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

One 12-minute block each day. Offer a flat accessible space, a comfortable effort option and private response. A learner may use a seated, wheeled, assisted, directing or AAC route; record whether the claimed outcome was **actually observed**. Do not ask for diagnoses, puberty experiences, personal online incidents or family beliefs. Use school wellbeing and safeguarding pathways if a learner seeks help; this menu is not individual health advice. [Observed action card](print/observation-card.pdf) stays staff-held.

### Day 11 · Change one variable in a movement route · AC9HP6M03, AC9HP6M07
**Kit:** three paper targets on table or floor, soft token. 0–2: Demonstrate a comfortable reach/roll. 2–4: Predict whether wider spacing changes accuracy or time for *this* learner. 4–10: Try two safe layouts with same token and number of attempts; note hits or route time, with voluntary rest. 10–12: Check: compare this trial’s outcomes without ranking bodies. **Routes:** reach/roll; guide with support; time/record a partner (observation role only). **Response move:** if both distance and token change, reset one variable. **Home:** notice how a task changes when objects move farther away.

### Day 12 · Strategy transfer, not speed contest · AC9HP6M02, AC9HP6M09
**Kit:** two tabletop target games, one with a corner obstruction. 0–2: Show first game. 2–4: Choose a familiar strategy (aim point, turn order, shared cue). 4–10: Team tests it in both layouts, then adapts; each learner contributes in an accessible role and staff notes action. 10–12: Check: name what transferred and what needed changing. **Routes:** move token; direct sequence; coach using agreed signals. **Response move:** if no strategy is named, ask for one concrete choice before replay. **Home:** explain a strategy used in two different noncompetitive games.

### Day 13 · Stereotypes in a fictional poster · AC9HP6P03, AC9HP6P05
**Kit:** original invented poster line: “Only boys build and only girls organise.” 0–2: Read without asking about identities. 2–4: Predict whom it may exclude. 4–10: Rewrite role invitation by skill/interest and show varied ways to contribute; explain why the original stereotype narrows options. 10–12: Check: “everyone can choose” is supported by an actual open role list. **Routes:** edit words; design icons; dictate inclusive invitation. **Response move:** if rewrite keeps a hidden label, ask who else could do the task. **Home:** notice one activity advertised to a narrow group and imagine a wider invitation.

### Day 14 · Emotional response and a pause · AC9HP6P06, AC9HP6P04
**Kit:** fictional group project where a plan changes after a vote. 0–2: Name possible emotions without assigning one to a real child. 2–4: Choose a respectful pause phrase or regulation option. 4–10: Rehearse “I need a moment; then I can …” and a listening response; compare how actions could affect group trust. 10–12: Check: emotions are valid, but actions can be chosen; no personal disclosure. **Routes:** roleplay; script cards; silent pointing/AAC. **Response move:** if advice is “stop feeling angry,” shift to a controllable action. **Home:** identify a non-private pause phrase that works for you.

### Day 15 · HPE Check A · AC9HP6M07, AC9HP6P03, AC9HP6P06
**Kit:** new movement/stereotype scenario in [ASSESSMENT](ASSESSMENT.md). 0–2: Revisit variable, strategy and inclusive roles. 2–4: Give a different quick example. 4–10: Independent HPE A. 10–12: Check: staff marks conceptual reasoning with private key; actual movement remains a separate observation. **Routes:** write; annotate; dictate. **Response move:** run a new accessible tiny trial if movement reasoning is uncertain. **Home:** suggest a fair role invitation for a shared task.

### Day 16 · Ask before sharing an image · AC9HP6P07, AC9HP6P08
**Kit:** fictional class artwork photo request, no real camera. 0–2: Model asking, waiting, and accepting no or a changed mind. 2–4: Learner selects “yes with conditions,” “no,” or “ask later” as a character, not self. 4–10: Roleplay a respectful exchange and a help-seeking route if an image is shared without agreement. 10–12: Check: silence is not permission; no real work posted. **Routes:** speak; sentence cards; puppet dialogue. **Response move:** if requester argues after “no,” practise acknowledging the boundary. **Home:** ask permission before showing someone else’s drawing.

### Day 17 · Check a health claim’s maker · AC9HP6P09, AC9HP6P10
**Kit:** fictional influencer caption “My one routine suits everyone” and a school-approved guide with author/date. 0–2: State no one must change activity from a post. 2–4: Predict what information is missing. 4–10: Compare maker, purpose, evidence and individual differences; draft one question for a trusted professional/adult. 10–12: Check: a named source still needs context. **Routes:** source grid; oral audit; highlight. **Response move:** if a confident tone is treated as proof, remove tone and inspect evidence. **Home:** ask an adult how they check a wellbeing claim.

### Day 18 · A team rule under pressure · AC9HP6M08, AC9HP6M09
**Kit:** no-elimination token relay where two learners need extra turn time. 0–2: Name common goal. 2–4: Groups propose a time-flexible rule. 4–10: Negotiate roles, **play** a short trial, ask willing players whether they could contribute, revise once. 10–12: Check: staff records tested rule and actual participation; a proposal alone is planning. **Routes:** mover; cue-giver; target holder/recorder. **Response move:** if change benefits only one route, invite another access check. **Home:** adapt a familiar game for mixed ages without scoring bodies.

### Day 19 · Plan an accessible outdoor invitation · AC9HP6M05, AC9HP6M06
**Kit:** invented school garden map with shaded path, step and bench; no claim about actual site. 0–2: Name barriers and available adult supervision. 2–4: Choose an inclusive invitation and a low-sitting-time option. 4–10: Plan route, weather check, permission, rest and an alternative; if an approved safe outdoor space exists, try a short part with staff and note actual participation. 10–12: Check: map planning alone does not satisfy outdoor participation. **Routes:** map annotate; verbal plan; supervised route try. **Response move:** if plan excludes a learner, change path or activity. **Home:** optional comfortable outdoor time with adult, no target.

### Day 20 · HPE Check B · AC9HP6P07, AC9HP6P08, AC9HP6M08
**Kit:** fresh image-consent and inclusive-game scenarios in [ASSESSMENT](ASSESSMENT.md). 0–2: Recall ask/wait/respect, help route and testable rule. 2–4: Work a benign item-borrowing example. 4–10: Independent HPE B. 10–12: Check: staff uses key for conceptual response and separate card for observed action. **Routes:** sequence cards; oral; written. **Response move:** practise a new respectful script or fair-rule trial as needed. **Home:** name a trusted adult for online help without recounting an incident.