

Co-create one rule that supports different movement ranges, play one safe paper-target round, then revise the rule after noticing a barrier. Keep scores anonymous and optional.

**Choose a route:** Rule strip; spoken negotiation; AAC choice cards.

**Show:** State the rule, who could participate and one revision.

**Home/low-material:** Use paper-token play or just draft the rule at home; no score contest.

## Day 15 — Three moves, one idea

Design three safe movements that communicate 'approach, pause, leave'. Rehearse once and change either timing or direction. A learner can make the sequence with hands, upper body, mobility aid motion under their own plan or a paper figure.

**Choose a route:** Standing, seated, small hand range; AAC-timed cues; paper figure route.

**Show:** Show/describe what changed and how it altered the idea.

**Home/low-material:** Try a paper-figure sequence at home; real movement optional and never rushed.

## Day 16 — Who gets to lead?

Compare the two fictional role cards, choose an inclusive leader rule and run a short token-moving team task with different voluntary roles: cue, move, observe. Rotate roles if everyone agrees.

**Choose a route:** Point to role cards; speak/AAC; direct without moving objects.

**Show:** Name one stereotype and an observed inclusive choice.

**Home/low-material:** Use role cards with paper characters; no real team or movement required at home.

## Day 17 — Repair a disagreement

Role-play a short disagreement about who moves a paper token first. Practise a clear stop signal, hear each view, ask permission for a turn plan, and accept a no. Try another plan if needed.

**Choose a route:** Puppets; written speech cards; partnered role-play by choice.

**Show:** Demonstrate one respectful repair phrase or AAC card.

**Home/low-material:** Use two paper characters alone; no real conflict story required.

## Day 18 — Design an inclusive movement puzzle

Design two possible ways to complete the tabletop route; choose one fair rule, run a short round, then change the rule if someone cannot participate. A no-movement designer can direct moves and still offer a strategy.

**Choose a route:** Tabletop slide; verbal/AAC directing; drawn route for plan-only.

**Show:** Describe the strategy, rule and what changed after play.

**Home/low-material:** Use three scrap-paper tokens on a table; no equipment purchase.

## Day 19 — Try, notice, adapt

Run two short rounds of the token route, changing one agreed strategy such as start position or cue timing. Each willing participant takes a role; compare the rounds without naming a loser.

**Choose a route:** Slide/direct/observe roles; AAC timing cue; private reflection.

**Show:** Name the change, an observed outcome and a respectful role action.

**Home/low-material:** Use solo paper rounds or explain a possible adaptation; no score or witness required.

## Day 20 — An inclusive invitation

In a final brief cooperative round, invite others without pressure, accept a changed choice and use one helpful cue. Then create a paper invitation for an imaginary new player naming two possible roles and a stop option.

**Choose a route:** Speech/AAC invitation; voluntary movement; labelled paper card.

**Show:** Show the observed cue/invitation and one next improvement.

**Home/low-material:** Make only the imaginary invitation at home; no gathering people required.

Original SubjectNest lesson text and cards © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and indicate changes. Curriculum wording keeps separate ACARA terms.