Personal Safety Start

Overview

In this first lesson of the unit “Staying Safe, Being Kind”, students practise protective behaviours and rehearse help-seeking strategies. They explore how to stay safe in different places by identifying safe/unsafe situations through role-play.

Learning intentions

Students will:

• demonstrate simple protective behaviours in play and daily situations
• name body parts (for example, head, arms, legs, private parts*) using respectful language
• rehearse help-seeking strategies by asking a trusted adult for help when they feel unsafe or uncomfortable
• practise respectful ways to react when someone asks them to do something that makes them feel unsure

Success criteria

Students can:

• tell the difference between “safe” and “unsafe/unsure” using simple examples
• use a help-seeking strategy, such as “Stop, I don’t like it. I need help” and then go to a trusted adult
• identify at least two body parts using correct names
• role-play a respectful response and show safe choices (for example, move away, tell an adult)

Curriculum links

• Health and Physical Education: demonstrate protective behaviours, name body parts and rehearse help-seeking strategies that help keep them safe - Health and Physical Education: exploring protective behaviours and help-seeking strategies when they or others feel unsafe or uncomfortable (AC9HPFP05_E1)
• Health and Physical Education: exploring and demonstrating assertive strategies to seek help (AC9HPFP05_E2)
• Health and Physical Education: identifying a support network of adults they can trust (AC9HPFP05_E4)

Lesson structure (45 minutes)

1. 0–5 min · Welcome and unit hook. Teacher shares a short, child-friendly story about someone feeling “safe” and someone feeling “unsafe”. Students sit in a circle and respond with thumbs (safe) or hands down (unsure) to teacher questions.

2. 5–12 min · Body parts and respect. Teacher shows a large outline body picture and names body parts, including that private parts are private, with clear, respectful language. Students point to body parts as the teacher says them, repeating: “My body, my right.”

3. 12–20 min · Feelings and safety signals. Teacher introduces the idea that our body can feel “not right” (for example, stomach feels tight, want to pull away) and safety is about listening to that feeling. Students choose between two emotion cards (safe/unsure) and share one sentence starter: “I feel unsure when…”

4. 20–35 min · Role-play: safe vs unsafe (safe choices). Teacher sets up three role-play stations (teacher models one first):

• Station A: Someone asks to share a toy in personal space—safe response (ask first, use permission words).
• Station B: Someone comes too close or makes a child feel uncomfortable—unsafe/unsure response (say “Stop”, move away, get help).
• Station C: Online/digital safety prompt using pretend devices—if unsure, stop and tell a trusted adult. Students rotate in small groups, practising the same key help words: “Stop. I need help. I will tell an adult.”

5. 35–42 min · Help-seeking rehearsal (teacher-led). Teacher displays “Trusted Adults” icons (family member, teacher, principal, carer, neighbour you know) and models a simple routine: notice → stop → move to an adult → tell what happened safely. Students practise the routine in pairs using a prompt card: “I felt unsure because… I need help.”

6. 42–45 min · Exit check. Teacher calls three students at a time to demonstrate: name one body part, identify safe/unsure, and say one help-seeking sentence. Remaining students hold up the safety sign they’d choose (safe/unsure) for the teacher’s final scenario.

Resources

• Large body outline poster or display
• Picture cards: safe/unsure (and simple emotion cues)
• Role-play station props: toy, space markers (cones/tape), pretend phone/tablet
• “Trusted Adults” icon cards and a teacher visual routine card (notice–stop–tell adult)
• Permission/help prompt cards with simple phrases
• Safety scenario prompt cards (one per station)
• Simple student name tags (for grouping/rotation)
• Optional: whiteboard and markers

Assessment

• Teacher observation checklist during role-plays: correct help-seeking words used, moves away, tells an adult
• Quick formative check during body parts pointing: students name at least two body parts respectfully
• Exit check: individual demonstration or brief verbal response to identify “safe/unsure” and one help-seeking strategy

Differentiation

• Provide sentence starters on visual cards for students who need language support (for example, “I felt unsure when…”).
• Use role-play roles with clear scripts (for example, “Ask”, “Try”, “Stop”, “Tell an adult”) so every student participates.
• For students with additional needs, practise the routine with fewer steps (notice–stop–tell adult) before rotating.
• Extension for confident students: identify an additional trusted adult and explain how they would ask for help (“Can you help me please?”).

*Note for teachers: Use your school’s agreed, child-appropriate terms for private parts. Keep language consistent, respectful, and brief.