Identifying Safe People

Overview

In this lesson (2 of 7), students explore who safe people are and how to recognise them when they feel scared, uncomfortable, or unsure. They practise simple help-seeking phrases and create a “safe people” poster.

Learning intentions

Students will:

• identify trusted safe people in their world (for example, teachers, parents, guardians)
• name body parts and feelings that can help them notice when they need help
• demonstrate protective behaviours by using a help-seeking strategy when they feel unsafe
• create a class “safe people” poster using drawings or photos and label it with their chosen safe people

Success criteria

Students can:

• tell who a safe person is and give one example from their own life
• describe that they can ask for help if they feel unsafe or uncomfortable
• use a help-seeking script (for example, “I feel… I need help.”)
• contribute a “safe people” poster with clear drawings/photos and labels

Curriculum links

• AC9HPFP05: demonstrate protective behaviours, name body parts and rehearse help-seeking strategies that help keep them safe
• AC9HPFP04 (supporting idea): explore how to seek, give or deny permission respectfully when sharing possessions or personal space (linked to respecting boundaries)
• AC9HPFP02 (supporting idea): practise personal and social skills to interact respectfully with others (linked to respectful help-seeking and caring behaviours)
• AC9HPFP06 (supporting idea): identify health symbols, messages and strategies in their community that support health and safety (linked to following school safety routines and adult support)

Lesson structure (45 minutes)

1. 0–5 min · Welcome and feelings check-in. Teacher greets students and shows three face cards (happy, worried, scared); students point to the feeling that matches how they feel right now.

2. 5–12 min · Direct teach: safe people. Teacher explains that safe people help us when we feel unsafe, uncomfortable, or scared, and names examples: teachers, parents, guardians, and other trusted adults at school; students repeat key phrases: “Safe people help me.” and “I can ask for help.”

3. 12–20 min · Help-seeking rehearsal (role-play). Teacher models a short scenario (for example, a child feels worried because someone is being unkind or a place feels strange) and rehearses a simple script:

• “Stop. I don’t like that.” (boundary)
• “I feel scared/worried.” (feeling)
• “Can you help me?” (asking) Students practise in pairs with a teacher-led prompt card, then switch partners.

4. 20–28 min · Body-safety cues: noticing and naming. Teacher guides a brief “body signal” discussion: sometimes our body feels tight, shaky, hot, or we feel a tummy flutter—this is a sign to seek help. Students place a hand on their chest and point to where “worried feeling” might sit, then say one body signal aloud as a class.

5. 28–40 min · Create: Safe people poster. Teacher distributes poster templates with a title, a large circle/space for “safe people”, and label lines. Students choose 2–4 safe people to draw or add as photos, plus a label like “My teacher” or “My mum/guardian” and include one sentence prompt icon: “I can ask for help.” Teacher circulates to support respectful, accurate representations.

6. 40–45 min · Share-out and tidy. Each student shows their poster to a partner and reads/points to one safe person label and one help phrase; students pack up materials and stand ready for next lesson.

Resources

• Face cards (happy, worried, scared)
• Poster templates (A4/A3) with title and safe person label lines
• Crayons/markers/colour pencils
• Photo printouts option or a small set of provided “safe people” picture cards
• Help-seeking script prompt cards (illustrated)
• Scenario prompt cards (teacher-prepared)
• Tape/glue sticks
• Student folders or class wall display board for posters

Assessment

• Teacher observation during role-play: can students use the help-seeking script and ask for help appropriately?
• Quick check during poster creation: can students identify at least two safe people and include a help message?
• Exit check at share-out: students point to one safe person and say “Can you help me?” or an equivalent from their prompt card.

Differentiation

• Provide sentence starters and picture supports for students needing language scaffolds (for example, “My safe person is ___.” “I need help because ___.”).
• Offer choices for representation (drawings or photos) and allow some students to label with first names only.
• For students who find speaking difficult, allow non-verbal responses (pointing to the help phrase icon; partner reader).
• For students needing extension, ask them to add a second safe-person place label (for example, “At school” / “At home”) and practise the script with a second scenario.