Recognising Unsafe Situations

Learning Area

Health and Physical Education Year Level: 3 and 4 Duration: 60 minutes Class size: 25 students

Curriculum Links (NSW Syllabus for the Australian Curriculum: Health and Physical Education Years 3 and 4)

Content Descriptions:

Recognise personal identities and factors that influence identity and safety.
Identify and practise protective behaviours and help-seeking strategies to keep themselves and others safe both online and offline.
Develop respectful relationships and communication, including assertiveness skills to express feelings and needs.

Focus Areas:

Personal, Social and Community Health
Relationships and Sexuality
Protective Behaviours and Safety Skills

Achievement Standard: By the end of Year 4, students describe and apply protective behaviours and help-seeking strategies to keep themselves and others safe. They interpret health information to enhance their own and others’ health, safety, relationships and wellbeing. They apply communication skills such as assertiveness to interact respectfully with others.

Learning Objectives

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

Recognise and describe situations that may feel unsafe.
Identify and explain protective strategies including seeking help, removing themselves from unsafe situations, and using assertive communication.
Reflect on unsafe situations and match them with appropriate protective behaviours.

Resources Needed

Illustrated scenario cards depicting safe and unsafe situations (age-appropriate and culturally inclusive).
Protective strategy cards with options such as "ask for help," "say no firmly," "move to a safe place."
Reflection worksheets with images and spaces to match unsafe situations with protective strategies.
Whiteboard and markers.
Timer or clock.
A safe, comfortable learning environment.

Lesson Breakdown

1. Introduction and Launch (10 minutes)

Gather students in a circle.
Show several illustrated scenario cards depicting various situations (some safe, some unsafe). Use simple, relatable examples like “being approached by a stranger,” “someone making a child uncomfortable,” or “a friend asking to share a secret that doesn't feel right.”
Facilitate an open discussion with guiding questions:
What is happening in this picture?
How might this situation make someone feel?
What makes a situation feel unsafe?
Encourage students to share ideas in pairs then share with the group.
Emphasise feelings of safety and the importance of recognising when to take action.

2. Group Activity: Sorting Scenarios (20 minutes)

Divide the class into small groups of 4-5.
Provide each group with a set of scenario cards and protective strategy cards.
Task: Sort the scenarios into "Safe" and "Unsafe."
For unsafe scenarios, discuss and select the most appropriate protective strategy card(s). This might include:
Seeking help from a trusted adult.
Removing oneself from the situation.
Using assertive language to say "No" or express discomfort.
Circulate among groups to facilitate discussion, prompt thinking on why certain strategies are appropriate.
Have each group report back one scenario and their chosen protective strategy to the whole class.

3. Reflection and Individual Task (20 minutes)

Distribute reflection worksheets which contain pictures of various unsafe situations paired with empty boxes to identify matching protective strategies.
Students work independently, completing the matching activity.
Encourage them to think carefully about why a particular strategy would help in each situation.
After completion, discuss answers as a class to consolidate understanding.
Highlight the importance of always seeking help and trusting their feelings about safety.

4. Conclusion and Consolidation (10 minutes)

Recap key messages: recognising unsafe situations and knowing protective behaviours keeps us safe.
Role-play some protective strategies with volunteers to practise assertive communication and help-seeking in a supported environment.
Reinforce the idea that if students ever feel unsafe, they have the right to say no, leave, or ask for help.
Provide positive feedback and affirm students’ participation.
Share that next lesson they will build further on understanding relationships with healthy communication strategies.

Assessment

Observation of group discussions and ability to accurately sort scenarios and identify appropriate strategies.
Completion and accuracy of the reflection worksheet matching activity.
Participation in role-play using assertive and help-seeking behaviours.

Differentiation and Support

Provide additional visual aids or role-play opportunities for students who may find it challenging to identify unsafe situations.
Offer one-on-one support as needed for students with special needs or English as an additional language.
Use simple language and repeat key messages.
Encourage peer support in group activities.

Teacher Notes

Ensure all scenarios and discussion are culturally sensitive and inclusive.
Maintain a safe classroom environment where students feel comfortable sharing their thoughts without fear or judgement.
Reinforce confidentiality and respect during discussions about safety.
Prepare parents/carers by informing them of the lesson content and encourage open conversations at home.

This lesson supports the NSW Curriculum requirements by focusing on personal and social capability, protective behaviours, and help-seeking strategies to promote wellbeing and safety, consistent with Health and Physical Education goals for Years 3 and 4.

Teaching Instructions