Protective Behaviours

Year Level

Year 5

Duration

60 minutes

Class Size

25 students

Curriculum Links

Western Australian Curriculum – Health Education

WA5HEHPS1: Practise protective behaviours that can be implemented in uncomfortable or unsafe situations
WA5HEHPS4: Devise strategies for seeking, giving, or denying consent, including how to communicate intentions effectively

Learning Objectives (WALT)

WALT identify and practise protective behaviours in unsafe or uncomfortable situations
WALT understand and use strategies for seeking, giving, and denying consent respectfully
WALT communicate our intentions clearly and confidently when dealing with personal boundaries

Success Criteria

I can explain what protective behaviours are and list examples I can use
I can recognise when it is okay to say ‘no’ or ‘stop’ and practise this in role plays
I can use respectful language to seek, give, or deny consent
I can communicate my intentions clearly in different situations

Resources

Scenario cards (simple, age-appropriate situations)
Consent vocabulary posters with dyslexia-friendly fonts and colours (high contrast, sans serif fonts)
Whiteboard or digital projector
Role-play props (optional)
Worksheet: “My Safety Strategies” (with plain language and visuals)

Lesson Structure

1. Introduction & Hook (10 minutes)

Explain the lesson purpose using WALT: "Today, we are learning how to keep ourselves safe and how to ask for, give, or say no to permission in respectful ways."
Show a short, simple story or video (dyslexia-friendly subtitles) that illustrates a situation where someone needs to stay safe or ask for consent, e.g. a child saying no to a stranger or asking permission to borrow something.
Ask students for examples from their own experiences or what they think protective behaviours might be.

2. Teach Key Concepts (15 minutes)

Define protective behaviours: Actions we can take to keep ourselves safe, especially when we feel uncomfortable or unsafe.
Discuss consent: What it means to give permission, to say yes, no, or stop—using clear, age-appropriate language.
Use a poster with key words and pictures (e.g., YES, NO, STOP, ASK, TALK).
Model communication strategies: “I feel…”, “Please stop”, “Can I…?”, “No, thank you”
Role-model these phrases with a teaching assistant or another teacher.

3. Guided Practice - Role Play (20 minutes)

Set up scenarios in groups of 4–5 students, each group given a scenario card describing typical situations (e.g., someone wants to borrow a toy, there's unwanted physical contact, being asked to keep a secret that makes them uncomfortable).
Students practise role-playing:
- Seeking permission
- Giving or denying consent
- Using protective behaviours if feeling unsafe
Teacher and aides circulate, providing support and prompting where needed.
After each role play, groups reflect briefly on what strategies they used.

4. Independent Reflection & Worksheet (10 minutes)

Each student completes the “My Safety Strategies” worksheet:
- List 3 protective behaviours they can use
- Write or draw how they would say no or ask for permission
- Identify at least one trusted adult they can talk to if feeling unsafe

5. Review & Closure (5 minutes)

Recap using WALT and success criteria: ask students to share examples of what they learned.
Emphasise importance of speaking up, being clear, and respecting others' choices.

Differentiation Strategies

For diverse learners:
- Use visual aids and posters with simple language, supportive graphics, and dyslexia-friendly fonts.
- Provide role-play scripts or sentence starters for students needing language support.
- Small group work to allow additional teacher support.
- Use of assistive technology if needed (text-to-speech apps).
For students with advanced abilities:
- Extension activity: Create a new scenario involving online communication that includes asking for permission before sharing photos or messages, then plan protective behaviours.
- Lead peer discussions on why consent is important in friendships and online safety.
For students with English as an Additional Language (EAL):
- Pre-teach key vocabulary with pictures.
- Pair with a buddy fluent in English for role-play.

Extension Activities

Design posters promoting respectful communication and consent for display around the school.
Research and present how different cultures respect personal boundaries and permissions.
Write a short story or script illustrating a protective behaviour scenario and how to handle it respectfully.

Dyslexia-Friendly Reading Options

Use high-contrast colours for all printed materials (e.g., black text on pale yellow background)
Sans serif fonts such as Arial or Comic Sans, minimum font size 14
Present information in small chunks, with bullet points and relevant images
Provide audio recordings of key resources or instructions
Use clear headings and consistent layout

Assessment

Observation of group role plays for effective communication of consent and protective behaviours.
Review completed worksheets for understanding of protective strategies and consent language.
Verbal feedback during recap to informally assess student confidence with content.

Notes for Teachers

Create a safe and supportive classroom atmosphere enabling students to ask questions or share experiences without judgement.
Reinforce that “no” or “stop” will be respected and that students have the right to set personal boundaries.
Be prepared to discreetly support any child who may reveal concerns during activities.
Emphasise the importance of trusted adults in unsafe situations.

This lesson plan aligns directly with Western Australian Curriculum standards WA5HEHPS1 and WA5HEHPS4, focusing on protective behaviours and respectful communication about consent for Year 5 students in Health Education. The use of WALT, success criteria, differentiation, and dyslexia-friendly materials ensures accessibility and engagement for all learners.

Teaching Instructions