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Day126 · Keep a useful part; change one game jobFoundation HPE · T3 W25–26 · Teacher · Teacher / Day 126

Child invitation: Which part would you keep? What would you like to change?

Purpose: Revisit a familiar practical skill with a genuinely different game purpose or rule and explain a child-owned keep/change choice.

Partial curriculum links: AC9HPFM01, AC9HPFM02, AC9HPFM04.

Before the child clock: An actual available earlier game/plan if the child agrees, or a new ordinary game. One suitable reviewed movement/object action and a plain KEEP/CHANGE card. Read preparation and actual evidence boundaries.

1. Start ·3minutes: Which part would you keep? What would you like to change? Offer one choice at a time; establish the known pause/help/finish cue and one useful purpose.
2. Teach/model ·4minutes: Use a new invented toy-shop delivery. Keep its clear start cue but change the destination from POST to RETURN. Model a suitable actual action after the local check, or explicitly show a plan. Say what changed and what remained; one changed card does not establish a better outcome.
3. Guide ·5minutes: Ask the child which earlier idea they want to revisit, if any. Teach an unfamiliar rule or movement component before an own try. Keep only one change at a time so the reason is understandable, while allowing a completely different own game when useful.
4. Own contribution ·7minutes: Offer an actual suitable short turn in the new purpose if wanted. The child can retain the old rule, choose another action, direct an adult, organise cards, rest or finish. Pause for any equipment/space change and for adult retrieval; no improvement or second test is required.
5. Notice ·4minutes: Record the chosen change and actual result only if observed. A revised plan is a plan; an adult demonstration has an adult actor. A different outcome is not automatically caused by the one changed idea because other conditions may differ.
6. Finish ·2minutes: If a change is chosen without a useful purpose, model an unrelated classroom return job with a clear why. If skill/control needs guidance, teach the selected suitable component in a rechecked context before another wanted turn. An unchanged good idea is a valid choice. Invite keep/change/finish. No speed, turn quota, positive feeling or complete worksheet criterion. Split/stop as useful; times are planning estimates.

Three purposeful choices

• Try a familiar suitable skill for a different small game purpose.
• Keep one part and direct/organise a different role with an agreeing adult.
• Make a new plan or keep the earlier idea without another physical trial.

Child start · original aid/full alternative · ordinary contexts · one family offer · optional project.

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