Personal Safety Action

Unit and Lesson Context

Unit: Building Safety and Resilience Lesson: 7 of 7 Title: Health and Safety Action Plan Duration: 45 minutes Class size: 29 students Year Level: 3/4 Curriculum Link: NSW Health and Physical Education K-10 Syllabus, focusing on Years 3 and 4 outcomes related to personal identity, safety, emotions, relationships, and help-seeking strategies.

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Learning Objectives

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

• Construct a personal health and safety action plan incorporating strategies to keep themselves safe physically, emotionally, and digitally.
• Identify and describe protective behaviours and help-seeking strategies relevant to their everyday lives.
• Demonstrate confidence and communication skills by presenting their health and safety plans to their peers.
• Foster a supportive classroom environment that promotes discussion and shared learning about health, safety, and resilience.

NSW Curriculum Links:

• Personal and Community Health:
• Identify and apply protective behaviours and help-seeking strategies (Describing and applying protective behaviours to keep safe)
• Interpret health information to enhance safety and wellbeing personally and within community contexts
• Self and Relationships:
• Recognise influences on identity and emotional management strategies
• Communicate respectfully and sensitively to support others’ health and safety
• Achievement Standard references for Years 3 and 4: apply skills and strategies to interact respectfully with others, describe and apply protective behaviours and help-seeking strategies to keep safe offline and online, and interpret health information to apply strategies to enhance health, safety and wellbeing.

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Lesson Overview

Time	Activity	Description	Resources
0 – 5min	Introduction and Recap	Briefly review key safety and resilience skills learned in prior lessons (e.g., protective behaviours, help-seeking). Set purpose for today: create own health and safety action plans.	Whiteboard, markers
5 – 20min	Planning their Health and Safety Action Plan	Students use a structured template to develop their personal plan. The plan will include:

• How to recognise unsafe situations
• Strategies to stay safe physically, emotionally, and online
• Who to ask for help when needed
• Personal goals for safety and wellbeing | Action plan worksheet (simple with sections), pencils, example plan on display | | 20 – 35min | Presentation Preparation and Practice | In pairs or small groups, students practise explaining their plans clearly and respectfully. Encourage use of confident voice and eye contact. Teacher circulates and provides scaffolding support. | Worksheet, peer feedback checklist | | 35 – 43min | Sharing Presentations and Class Discussion | Select volunteers to share their plans with the class. Facilitate discussion about common themes and new ideas shared. Reinforce importance of supporting each other’s safety. | Whole class seating arrangement | | 43 – 45min | Reflection and Closure | Quick reflection: Students share one new safety strategy they will try. Summarise the value of personal action plans for wellbeing and resilience. | Exit ticket slips |

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Detailed Activity Breakdown

Introduction and Recap (5 minutes)

• Teacher-led discussion recalling key strategies from the unit: What have we learned about staying safe?
• Use questions to surface ideas like “Who can help if we feel unsafe?”, “What can we do if we feel worried or scared?”, “How do we stay safe online?”
• Explain today’s task: create a personal health and safety action plan to put learning into practice.

Planning their Health and Safety Action Plan (15 minutes)

• Distribute a simple, visually clear template that guides students to write/draw or chart their action plan. Sections on the template may include:

1. Identifying Risks (e.g., “When I feel unsure or unsafe”)
2. Protective Actions (e.g., “I will move away, tell an adult, or use calming strategies”)
3. Help-Seeking (e.g., “I will talk to my teacher, parent, or call emergency services if needed”)
4. Personal Safety Goal (e.g., “I will practice crossing roads safely every week”)

• Provide an example plan chart on the board to model expectations and format.
• Differentiation: support students who may need help with writing by allowing drawing or verbal dictation.

Presentation Preparation and Practice (15 minutes)

• Pair students for peer practice: take turns presenting their plans and receiving positive feedback on clarity and confidence.
• Teacher guides through examples of respectful listening and supportive questioning.
• Students use a simple checklist (e.g., speak clearly, face the audience, explain safety steps) to self-assess.

Sharing Presentations and Class Discussion (8 minutes)

• Invite several volunteers to present their plans to the class.
• Encourage applause and positive reinforcement.
• Facilitate brief discussion highlighting similarities, unique ideas, and the importance of sharing safety knowledge.
• Reinforce the message that safety is everyone's responsibility.

Reflection and Closure (2 minutes)

• Each student writes or verbally shares one safety action or strategy they will remember and use.
• Teacher summarises the learning: personal plans help us feel safe and resilient.
• Explain that these plans can be reviewed and updated as they grow and learn.

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Assessment Strategies

• Formative: Observation during plan development and partner presentations to assess understanding and application of safety strategies.
• Peer assessment: Using the presentation checklist and providing supportive feedback.
• Exit ticket: A quick individual reflection on a new safety strategy as an informal assessment of learning and engagement.
• The focus is on the student’s ability to apply protective strategies, plan for safety, and communicate effectively with peers, all aligned with the NSW syllabus expectations.

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Teacher Notes

• Encourage growth mindset language around safety: mistakes happen, but knowing what to do supports resilience.
• Use inclusive language and acknowledge diversity in experiences; not all families may have the same safety contexts.
• Model empathy and active listening during sharing.
• Reinforce connections to prior lessons in the unit for continuity.
• This final lesson is an opportunity to empower students to take control over their health and safety proactively and with confidence.

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This lesson plan is designed to be engaging, developmentally appropriate, and fully aligned to the NSW Health and Physical Education Achievement Standards for Years 3 and 4, particularly focusing on personal safety, resilience-building, and respectful communication.