Each 12-minute block offers a comfortable movement level, seated/wheeled/assisted alternatives, private response and opt-in partner work. Do not ask for diagnosis, body measures, puberty details, real relationship histories or online incidents. Follow school safeguarding and help pathways if a concern is raised. Paper answers show understanding; movement and leadership claims need observed participation on the staff card.
Day 11 · Refine a route strategy · AC9HP8M01, AC9HP8M07
Kit: three wide-spaced floor or tabletop markers and a soft token. 0–2: Define a safe start and target. 2–4: Predict whether a pause before the last turn improves your accuracy. 4–10: Try two layouts with equal attempts and optional rest; record what changed in the strategy and result without comparing bodies. 10–12: Check: one trial supports a local observation, not a universal claim. Routes: move/roll; assisted movement; direct and record partner (strategy evidence, not movement claim). Response move: if too many conditions change, keep layout fixed. Home: notice a task where pausing helps precision.
Day 12 · Fair scoring changes participation · AC9HP8M08, AC9HP8M09
Kit: no-elimination token placement game; optional large target. 0–2: Explain current score: one point only for fastest finish. 2–4: Predict who might be excluded; ask rather than assume needs. 4–10: Groups negotiate scoring for teamwork/accuracy or varied movement, play a short trial and ask willing players what changed. 10–12: Check: record actual participation and whether a new barrier remains. Routes: move token; cue/guide; set target and audit fairness. Response move: if rule sounds fair on paper, test it. Home: suggest a cooperative scoring rule for any game.
Day 13 · How does a post influence a choice? · AC9HP8P09, AC9HP8P06
Kit: invented post “Everyone must train every day to belong” with no author/evidence. 0–2: No learner must discuss their own activity. 2–4: Identify an emotion or social pressure a fictional viewer might feel. 4–10: Analyse wording, audience and missing evidence; write a response that protects choice and names a trusted information source. 10–12: Check: confident phrasing is not proof, and people respond differently. Routes: annotate; roleplay counter-message; audio explanation. Response move: if learner prescribes exercise, return to source/evidence and individual needs. Home: ask who made a non-personal post before trusting it.
Day 14 · An assertive boundary without argument · AC9HP8P07, AC9HP8P04
Kit: fictional request to use someone’s voice recording in a group project; no recording made. 0–2: Model “No, please use the written caption instead.” 2–4: Learners choose a character’s yes/no/changed-mind response. 4–10: Practise asking, accepting and offering alternative; include respectful tone without requiring eye contact. 10–12: Check: pressure after no is not consent; follow school help process if boundary ignored. Routes: spoken roleplay; scripts; AAC/text exchange. Response move: if requester bargains after no, rehearse acknowledgement and stop. Home: ask before using another person’s work.
Day 15 · HPE Check A · AC9HP8M08, AC9HP8P09
Kit: fresh game-score and media scenarios in ASSESSMENT. 0–2: Recall rule-testing and source cues. 2–4: Work a different low-stakes example. 4–10: Independent HPE A. 10–12: Check: staff uses private key for reasoning; actual game action remains separate evidence. Routes: write; card sort; dictate. Response move: run a safe trial or source audit to test the specific confusion. Home: explain why “everyone” claims deserve checking.
Day 16 · Plan a transition support, not a label · AC9HP8P02, AC9HP8P08
Kit: fictional student joining a new activity group and unsure of the room. 0–2: Name that transitions differ; no real disclosure required. 2–4: Generate two possible supports: clear map, named staff contact, buddy option, quiet start. 4–10: Design a practical help-seeking plan with first/backup adult and consent to ask, then test it against a “contact unavailable” scenario. 10–12: Check: a plan should not assume all newcomers need the same thing. Routes: flow cards; private script; spoken plan. Response move: if only “be brave,” add a specific resource/action. Home: identify a trusted school help route.
Day 17 · Spot unfair pressure in a fictional group · AC9HP8P03, AC9HP8P04
Kit: invented group text: “If you don’t choose my plan, you can’t join our team.” 0–2: State no real messages needed. 2–4: Identify choice/power and possible coercion. 4–10: Rewrite as respectful invitation, roleplay refusing, and name an adult/reporting route if exclusion persists. 10–12: Check: fairness includes freedom to disagree without punishment. Routes: text edit; puppet dialogue; AAC script. Response move: if learner calls pressure normal, compare with a genuine open choice. Home: no personal disclosure; practise a neutral refusal phrase.
Day 18 · Lead by making room for others · AC9HP8M02, AC9HP8M09
Kit: cooperative target task with three roles (planner, mover, observer); soft tokens. 0–2: Set shared goal. 2–4: Choose a strategy that lets each role contribute. 4–10: Rotate roles and try two rounds; staff notes how leadership invited input and changed plan after feedback. 10–12: Check: leadership is an observed action, not a title alone. Routes: physical mover; cue/planner; fairness observer with real feedback. Response move: if one voice dominates, use turn tokens and replay. Home: invite another person’s idea in a small household task, if appropriate.
Day 19 · Community space with a real access check · AC9HP8M05, AC9HP8M06
Kit: invented park map with flat route, narrow gate and rest point; do not treat as real site advice. 0–2: Compare travel, supervision, weather and sensory comfort. 2–4: Predict one barrier and one alternative. 4–10: Design an inclusive activity option; only if a school-approved outdoor space and staff are ready, take a short actual movement/observation route and record participation. Otherwise mark plan only. 10–12: Check: drawing a park plan is not outdoor participation or health improvement evidence. Routes: route map; supervised accessible movement; spoken access audit. Response move: if gate excludes someone, redesign or choose another space. Home: optional comfortable outdoor time with trusted adult, no target.
Day 20 · HPE Check B · AC9HP8P07, AC9HP8P08, AC9HP8M09
Kit: fresh group-pressure and movement-leadership cases in ASSESSMENT. 0–2: Recall respectful boundary and help-seeking. 2–4: Model a benign alternative request. 4–10: Independent HPE B. 10–12: Check: staff separates scenario reasoning from observed group action and uses private next move. Routes: sequence cards; write; dictate. Response move: practise a new script or a short inclusive group trial. Home: name a trusted support contact without telling a personal story.