# Health and Physical Education · Years 7–8 band · optional Days 11–20

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](print/observation-card.pdf).

### 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](ASSESSMENT.md). 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](ASSESSMENT.md). 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.