# Health and Physical Education · Years 9 and 10 band · optional Days 11–20

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](print/hpe-participation.pdf), [learner copy](LEARNER-COPY.md), [public checks](ASSESSMENT.md) and [teacher key](teacher/ANSWER-AND-NEXT.md). 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](ASSESSMENT.md), 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](ASSESSMENT.md); 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](https://creativecommons.org/licenses/by/4.0/). This pack is not individual health advice, a safeguarding policy or an observed fitness outcome.