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

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](print/access-movement-mat.pdf), [learner copy](LEARNER-COPY.md) and [staff key](TEACHER-KEY.md) 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](ASSESSMENT.md). 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](SOURCE-AND-RIGHTS.md) 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](ASSESSMENT.md). 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.