Safe Choices Adventure

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🧠 Lesson Rationale

This lesson is designed in response to increasing concerns about online and offline safety for primary-aged children, particularly in regional Australian communities where digital device use is rising, and social issues like bullying remain prevalent. Based on ACARA’s Health and Physical Education curriculum, this lesson focuses on protective behaviours and help-seeking strategies. Recent discussions with students about internet gaming, end-of-day playground incidents, and increased digital device use have informed this lesson. Additionally, many students in Year 3–4 are exploring more independence, both online and offline, making this a crucial window for learning about safe decision-making.

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👩‍🏫 Students’ Background Knowledge

Students will likely have:

• A basic understanding of safe/unsafe behaviour in general situations.
• Engaged in previous units around emotional regulation and personal boundaries.
• Basic knowledge of how to ask a trusted adult for help.

This lesson will extend their understanding into specific scenarios and introduce clear help-seeking pathways and language.

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⚠️ Risk Reduction

To minimise risk:

• All physical activities are non-contact and use soft equipment.
• All students will warm up and cool down.
• Clear behavioural expectations and personal space rules established.
• Digital tool use will be directly supervised.
• Any roleplay will avoid triggering content like disclosing real unsafe experiences - scenarios will be hypothetical.

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🎯 Learning Intentions (WALT)

• We are learning how to recognise unsafe situations both online and offline.
• We are learning how to use protective behaviours and help-seeking strategies.
• We are learning to identify trusted adults and appropriate actions when we feel unsafe.

Skills Developed

• Critical thinking
• Communication
• Decision-making
• Empathy
• Digital literacy (ICT)

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🤝 Pedagogical Approach

Games-Based Approach

Students engage in physically active, scenario-based games that simulate real-life situations in a playful, safe manner. This approach fosters participation, teamwork and a sense of ownership over their learning.

Example: A “Choose Your Own Safe Adventure” game in the gym encouraging students to navigate safely through life-like scenarios with choices at each checkpoint.

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🏆 Success Criteria (WILF)

Students will:

• Identify at least two strategies for staying safe in uncertain situations.
• Correctly identify people in their support networks.
• Demonstrate appropriate help-seeking behaviours during roleplay.
• Show teamwork and clear communication in games.

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🧠 HPE Teaching Strategies

• Scenario role-play – reenacting situations helps cement understanding.
• Questioning for understanding – higher-order thinking questions promote reflection.
• Modelling – teacher models protective behaviours.
• Visual aids – anchor charts and scenario flashcards.
• Peer learning – collaborative activities foster shared learning.

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🏡 Creating a Safe & Supportive Environment

• Establish ground rules: respect, one mic at a time, no judgement zone.
• Incorporate inclusive language and universally safe examples/scenarios.
• Allow student opt-out of roleplay but offer alternative tasks (observing with checklist).
• Reinforce that there are no “wrong” answers when discussing feelings or fears.

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🏫 Learning Environment

• School Gym or Covered Outdoor Learning Area (COLA) for movement component.
• 10 minutes in the classroom/iPads for digital check-in task.

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📚 Resources (including ICT)

Equipment:

• Laminated scenario cards
• Coloured cones and markers
• Soft foam balls
• Pre-printed “Safety Passport” worksheets
• Anchor chart: “Trusted Triangle” (You – Friends/Trusted Adult – Places)
• Whiteboard & markers

ICT:

• Teacher: iPad with Apple Keynote or Google Slides to display animated scenarios
• Students: School iPads for interactive “What would you do?” Kahoot game

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📋 Assessment & Reporting Strategies

Assessment Types:

• Formative: Observations during the “Safe Adventure” game and scenario response.
• Summative: Completion of “Safety Passport” exit ticket.

Recording Instruments:

• Anecdotal observation checklist (attached)
• Annotated samples of student “Safety Passports”

See attachments:

• Observation Checklist: “Protective Behaviour Game Recorder”
• Exit ticket: “Safety Passport – Understanding What I’ve Learnt”

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🧩 LESSON STRUCTURE

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Stage 1: Introduction (10 minutes)

Teacher Actions

1. Gather students in circle formation in the gym.

2. Display slide with digital cartoon avatar facing “unsafe situation crossroads.”

3. Ask:

   • “What would you do if a stranger asked you for help in a car park?”
   • “What if someone online wants your photo?”

4. Introduce Learning Intentions (WALT) and Success Criteria (WILF).

5. Discuss concept of "Protective Behaviours" and "Trusted Triangle" chart.

Student Actions

• Respond to guided questions.
• Share safe strategies they already know.
• Listen and contribute to the class discussion.

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Stage 2: Body of Lesson (45 minutes)

🔁 Activity 1: Safe Choices Adventure Game (25 minutes)

Goal: Navigate a physical maze of scenarios; stop at checkpoints and choose response card.

Setup:

• Mark pathways using cones/safety tape.
• Place scenario cards on cones with 2–3 response options.
• Use colour cards or foam balls as tokens for correct answers.

Teacher Instructions

• Explain that students are going on an adventure through “Safe Land.”
• At each cone, they read a scenario (e.g. “You see someone being bullied at lunch”) and choose an action.
• Reinforce why certain choices are more protective.

Prompt: “What would a protective behaviour look like here?”

Student Task

• Move through the gym in small groups (4–5).
• Read scenarios, discuss options, choose the best.
• Return to home base with their “Safe Token” if they choose wisely.

👩‍🏫 Teacher Assessment

• Use observation checklist: protective behaviour identified, communication, teamwork.
• Record misunderstandings for follow-up.

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📱 Activity 2: ICT - Digital Decision Game (Kahoot) (10 minutes)

Goal: Reinforce concepts through engaging quiz.

Teacher Action

• Launch Kahoot quiz: include questions like:

  • “Who can you talk to when something feels ‘yuck’ online?”
  • “What should you do if someone asks for your password?”

• Pause after each question for class discussion.

Student Task

• Use iPads to answer in teams.
• Explain reasoning verbally when asked.

📓 Assessment Opportunity

Gauge student understanding in real-time using quiz results.

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👥 Activity 3: Exit Task - “Safety Passport” (10 minutes)

Goal: Students reflect, consolidate learning in written form on worksheet.

Teacher Instructions

• Hand out printed “Safety Passport” which includes:
  • One online unsafe example + response
  • One offline unsafe example + response
  • Draw their “Trusted Triangle”

Prompt: “Who would you talk to if you didn’t feel safe at school or home?”

Student Task

• Fill out reflection independently or in pairs.
• Submit to teacher for review.

📌 Assessment Evidence

• Collect & annotate “Safety Passports.”
• Use to identify gaps or next steps.

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Stage 3: Conclusion (6 minutes)

Teacher Actions

• Circle time debrief:

  • “What did we learn today?”
  • “How can we keep each other safe tomorrow?”

• Review key messages:

  • Speak up if something feels wrong.
  • There are trusted people and safe places to go.
  • Online safety is just as important as playground safety.

• Praise positive behaviours and thoughtful responses.

Student Actions

• Share one new thing they learnt.
• Identify who their trusted adults are.
• Ask reflective questions or clarify doubts.

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💼 Australian Curriculum Links

Health and Physical Education: Years 3–4

• Strand: Personal, Social and Community Health
• Sub-Strand: Making healthy and safe choices
• Content Description: AC9HP4P08 – “Describe and apply protective behaviours and help-seeking strategies in a range of online and offline situations.”

Movement and Physical Activity Strand

• Incorporates teamwork, safe movement, decision-making under social pressure, and cooperative skills.

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🌏 General Capabilities / Cross-Curriculum Priorities

• Intercultural Understanding – Exploring diverse examples of trusted adults (e.g. elders, community leaders).
• Critical and Creative Thinking – Scenario reflection and problem-solving.
• ICT Capability – Identification of online threats; using digital tools to reinforce learning.
• Personal and Social Capability – Resilience, empathy, and communication skills in challenging situations.

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✅ Attachments for Assessment

1. Observation Checklist – “Protective Behaviour Game Recorder”
2. Student Worksheet – “Safety Passport”

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This lesson creatively blends movement, technology and real-world application – an integrated approach to developing empowered, resilient learners in a safe, student-centred environment.