No Go Tell Strategy

Unit: Building Safety and Resilience

Lesson 3 of 7 Year Level: 3/4 Duration: 45 minutes Class Size: 29 students Subject: Health

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Learning Objectives

By the end of this lesson, students will be able to:

• Understand and explain the "No Go Tell" strategy as a protective behaviour to respond to unsafe situations.
• Identify unsafe situations where the strategy can be applied.
• Practise using the "No Go Tell" strategy through role-play to build confidence in applying it.
• Collaborate with peers to demonstrate respectful and supportive responses to safety concerns.

NSW Curriculum Links (Health and Physical Education)

This lesson aligns with the NSW K-10 Syllabus for the Australian Curriculum for Health and Physical Education, specifically:

• Personal, Social and Community Health:

• Recognise and apply strategies to promote health, safety and wellbeing (ACPPS035 - Years 3/4).

• Identify situations that are safe or unsafe and apply protective behaviours and help-seeking strategies (ACPPS037 - Years 3/4).

• Demonstrate protective behaviours and assertive communication skills to keep themselves and others safe (ACPPS038 - Years 3/4).

• Contributing to Healthy and Active Communities:

• Explore actions to keep themselves and others safe, including online (ACPPS040 - Years 3/4).

• Personal and Social Capability (from NSW curriculum general capabilities):

• Develop self-awareness and recognise emotions in self and others.

• Use interpersonal skills to work effectively with others in varying contexts including safety situations.

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Resources Needed

• "No Go Tell" poster or visual chart explaining the strategy (No = say no clearly, Go = get away from the danger, Tell = tell a trusted adult).
• Scenario cards with different safe and unsafe situations suitable for Year 3/4 students.
• Open classroom space to conduct role-plays comfortably in small groups.
• Whiteboard or chart paper with markers.
• Reflection worksheet (simple sentence prompts or word bank).

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Lesson Structure

1. Introduction (10 minutes)

• Engage the students: Start with a friendly discussion about safety — "What does it mean to feel safe or unsafe?"
• Introduce the "No Go Tell" strategy clearly:
• No: Say “No” firmly if someone tries to make you do something you don’t want to or that doesn’t feel safe.
• Go: Move away quickly from that situation.
• Tell: Tell a trusted adult what happened as soon as possible.
• Show the "No Go Tell" poster and briefly explain each step, encouraging students to repeat the steps aloud with you.
• Discuss why each step is important for keeping themselves safe.

2. Guided Practice - Role Plays (20 minutes)

• Group students into pairs or small groups of 3-4 (plan for 7 groups with a few extra students in some).
• Hand out scenario cards depicting situations relevant to Year 3/4 students — e.g. stranger approaches, someone tries to take something without permission, feeling unsafe online, bullying.
• Each group practices the "No Go Tell" strategy in their given scenario, taking turns practicing saying "No", moving away, and telling an adult in their role-play.
• Teachers and aides circulate, supporting groups, encouraging clear voices and confident actions, and reinforcing respectful behaviours.

3. Whole Class Sharing and Reflection (10 minutes)

• Invite a few groups to perform their role-play for the class, focusing on how they used the "No Go Tell" strategy.
• Facilitate a class discussion:
• How did it feel to say "No"?
• Why is telling an adult so important?
• What kinds of trusted adults can you tell?
• Use guiding questions to consolidate understanding and normalise help-seeking behaviour.

4. Individual Reflective Activity (5 minutes)

• Provide each student with a short worksheet or prompt paper:
• Write or draw a situation where you might use "No Go Tell."
• Who is a trusted adult you can tell if you ever feel unsafe?
• Allow some students to share their answers if they wish, affirming their ideas.

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Assessment for Learning

• Formative:
• Observation of student participation in role-play and ability to correctly articulate each step of "No Go Tell."
• Contributions during class discussion to assess comprehension of the strategy’s importance.
• Summative:
• Completed reflection worksheet demonstrating personal connection and understanding of the strategy.

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Differentiation and Inclusion

• Provide additional adult support or peer buddies for students who may need extra help in role-play activities.
• Simplify language for ESL learners or provide vocabulary cards with keywords: No, Go, Tell, safe, trusted adult.
• Offer extension by inviting some students to create their own safety scenarios to role-play.
• Ensure varied trusted adult examples (parents, teachers, police, school counsellors, family members) respecting diverse home environments.

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Safety and Wellbeing Notes

• Reinforce the confidentiality and respect in sharing; students only role-play what is comfortable for them.
• Encourage students to ask questions or express concerns privately after the lesson if needed.

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Teacher Reflection

After the lesson, reflect on:

• Student engagement and confidence in applying the "No Go Tell" strategy.
• Any difficulties encountered during role-plays or concept understanding.
• How the diversity of scenarios met the needs of your specific class.
• Plans to revisit and reinforce the strategy in upcoming lessons of the unit.

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This lesson provides students aged 8-10 years with clear, practical strategies for recognising unsafe situations and responding assertively and safely, fully aligned with the NSW curriculum expectations for personal and social capability development in Health Education. The use of collaborative role-plays makes the learning interactive, memorable, and student-centred, building resilience and responsibility.

If you need, I can also generate detailed scenarios for the role-play activity tailored for the Australian school context.