Offer opt-in safe movement, seated or standing, and private responses. Use school safeguarding, supervision, accessibility, consent and physical-activity rules. Do not ask learners to disclose identity, health status, relationships, distress, diagnoses or activity history. A paper plan can show reasoning; codes requiring participation, skill refinement or collaboration need observed action. All people and scenarios are fictional; no actual child images are taken. Access/movement mat, learner copy and staff key are available.
Day 11 · Change space to change a movement outcome · AC9HP8M01, AC9HP8M03
Kit: clear two-metre desk/floor path, soft paper target; teacher checks space. 0–2: Choose a comfortable seated or standing reach/roll movement. 2–4: Predict how moving the target closer changes effort and accuracy. 4–10: If willing and permitted, try two safe distances and record the actual change; alternative directing role records a strategy, not performed skill. 10–12: Check: describe what was observed, not “everyone improves”. Routes: perform a seated roll; perform a standing placement; direct and annotate the two layouts. Response move: if a paper route is scored as refined movement, separate it from the observed action. Home: sketch a safer accessible path, no exercise requirement.
Day 12 · Health message versus evidence · AC9HP8P09
Kit: original fictional slogan “One stretch solves every stress!” plus a small-print note “one person reported feeling calmer once”. 0–2: Identify who made the message: an invented activity club recruiting participants. 2–4: Predict a stronger and weaker claim. 4–10: Mark the single anecdote, universal wording and missing comparative evidence; rewrite as a voluntary invitation with no promised cure. 10–12: Check: one report cannot establish a health treatment. Routes: highlight print; tactile claim/evidence cards; speech/sign/AAC rewrite. Response move: if “it felt good for one” becomes “works for all”, restore the sample and condition. Home: critique a made-up slogan, no personal health story.
Day 13 · Assertive permission in a group project · AC9HP8P07, AC9HP8P04
Kit: fictional rehearsal card: a peer asks to record a teammate's voice for a class-only planning clip. No device is used. 0–2: Say “no” and an alternative must be respected. 2–4: Rehearse “May I record?”, “No, thank you”, and “We can use text instead” without assigning personal roles. 4–10: Pairs choose scripts that ask, accept the answer and stop/alter the plan; private written alternative is allowed. 10–12: Check: silence or prior participation is not continuing permission. Routes: scripted dialogue with opt-in partner; select text cards; private AAC/sign response. Response move: if a learner treats refusal as a negotiation target, practise accepting no and choosing a non-recorded method. Home: no recording task.
Day 14 · A rule can open or close play · AC9HP8M08, AC9HP8M09
Kit: original cooperative paper-disc game: get four soft discs into two targets; no competition score. 0–2: Check stable space and willing participation. 2–4: Compare a “one hand only” rule with a choice of hand/assistive tool/directing role. 4–10: Groups propose one equipment or rule modification and, if safe, run a short round; record who could participate and one trade-off without naming abilities. 10–12: Check: inclusion depends on actual access feedback, not teacher assumption. Routes: seated place/roll; standing place/roll; direct tactics and record participation limits. Response move: if a plan is called participation evidence, note which role was actually observed. Home: redesign a fictional game on paper.
Day 15 · Fresh HPE check A · AC9HP8P07, AC9HP8M08
Kit: new permission and game-rule cards in ASSESSMENT. 0–2: Recall respectful boundaries and optional routes. 2–4: Give instructions without hints. 4–10: First individual response. 10–12: Collect, then use staff key. Routes: point to script; write; speech/sign/AAC. Response move: if refusal is overridden, reteach the stop-and-offer-alternative step after collection. Home: identify a fair rule in an invented game.
Day 16 · Plan a pause before a tense decision · AC9HP8P06
Kit: fictional group game card: two teams disagree about an unclear rule; no real conflict requested. 0–2: Identify possible feelings without assigning them to a learner. 2–4: Choose a neutral pause phrase. 4–10: Make a two-step self-management plan (pause/ask for rule check) and compare it with blaming or escalating; practise privately if preferred. 10–12: Check: emotions are information, not proof of another person's intent. Routes: illustrated sequence; tactile pause/check cards; short role-play or AAC script. Response move: if “calm down” is the whole strategy, add a specific safe action and support option. Home: no emotional disclosure; explain the fictional plan.
Day 17 · Effort, time and accessible options · AC9HP8M02, AC9HP8M07
Kit: safe paper-ball placement challenge with two optional distances; teacher clears path. 0–2: Define success as a learner-chosen target, not speed or fitness ranking. 2–4: Predict how changing time or distance might alter outcome. 4–10: Willing learners try a short practice and adjust a strategy; directing learners analyse a proposed adjustment. Do not compare bodies or force repetition. 10–12: Check: a strategy may fit one goal and not another. Routes: seated placement; standing placement; tactical diagram/AAC direction. Response move: if no movement occurred, record decision reasoning only, not demonstrated movement. Home: draw two strategy options, no activity log.
Day 18 · Access to a fictional community space · AC9HP8P05, AC9HP8P10
Kit: original made-up recreation-space map with step entrance, level path, quiet room and missing transport details. 0–2: Say it is not a real facility or accessibility audit. 2–4: Ask whose views and verification would be needed before a recommendation. 4–10: Plan two inclusion questions and a potential improvement, with a safe privacy-respecting consultation method. 10–12: Check: map symbols do not verify actual access. Routes: large map pieces; text table; spoken/AAC proposal. Response move: if a learner assumes a person's preference, turn it into a consultation question. Home: no site visit required.
Day 19 · Which help route fits the problem? · AC9HP8P08
Kit: fictional message “A club organiser keeps asking a participant to share a private photo after they said no.” No image shown. 0–2: Remind learners they need not discuss personal experience. 2–4: Identify immediate stop/share-with-trusted-adult steps. 4–10: Compare school safeguarding contact, trusted adult and eSafety as possible resources; plan what information is necessary and what should stay private. Follow school policy for actual disclosures. 10–12: Check: do not forward the image/message to classmates. Routes: help ladder cards; private written plan; AAC/sign with designated staff. Response move: if the plan puts peer investigation first, re-centre a trusted adult/school process. Home: none; do not prompt a personal story.
Day 20 · Fresh HPE check B · AC9HP8P06, AC9HP8P08, AC9HP8M07
Kit: new fictional pause/help/movement scenario in ASSESSMENT. 0–2: Name private response options. 2–4: Give only task instructions. 4–10: Independent answer. 10–12: Collect before discussion. Routes: sequence cards; written strategy; speech/sign/AAC response. Response move: separate a sensible paper movement strategy from observed performance, and route any real concern under school policy. Home: no personal disclosure task.