Keeping Bodies Safe

Overview

In this 45-minute NSW Stage 1 PDHPE lesson, students learn that their bodies belong to them and practise ways to respond when touch is safe, unsafe or unwanted. The lesson uses fictional scenarios only; students are never asked to share personal experiences.

Learning intentions

• We are learning how to keep our bodies safe and feel comfortable in our bodies.
• We are learning that some body parts are private.
• We are learning how to respond to safe, unsafe and unwanted touch.
• We are learning who can help us if something feels confusing, uncomfortable or unsafe.

Success criteria

• I can explain that private body parts are covered by underwear or a swimsuit.
• I can identify safe, unsafe and unwanted touch in a fictional situation.
• I can use: Say No/Stop, Move Away, Tell a Trusted Adult, Keep Telling.
• I can name trusted adults who can help me.

Prior learning

Students have discussed classroom safety rules, body autonomy and asking permission before touching another person. Briefly revisit that everyone has the right to say “no” to touch and that we must respect another person’s “no”.

Key vocabulary

• private body parts
• safe, unsafe and unwanted touch
• permission
• trusted adult
• secret and surprise
• comfortable, confused and unsafe
• Say No/Stop, Move Away, Tell a Trusted Adult, Keep Telling

Curriculum links

• NSW Stage 1 PDHPE: personal safety, protective behaviours and help-seeking.
• Students identify situations that may affect their safety and practise strategies for responding.
• Students communicate feelings, use interpersonal skills and seek help from trusted adults.
• Learning supports respectful relationships, body autonomy and personal wellbeing.

Lesson structure (45 minutes)

1. 0–5 min · Safe start and hook. Teacher displays the opening of the body-safety introduction deck and says, “Today we will talk about keeping bodies safe. You may pass on answering, and you do not need to tell personal stories.” Students practise the class signal for a break, such as placing a hand on their heart or sitting quietly.

2. 5–13 min · Explicit teaching. Teacher explains that private body parts are the parts covered by underwear or a swimsuit, using a neutral body outline rather than naming or displaying intimate body parts. Explain that touch can be safe, unsafe or unwanted: safe touch is welcome and helps us, such as a high-five or a first-aid check; unsafe touch hurts, frightens or involves private body parts in an unsafe way; unwanted touch is touch we do not want, even if it is not unsafe. Students show thumbs up, sideways or down to indicate whether a touch might feel welcome, unsure or unwanted. Reinforce: children should tell a trusted adult if touch feels confusing, uncomfortable or unsafe; unsafe touch must never be kept secret. A surprise has an ending, but an unsafe secret is not something to keep.

3. 13–20 min · Model the response sequence. Teacher models a fictional situation, such as someone continuing to tickle after being asked to stop. Think aloud and demonstrate the sequence: “Say No/Stop” using a clear voice; “Move Away” to a safer place; “Tell a Trusted Adult”; and “Keep Telling” if the first adult does not help or the problem continues. Explain that children are not to blame and should seek help even if they could not say no or move away. Students echo the four steps with simple actions, without touching one another.

4. 20–30 min · Scenario sorting. Teacher forms five groups of five and explains that all scenarios are made up. Display the instructions on the sorting activity instructions and distribute the body-safety scenario sorting sheet. Read each short scenario aloud. Groups sort or label each as safe, unsafe or unwanted, then choose a helpful response. Suggested examples include: a friend asks before giving a high-five and accepts “no”; a person keeps hugging after a child says stop; an adult asks a child to keep private-body touching secret; a nurse explains a health check and has a trusted adult present. Students may place a question mark beside any confusing scenario and ask the teacher privately.

5. 30–39 min · Safe response role-play. Teacher models how to practise without physical contact: partners stand apart and use pretend dialogue. For each fictional prompt, one student says, “Stop. I don’t like that,” takes two steps away, and names a trusted adult they could tell. Prompts might include unwanted tickling, pressure to sit on someone’s lap, or a request to keep an unsafe touch secret. Students swap roles, with the option to observe, point to the sequence cards on the board or practise with the teacher instead. Pause to praise clear communication, moving to safety and help-seeking.

6. 39–45 min · Individual check and calm close. Teacher displays the review and exit-ticket prompt and distributes the individual section of the body-safety scenario sorting sheet. Students complete: “Private body parts are covered by ___”; “If touch feels unsafe or unwanted, I can ___, ___, ___, ___”; and “Trusted adults who could help me are ___ and ___.” Students may draw, dictate or write. Close by reminding students they can speak to the teacher privately after the lesson.

Resources

• the body-safety introduction deck
• the body-safety scenario sorting sheet
• Neutral body outline or swimsuit/underwear diagram
• Scenario cards prepared by the teacher
• Whiteboard and markers
• A visible four-step response sequence
• Calm space or agreed break area
• Tissues and water
• School wellbeing and child protection contact information

Assessment

• Listen during thumbs responses and questioning for students’ understanding of private body parts, permission and the difference between safe, unsafe and unwanted touch.
• During sorting and role-play, observe whether students can classify fictional situations and sequence Say No/Stop, Move Away, Tell a Trusted Adult, Keep Telling.
• Review the individual exit ticket. Confer privately with students who cannot identify a trusted adult or response strategy, without asking for personal details.

Differentiation and adjustments

• Use pictures, gestures, repeated language and the four-step visual sequence. Accept pointing, drawing, signing, AAC or oral responses.
• Provide sentence starters: “This is ___ touch because …”; “I can tell …”; and “I would move to …”.
• Do not require eye contact, physical role-play or reading aloud. Students may observe, rehearse with the teacher or complete the task independently.
• Pre-teach vocabulary for EAL/D learners and provide a named school-based trusted-adult choice if family examples are difficult.
• For students needing additional support, reduce the number of scenarios and check understanding one-to-one. Offer a quiet space and a planned sensory break.

Classroom safety notes

Use calm, factual language and avoid graphic detail, frightening examples or asking “Has this happened to you?”. Do not invite students to demonstrate touch on one another. A child may say “no” to any touch, but explain that if they cannot say no or move away, it is still not their fault and they should tell a trusted adult. If a student discloses harm, listen calmly, thank them, avoid promising secrecy, do not investigate or ask leading questions, record the student’s words, and immediately follow the school’s child protection and mandatory reporting procedures.

Family communication suggestion

Send a brief, sensitive message explaining that the class is learning body-safety language, private body parts, help-seeking and the four-step response sequence. Invite families to discuss trusted adults and reinforce that children can tell a safe adult about anything confusing, uncomfortable or unsafe, without asking children to share personal experiences.