HPE · consent, inclusion and cooperative movement · optional teacher…Year 4 Subjects · T1 W3–4 · Teacher

Ten distinct 12-minute Days 11–20 blocks. Choose what fits the school timetable; these are optional short sessions, not a full allocation. Every block uses 2 minutes notice + 7 minutes try/make + 3 minutes show. Read the preparation and evidence boundary first. Give children only the clean learner cards, keeping the staff evidence/next moves private. Original shared source cards and A4/text/tactile aid are optional. A plan, invented record or paper score is not automatically an observed investigation, movement, digital program or performance. Record source/action, child choice, access support and the next move.

Day 11 — Permission before a shared game

Codes: AC9HP4P07. Prepare: No-touch paper-token game; clear table, stop card and opt-out place.

1. Notice · 2 min. Model asking 'May I move the token on your card?' and accepting no without argument.
2. Try/make · 7 min. 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.
3. Show · 3 min. Show one respectful request and one response to no.

Learner choices: Role cards; spoken/AAC exchange; two puppet tokens.

No-purchase home/low-material route: Practise with two paper characters alone or an adult; no touch required.

Evidence boundary: The observed respectful rehearsal is evidence; a written script alone is a plan, not proof of behaviour in every situation.

Next teaching move: If a no is challenged, replay with an accepted alternative role and teach that permission can change.

Day 12 — A no-touch mirror

Codes: AC9HP4P04, AC9HP4P05, AC9HP4M01. Prepare: Clear approved space or seated upper-body route; pairs may choose not to mirror.

1. Notice · 2 min. Demonstrate slow arm reach, pause and return with ample space; no competitive matching.
2. Try/make · 7 min. 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.
3. Show · 3 min. Name a helpful adjustment and show one revised movement if willing.

Learner choices: Seated/standing range; AAC direction; paper figure directed by learner.

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

Evidence boundary: Movement-skill evidence requires actual movement observed. Directing a figure still shows inclusion/communication, not bodily performance.

Next teaching move: If a partner is excluded, offer a slower cue, more space or alternative role and observe whether it helps.

Day 13 — Send a token to a target

Codes: AC9HP4M01, AC9HP4M02. Prepare: Soft paper disc or large paper token, table target and no-throw rule.

1. Notice · 2 min. Model sliding, not throwing, toward a marked large target.
2. Try/make · 7 min. 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.
3. Show · 3 min. Show the change and what happened in one trial.

Learner choices: Slide by hand; use a cardboard guide; direct a partner by AAC.

No-purchase home/low-material route: Slide paper on a clear table or plan with a drawn arrow; no hard object needed.

Evidence boundary: Only observed movement supports a movement code; arrow planning supports strategy discussion. Three slides do not establish athletic ability.

Next teaching move: If results vary, keep one change at a time and ask which strategy to try next.

Day 14 — A fair rule everyone can hear

Codes: AC9HP4M08, AC9HP4P05. Prepare: Paper target game with simple start/stop card; no score published by child name.

1. Notice · 2 min. Compare 'one point for speed' with 'one point for a clear team cue' and discuss fairness.
2. Try/make · 7 min. 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.
3. Show · 3 min. State the rule, who could participate and one revision.

Learner choices: Rule strip; spoken negotiation; AAC choice cards.

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

Evidence boundary: A paper rule without actual play is design evidence only; fair-play application needs an observed round.

Next teaching move: If a rule rewards only speed, ask how a seated or slow-moving player could contribute.

Day 15 — Three moves, one idea

Codes: AC9HP4M03, AC9HP4M07. Prepare: Approved clear space; alternatives include small seated moves or directing a partner.

1. Notice · 2 min. Model a slow reach, pause and turn as a sequence with change in time and space.
2. Try/make · 7 min. 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.
3. Show · 3 min. Show/describe what changed and how it altered the idea.

Learner choices: Standing, seated, small hand range; AAC-timed cues; paper figure route.

No-purchase home/low-material route: Try a paper-figure sequence at home; real movement optional and never rushed.

Evidence boundary: Actual bodily sequence is performance evidence; a paper figure shows design, not observed movement. No child must perform publicly.

Next teaching move: If the sequence feels unsafe or unclear, reduce range, add a pause and rehearse with choice.

Day 16 — Who gets to lead?

Codes: AC9HP4P03, AC9HP4P05, AC9HP4M09. Prepare: Fictional role cards: 'only fast movers lead' and 'leaders can cue in several ways'.

1. Notice · 2 min. Ask what assumption is hidden in the first role card without asking about a child's body.
2. Try/make · 7 min. 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.
3. Show · 3 min. Name one stereotype and an observed inclusive choice.

Learner choices: Point to role cards; speak/AAC; direct without moving objects.

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

Evidence boundary: A paper critique supports stereotype/inclusion reasoning; actual respectful team-role evidence needs participation observed.

Next teaching move: If one role dominates, pause and offer a genuine choice of roles without forcing rotation.

Day 17 — Repair a disagreement

Codes: AC9HP4P04, AC9HP4P07. Prepare: Fictional game script: two paper characters both want to move first.

1. Notice · 2 min. Model 'stop, hear both, offer a turn choice' without judging personal experiences.
2. Try/make · 7 min. 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.
3. Show · 3 min. Demonstrate one respectful repair phrase or AAC card.

Learner choices: Puppets; written speech cards; partnered role-play by choice.

No-purchase home/low-material route: Use two paper characters alone; no real conflict story required.

Evidence boundary: Role-play is a rehearsal, not proof of relationship outcomes; follow safeguarding procedure for any real disclosure.

Next teaching move: If the repair becomes a command, change it into a question and leave room for refusal.

Day 18 — Design an inclusive movement puzzle

Codes: AC9HP4M07, AC9HP4M08. Prepare: Paper circles, clear space and a soft-token route; no racing, throwing or touch.

1. Notice · 2 min. Give the goal: move three paper tokens from start to finish while every teammate has a role.
2. Try/make · 7 min. 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.
3. Show · 3 min. Describe the strategy, rule and what changed after play.

Learner choices: Tabletop slide; verbal/AAC directing; drawn route for plan-only.

No-purchase home/low-material route: Use three scrap-paper tokens on a table; no equipment purchase.

Evidence boundary: Movement outcome and fair-play claims require actual observed round. A drawn route alone is a plan.

Next teaching move: If the solution only works for one person, add a cue/observer/decision role with real influence.

Day 19 — Try, notice, adapt

Codes: AC9HP4M02, AC9HP4M09. Prepare: Reuse the approved tabletop route and voluntary roles; staff checks clear space.

1. Notice · 2 min. Ask which earlier change helped a teammate, not who was 'best'.
2. Try/make · 7 min. 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.
3. Show · 3 min. Name the change, an observed outcome and a respectful role action.

Learner choices: Slide/direct/observe roles; AAC timing cue; private reflection.

No-purchase home/low-material route: Use solo paper rounds or explain a possible adaptation; no score or witness required.

Evidence boundary: Actual strategy and teamwork evidence requires observed participation; solo planning is useful but not team-performance proof.

Next teaching move: If a child is waiting without influence, give them a meaningful cue or design decision before a repeat.

Day 20 — An inclusive invitation

Codes: AC9HP4P04, AC9HP4P05, AC9HP4M09. Prepare: Fictional next-round invitation; no personal health or identity disclosure.

1. Notice · 2 min. Model an invitation with choice: move, direct, observe, or pass.
2. Try/make · 7 min. 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.
3. Show · 3 min. Show the observed cue/invitation and one next improvement.

Learner choices: Speech/AAC invitation; voluntary movement; labelled paper card.

No-purchase home/low-material route: Make only the imaginary invitation at home; no gathering people required.

Evidence boundary: The actual round can evidence respectful participation; an invitation alone cannot prove someone felt included.

Next teaching move: If a child assumes a role for another, replace with an open choice and observe the response.

Original SubjectNest lesson text and cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and indicate changes. Curriculum wording keeps separate ACARA terms.