Seeking Help Steps

Year Level

Year 2

Duration

30 minutes

Learning Area

Health and Physical Education

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Lesson Title

Seeking Help: When and How

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WALT

We Are Learning To practice the steps to seek help in difficulties.

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Success Criteria

• Students can verbally explain who to ask for help.
• Students demonstrate scenarios of seeking help appropriately.

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Australian Curriculum Links

• AC9HP2P05: Identify and demonstrate protective behaviours and help-seeking strategies they can use to help themselves and others stay safe.
• AC9HP2P03: Identify how different situations influence emotional responses.
• AC9HP2P04: Practise strategies to seek, give or deny permission respectfully, including saying no assertively.

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Differentiation

• Peer support: Pair students for role plays to support those needing encouragement or with language challenges.
• Visual aids: Use images and bulleted lists to support dyslexic learners and visual learners.
• Sensory engagement: Use colourful cue cards and puppets during role plays for hands-on learning.

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Extension

Students create a colourful, illustrated Help-Seeking Chart outlining who to ask for help in different situations. This chart can be displayed in the classroom as a constant reminder and resource.

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Resources Needed

• Help-seeking scenario cards with images
• Large colourful chart paper and markers
• Emotion flashcards
• Puppets or soft toys for role play
• Pre-prepared bulleted list of safe helpers (teachers, parents, police, carers) with matching images

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Lesson Plan Outline

1. Introduction (5 minutes)

• Warm welcome and recapitulate previous lessons briefly on emotions and reactions to build connection.
• WALT and Success Criteria shared clearly with students.
• Introduce the concept: “Sometimes we need help when things are tricky. Today, we learn who to ask and how.”

2. Discussion and Guided Exploration (8 minutes)

• Show bulleted list of “Safe Helpers” with images (e.g., teacher, parent, police officer, family friend).
• Discuss scenarios where students might need help (feeling scared, hurt, lost, confused). Use emotion flashcards to describe feelings.
• Ask students to suggest who they might ask in each example. Reinforce appropriate helpers.

3. Role Play Activity (12 minutes)

• In pairs or small groups (max 3 students), distribute scenario cards with colourful images (e.g., “You are lost in the playground,” “You hurt your leg,” “Someone is being mean”).
• Each group practices a short dialogue showing: noticing the problem, seeking help by asking a safe helper, and what to say.
• Teachers and peer support assist as needed. Puppets or toys can be used to make it engaging.
• After role plays, invite a few groups to perform in front of the class.

4. Reflection and Extension (5 minutes)

• Recap the key steps for seeking help.
• Ask students verbally to name someone they would ask when they need help and why.
• Introduce the extension activity: creating a Help-Seeking Chart together. This can be done in the next lesson or as part of ongoing classroom displays.
• Provide a dyslexia-friendly handout with the bulleted list and images to take home.

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Assessment

• Informal: Observe students’ verbal explanations during discussion and role plays to ensure understanding of who to ask for help.
• Formative: Participation and accuracy in role plays and verbal responses.

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Classroom Environment Suggestions

• Use bright coloured posters and cards to keep children visually engaged.
• Create a ‘Help Corner’ with the Help-Seeking Chart and safe helper pictures.
• Use soft toys and puppets to invite shy children to participate actively.

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Teacher Tips

• Use positive reinforcement and praise students for efforts to express help-seeking strategies.
• Be sensitive to students who may have had difficult experiences and encourage a supportive, safe space.
• Incorporate songs or chants about asking for help as engaging warm-ups or transitions if time allows.

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This lesson plan aligns closely with the Western Australian Curriculum’s Health and Physical Education standards for Year 2, focusing on protective behaviours, managing emotions, and practising respectful communication strategies with appropriate differentiation, visual supports, and hands-on group work to best engage young learners. 【4:0†AC9HP2P03.md】