Safe and Uncomfortable

Overview

In this lesson (3 of 7) students learn to notice the difference between feeling safe and feeling uncomfortable. They use short stories, feelings language, and practice help-seeking so they can respond early if something feels “not right”.

Learning intentions

Students will:

• identify feelings they might have when they feel safe or uncomfortable
• name simple body signs that match feelings (e.g. “my tummy feels tight”)
• practise telling a trusted adult when they or someone else feels unsafe or uncomfortable
• rehearse respectful “stop” and “no thank you” messages using clear body language

Success criteria

Students can:

• match scenarios to “safe” or “uncomfortable”
• use at least two feelings words (e.g. happy, scared, worried, unsure) and one body sign
• role-play what to say and do to ask for help (e.g. “I feel uncomfortable. Can you help me?”)
• show confident, respectful help-seeking behaviour (quiet voice, eye contact, stay near safe adults)

Curriculum links

• AC9HPFP05: demonstrate protective behaviours, name body parts and rehearse help-seeking strategies that help keep them safe
• AC9HPFP03: express and describe emotions they experience
• AC9HPFP02: practise personal and social skills to interact respectfully with others
• AC9HPFP04: explore how to seek, give or deny permission respectfully when sharing possessions or personal space

Lesson structure (45 minutes)

1. 0–5 min · Welcome and feelings check-in. Teacher greets students and shows two face cards: “Safe” and “Uncomfortable”, then asks students to point to the face that matches how they feel today. Students quickly share using one word (“safe”, “comfortable”, “unsure”).

2. 5–12 min · Story 1: “The playground invitation”. Teacher reads a short, age-appropriate story where a child is invited to do something that makes them feel uncomfortable (e.g. touching someone’s personal space, being asked to keep a secret). Students listen and then teacher pauses for 3 questions: “How might the child feel?”, “What body sign could they notice?”, “What should the child do next?”

3. 12–20 min · Guided discussion: Safe vs uncomfortable. Teacher draws a two-column chart: “Safe feeling” and “Uncomfortable feeling”. Students and teacher add examples from the story (and quick teacher prompts): safe adults, safe places, and safe rules; vs things that feel wrong, confusing, too close, secretive, or involve “don’t tell”. Students help sort 4 scenario cards into the correct column as a class.

4. 20–28 min · Body and feelings connection mini-activity. Teacher explains that feelings show in the body. Students complete a simple “Feelings and body signs” sheet with picture supports: “My tummy feels tight”, “My face feels hot”, “My heart feels fast”, “I want to move away”. Teacher asks: “Which signs mean ‘uncomfortable’?” Students point to the uncomfortable sign set and repeat the class phrase: “Uncomfortable means I can get help.”

5. 28–37 min · Help-seeking rehearsal (protective behaviours). Teacher models a calm, assertive response with two role-play steps:

• Step 1: Say the feeling message: “I feel uncomfortable.”
• Step 2: Seek a trusted adult: “Can you help me, please?” Teacher also models respectful denial: “No thank you” or “Stop.” Students practise in pairs using sentence starters and choosing a safe adult figure (teacher, parent, carer). Teacher circulates giving feedback on voice, body distance, and staying close to a safe adult.

6. 37–43 min · Permission and personal space practice (quick). Teacher shows one or two scenarios: sharing toys, someone stands too close, asking to hug. Students practise one-line permission language:

• “Can I?”
• “Yes, you can.”
• “No, thank you.” Teacher reminds: “Even if someone asks, your body is yours—if it feels uncomfortable, you can say no and get help.”

7. 43–45 min · Exit ticket. Students complete an individual quick check: circle “Safe” or “Uncomfortable” for two pictures, then draw or write one “help message” (using the starter “I feel uncomfortable. Please help me.”).

Resources

• Safe/Uncomfortable face cards (large and student copies)
• Picture scenario cards (4–6) for sorting
• Short teacher-read story script (Lesson 3 story)
• Feelings and body signs printable with picture options
• “Trusted adult” cue cards (teacher, parent, carer)
• Role-play prompt cards (I feel uncomfortable / Can you help me? / Stop / No thank you)
• Pair role-play space markers on the floor
• Exit ticket sheets and crayons/markers

Assessment

• Formative: observe student sorting of scenario cards and listen for correct “safe” vs “uncomfortable” language
• Formative: checklist during role-play (uses feeling message, seeks trusted adult, respectful “stop/no thank you”)
• Summative/quick: exit ticket accuracy and ability to write/draw a help-seeking message

Differentiation

• Provide sentence starters with visuals for students who need additional support (e.g. feelings bubble icons, trusted adult icons)
• Use more scaffolded categories for some students: “Safe has safe adults and safe rules” vs “Uncomfortable means move away and get help”
• Offer choices for role-play partners and allow students to rehearse with a puppet first before partnering
• For EAL/SEN: accept single-word responses in sorting; provide gestures for “stop” and “help” and rehearse together before independent exit ticket