Ten 12-minute blocks pair respectful group decision-making with small, adaptable movement experiences. No learner must disclose family, body, relationship, diagnosis, activity level or trauma. A fictional scenario is never evidence about the learner. Ask before any partner contact; use a clear personal-space boundary, approved soft paper materials and stop/opt-out rules. Seated gestures, standing small-space movement, directing a willing peer, AAC and written planning are available, but a plan or direction is not recorded as the learner's physical performance. Use the access/participation mat, learner copy, public checks and teacher key. Local HPE/safeguarding policy governs live activity.
Day 11 · Design an invitation with a real choice · AC9HP10P05, AC9HP10P10
Kit: invented club note: “Only fast runners may join the lunchtime team.” 0–2: Label it fictional and allow private response. 2–4: Predict one barrier the wording creates. 4–10: Rewrite the invitation to offer playing, scoring, planning and accessible movement options; give one way to ask members what actually works instead of presuming needs. 10–12: Check: an inclusive invitation gives meaningful choice, not a label for a learner. Routes: annotate note; spoken/AAC invitation; sort role cards. Response move: if every learner is assigned a fixed role, add choice and feedback. Home: write a fictional invitation for a different club, no actual outreach.
Day 12 · Respectful limits in a group task · AC9HP10P04, AC9HP10P08
Kit: invented group member says “Please ask before moving my materials”; another member wants to finish quickly. 0–2: Say the class need not share a personal example. 2–4: Predict a response that recognises both views. 4–10: Rehearse “Okay. Which part may I move?” or an equivalent respectful question, agree a shared-work boundary and name an adult/help route if pressure continues. 10–12: Check: urgency does not remove another person's choice about their materials. Routes: two-line role-play with opt-in; paper dialogue cards; private written/AAC script. Response move: if a script blames the speaker, rewrite with a specific request and non-coercive option. Home: draft a boundary line for an imaginary project.
Day 13 · Check a wellness claim's evidence · AC9HP10P09
Kit: invented poster: “Five minutes of one stretch guarantees perfect sleep for everyone.” It is deliberately unsupported and not advice. 0–2: Identify the source as a fabricated advertisement. 2–4: Mark guarantees and everyone as claims needing evidence. 4–10: Ask who made the claim, what was measured, for whom, and whether a qualified current source supports it; rewrite to “Some people choose gentle movement; this poster gives no evidence of a sleep outcome.” 10–12: Check: a testimonial or attractive picture would not prove a universal effect. Routes: claim audit card; audio/AAC critical response; evidence-question grid. Response move: do not replace one unsupported health promise with another. Home: practise a source question on a fictional product, no browsing/purchase required.
Day 14 · Refine a low-risk target movement · AC9HP10M01, AC9HP10M03
Kit: teacher-approved soft paper disc and tabletop target in clear space; no throwing toward people. An alternative is a directed model. 0–2: Offer seated/standing/pointing choices and personal-space rules. 2–4: Predict how changing launch distance or arm angle may change a landing. 4–10: If safe and chosen, try two gentle placements/rolls toward the target with one variable changed; record what actually happened and refine. A learner may instead direct a willing demonstrator and analyse the result. 10–12: Check: a planned adjustment alone is not evidence of performed skill. Routes: seated roll; standing close-range placement; directed/tactile analysis with performance marked unobserved. Response move: if multiple variables change, isolate one for a fair comparison. Home: paper-only plan, no unsupervised target activity.
Day 15 · Fresh HPE check A · AC9HP10P05, AC9HP10M09
Kit: new fictional team-entry decision P-A, with public answer guidance. 0–2: Recall “choice, access, evidence of group decision”, not case details. 2–4: State learners may respond privately or with AAC; use a locally new prompt if prior access matters. 4–10: Collect a first scenario response. 10–12: Record inclusion proposal and fair group method separately. Routes: role cards; written response; dictated/AAC two-line plan. Response move: after collection, ask who gets to choose a role and how disagreement is resolved. Home: invent a second fair invitation.
Day 16 · Adapt an activity without inventing an outcome · AC9HP10M04, AC9HP10M05
Kit: a safe, school-approved two-minute light movement menu: seated arm pattern, comfortable walk in clear space or stationary hand rhythm; no heart-rate targets or claims of treatment. 0–2: Let learners choose, direct a peer or observe. 2–4: Set a personal, non-comparative aim such as “keep a steady rhythm”. 4–10: Try, observe or direct, then propose one way the option could fit a routine; distinguish participation observed from plan only. 10–12: Check: one two-minute trial cannot establish a fitness or wellbeing change. Routes: seated motion; standing/walk if approved; direction/observation with movement marked not observed. Response move: if the learner claims a health gain, ask what was measured over time. Home: optional plan for a preferred safe activity, no compulsory exercise.
Day 17 · A fair rule helps different roles contribute · AC9HP10M08, AC9HP10M09
Kit: invented tabletop passing game in which one person repeatedly receives every turn. 0–2: State no real classmate is described. 2–4: Predict how that rule affects opportunity. 4–10: Propose and test a revised turn-taking rule with paper tokens or a simulated round; ask every willing participant for a choice rather than assuming equal roles feel equal. 10–12: Check: fairness includes access to meaningful participation and agreed rules, not identical movement for all. Routes: tabletop token play; tactile turn queue; facilitator script for a willing group. Response move: if someone is excluded by the revision, invite another route or role. Home: devise a turn rule for a fictional board game.
Day 18 · Ask before equipment is shared · AC9HP10P04, AC9HP10P08
Kit: fictional peer holds the only soft ball while another person wants it immediately. 0–2: Set no-grab/no-touch rule and private response option. 2–4: Predict one respectful request and one acceptable refusal. 4–10: Rehearse “May I use it after your turn?” / “Not yet; I will tell you when finished”, then add an adult-supported process if a refusal is ignored. Do not require learners to play characters with past harm. 10–12: Check: asking and accepting a no are both part of respect. Routes: paper dialogue; AAC choice board; opt-in live role-play. Response move: if a response pressures a peer, introduce waiting or a different item. Home: write a fictional shared-equipment rule.
Day 19 · Plan for a change without prescribing a feeling · AC9HP10P02, AC9HP10M09
Kit: invented team must move a meeting to a different room; timetable says Room B at 3:10, but door/access details are missing. 0–2: No personal transition story requested. 2–4: Predict two details the team needs. 4–10: Make an adaptable plan: confirm room/access, share the update in more than one format, assign a voluntary contact role and evaluate whether everyone received it. 10–12: Check: “everyone will cope” is not evidence; ask what support/feedback was actually available. Routes: route-and-role cards; written checklist; spoken/AAC team briefing. Response move: if a learner assigns another person's emotion or ability, turn it into a question and choice. Home: draft a fictional backup message.
Day 20 · Fresh HPE check B · AC9HP10P08, AC9HP10M08
Kit: new fictional shared-space and fair-play case P-B; public key. 0–2: Recall permission, safety and fair rule criteria only. 2–4: Choose access route; offer locally novel case if first-encounter evidence matters. 4–10: Collect a first response, no live role-play required. 10–12: Note safety response and fair-play explanation separately. Routes: token layout; written two-line plan; AAC/spoken response. Response move: after collection, adjust one rule and check that it still honours refusal and access. Home: one sentence on how to check whether a proposed rule works.
Original cases © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. This pack is not individual health advice, a safeguarding policy or an observed fitness outcome.