# Health and Physical Education choice menu · Years 5–6 band · Days 11–20

**Use:** One optional 12-minute block per day. Clear a flat, accessible space; let learners choose comfortable effort and opt into a seated, wheeled, assisted or directing role. Ask privately about access needs; never require a learner to disclose health or personal experiences. Stop if someone is unwell or distressed and follow school procedures. Paper responses evidence understanding; movement outcomes need **observed participation**, noted on the [observation card](print/observation-card.pdf). Learner copy and private checks are separate.

### Day 11 · How effort feels · AC9HP6M04
**Kit:** two floor marks or tabletop reach points. 0–2: Explain “comfortable” and “slightly more effort,” with no pulse competition. 2–4: Choose two safe 30-second movements: reach/roll/step at own pace. 4–10: Do both with rest; privately name breathing/talk comfort before and after. 10–12: Check: Ask what changed for *this learner*, not for everyone; record actual action observed. **Routes:** standing; seated/wheeled; direct and observe a partner (planning evidence only for director). **Next/home:** invite a comfortable movement break with an adult, no targets or scores.

### Day 12 · Change a rule so everyone can join · AC9HP6M08, AC9HP6M09
**Kit:** soft ball or paper token and two target boxes. 0–2: Play a one-minute pass-and-place game with no elimination. 2–4: Name one barrier (distance, sound, turn speed). 4–10: Learners negotiate one rule change, replay, and ask whether a named player could now join without pressure. 10–12: Check: Record the rule, who tested it, and observed effect; a proposed rule alone is not participation evidence. **Routes:** throw/roll; point/guide; place token by hand. **Next/home:** suggest a rule that makes a familiar game easier for mixed ages.

### Day 13 · Move through a tiny course · AC9HP6M01, AC9HP6M03
**Kit:** three widely spaced cones or paper markers. 0–2: Show two routes and an open turning space. 2–4: Learner chooses a safe pathway and predicts where slowing helps. 4–10: Move, wheel or guide a partner through route; repeat with one changed spacing and compare. 10–12: Check an actual adjustment in effort, space or timing, observed by staff. **Routes:** self-move; assisted travel; route designer/director (design outcome only unless also moving). **Next/home:** notice how a safe household route changes when carrying an object.

### Day 14 · Ask, wait, respect a choice · AC9HP6P04, AC9HP6P07
**Kit:** fictional group-task role cards. 0–2: Model “Would you like me to move your chair?” “No, thanks.” 2–4: Learners choose a non-contact scenario: borrowing marker, taking photo of artwork, helping with bag. 4–10: Pair roleplay asking, waiting, accepting yes/no without argument; switch roles. 10–12: Check the response respects a changed decision. No personal disclosure or physical contact required. **Routes:** speak; point to script cards; write dialogue. **Next/home:** practise asking before borrowing a shared item.

### Day 15 · Review: inclusion and effort · AC9HP6M04, AC9HP6M08
**Kit:** fresh fictional game scenario in [ASSESSMENT](ASSESSMENT.md). 0–2: Recall effort is personal and rule changes must be tested. 2–4: Show an unrelated example of a wider turn space. 4–10: Independent HPE Check A. 10–12: Staff uses private key and, separately, observation card if actual movement occurred. **Routes:** written; visual mark-up; dictated answer. **Next/home:** ask a family member how they make a game welcoming; no health data collected.

### Day 16 · Online help route · AC9HP6P08, AC9HP6P09
**Kit:** invented message “Send your address to join our team.” 0–2: Say learners need not reveal any real message or address. 2–4: Identify what makes the request risky. 4–10: Rehearse stop, save/close if safe, tell a trusted adult, use school reporting route; distinguish a trusted adult from the sender. 10–12: Check that blaming or replying with more details is unhelpful. **Routes:** sequence cards; roleplay reporting; write a private help script. **Next/home:** identify a trusted adult and approved reporting path without sharing a personal incident.

### Day 17 · Who made the health advice? · AC9HP6P09, AC9HP6P10
**Kit:** invented posts A (anonymous “never rest”), B (school-approved activity guide with author/date). 0–2: Read without giving exercise prescriptions. 2–4: Predict which needs more checking. 4–10: Find author, purpose, date and evidence; ask what is missing. 10–12: Check that a named source can still be wrong and that individual needs differ. **Routes:** highlighter; spoken comparison; source grid. **Next/home:** ask an adult where they check a health claim; do not change activity from a post.

### Day 18 · Negotiate group roles · AC9HP6M09, AC9HP6P04
**Kit:** three group challenge roles: timekeeper, route tester, fairness observer. 0–2: State that all roles matter. 2–4: Each learner requests a role or passes. 4–10: Group negotiates a rotation and runs a short cooperative route task; teacher notes who participated and how. 10–12: Check: Ask how the group handled two people wanting one role. **Routes:** move/test; time visually or audibly; observe and propose adjustment. **Next/home:** share a fair role-rotation idea for a family task.

### Day 19 · Break up long sitting · AC9HP6M06, AC9HP6M04
**Kit:** fictional timetable with two 45-minute seated blocks. 0–2: Read it; avoid judging bodies or devices. 2–4: Suggest a brief accessible change of posture/movement. 4–10: Learners try their own 60-second comfortable change; compare how they feel, without universal health claims. Record actual action; paper timetable alone is planning. 10–12: Check that a break can vary by learner and environment. **Routes:** stand/step; seated reach; supported position change. **Next/home:** try an optional comfortable break with an adult.

### Day 20 · Review: safe response and fair rules · AC9HP6P08, AC9HP6M08
**Kit:** new scenarios in [ASSESSMENT](ASSESSMENT.md). 0–2: Recall stop/report and inclusion. 2–4: Practise a different benign example. 4–10: Independent HPE Check B. 10–12: Staff uses private key; log any actual movement/role negotiation separately. **Routes:** written; pictorial sequencing; dictated response. **Next/home:** show someone a new rule for a no-elimination game, if comfortable.