Safe Help Moves

Overview

In this short, hands-on Health session, students learn and practise protective behaviours and simple help-seeking strategies. The lesson focuses on noticing when something feels unsafe, choosing a safe action, and asking a trusted adult for help.

Learning intentions

WALT

• identify what “safe” and “unsafe” can mean in everyday situations
• practise protective behaviours that help keep us and others safe
• use a help-seeking strategy (how to ask, who to ask, and what to say)

Success criteria

I can …

• point to or show a safe choice and explain why it is safe
• use a protective behaviour (stop, move away, stay with others, or ask for help)
• demonstrate how to ask a trusted adult for help using a simple script
• tell the class which choice helped most in a practice scenario

Curriculum links

• Health and Physical Education: Personal, Social and Community Health — Health Education, protective behaviours and help-seeking strategies students can use to help them and others stay safe - Health and Physical Education: Movement and Physical Activity — investigate effectiveness of different ways of moving body and manipulating objects and space by making choices that work in a task ## Lesson structure (20 minutes)

1. 0–3 min · Hook (Feelings + Safety). Teacher shows 3 picture cards (playground: safe, stranger call, sharp object) and says: “When it feels unsafe, our body might tell us. What should we do?” Students choose one card and place it in a “Safe” or “Unsafe” pocket chart.

2. 3–7 min · Teach (Protective behaviour steps). Teacher introduces a simple, concrete routine using a visual sequence:

• Stop
• Move away to a safe place
• Tell an adult you trust Teacher models each step with gestures. Students repeat the routine together, then in pairs do “stop and move away” with teacher cues.

3. 7–13 min · Practise (Safety Stations: hands-on). Teacher sets up 3 stations using low-risk equipment and clear boundaries. Students rotate every ~2 minutes.

• Station A: “Safe Space” cones—students practise moving away from an unsafe “zone” to a marked safe area.
• Station B: “Help Call” role-play—students practise a script into a toy phone or picture prompt.
• Station C: “Chooser Game” — students sort 6 scenario cards into safe/unsafe and match a protective step card. Teacher circulates, reinforces correct steps, and uses short feedback.

4. 13–17 min · Check (Scenario Role-play). Teacher reads one short scenario: “You see a sharp object near the path. Someone says ‘don’t tell’.” Teacher asks: “What protective behaviour do we use? Who do we tell? What do we say?” Students demonstrate the routine (stop, move away, ask adult). Teacher chooses 2–3 students to role-play; remaining students show with gestures.

5. 17–20 min · Exit ticket (Quick tell + mark). Students complete a one-minute exit choice:

• Circle the trusted adult picture (teacher/parent/carer/other adult at school)
• Draw or stamp one protective action (stop/move away/ask for help) Teacher collects and scans for understanding.

Resources

• Picture cards for safe/unsafe scenarios (3 for hook, 6 for station game)
• Pocket chart or wall pockets labelled “Safe” and “Unsafe”
• Visual routine cards: Stop / Move away / Tell an adult
• Cones or floor markers to show an unsafe zone and safe zone
• Role-play props: toy phone, name badge cards, “trusted adult” picture cards
• Sorting cards (safe choice/unsafe choice + protective step cards)
• Student exit ticket sheets with large icons and tracing/stamp option
• Timer (visual)

Assessment

• Formative: observe station work for correct protective steps (stop and move away) and appropriate help-seeking behaviour (asking an adult)
• Formative: quick check during scenario role-play—students can choose who to tell and what to do
• Exit ticket: trusted adult choice and protective action mark/draw/stamp

Differentiation

• Special ed supports: use clear visual routine cards and gestures; keep instructions to 1–2 steps at a time; provide physical boundaries for “safe/unsafe” zones
• Dyslexia-friendly options: provide picture-based scripts (“I don’t feel safe. I need help.”) and allow students to use symbols/stamps instead of reading
• Sentence starters for students who can speak/write: “I feel unsafe. I will ____.” (stop / move away / ask for help)
• Extension for advanced learners: ask students to add one extra protective choice (e.g., “stay with friends,” “get an adult nearby,” “use the buddy system”) and explain why it helps