Staying Safe Together

Year Level

Foundation (Kindergarten/Prep) — Australian Curriculum (v9)

Duration

45 minutes
Class size: 25 students

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Learning Objectives

Aligned with the Australian Curriculum v9 for Health and Physical Education, Foundation Level:

• AC9HPFP05 — Demonstrate protective behaviours, name body parts and rehearse help-seeking strategies that help keep them safe .
• Understand the concept of body autonomy — the right to make choices about their own bodies .
• Identify trusted adults to go to for help and practise assertive communication when feeling unsafe or uncomfortable .
• Recognise safe vs unsafe touches and digital safety basics suitable for their age .

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Resources Needed

• Large floor space or carpet area for circle time
• Visual aids: pictures illustrating safe and unsafe touch, trusted adults, ‘help-seeking’ role-play cards
• Large body outline poster (to label body parts)
• Scenario cards for role-play
• Child-friendly storybook emphasizing safety and help-seeking behaviours (optional)
• Whiteboard and markers
• ‘Stop, Talk, and Tell’ poster or signal

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Lesson Plan

1. Warm-Up and Introduction (5 mins)

• Gather children sitting in a circle.
• Brief discussion: “What does it mean to feel safe?”
• Introduce the idea that our bodies belong to us and we get to decide who can touch or help us.
• Introduce trusted adults by brainstorming who they are (parents, teachers, family friends, doctors, etc.).

Pedagogical note: Use simple language and affirm children's responses, making the concept emotionally safe and non-threatening.

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2. Learning Activity 1: Body Parts Naming & Body Autonomy (10 mins)

• Using the large body outline poster, name main body parts with the students.
• Explain that some parts are private and should only be touched by themselves or a trusted adult to help keep them clean or safe.
• Teach the word ‘private parts’ sensitively and age-appropriately.
• Reinforce that it's okay to say ‘no’ if someone touches them in a way they don't like.

Activity: Sing a “Head, Shoulders, Knees and Toes” style song with pauses to say “that’s private and no one should touch without permission” on private parts.

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3. Learning Activity 2: Role-Playing Protective Behaviours (15 mins)

• Split children into pairs or small groups.
• Use scenario cards showing safe and unsafe touch or situations—e.g., “Someone tries to hug you but you say no,” or “You feel scared and tell a trusted adult.”
• Model a simple role play: Using ‘Stop, Talk, and Tell’ — stopping the action, talking to the person, and telling a trusted adult.
• Have children practise assertive help-seeking language like: “I don’t like that. Please stop,” or “I need help.”
• Debrief with the whole class, asking questions such as “Who would you tell if you felt unsafe?”

Pedagogical note: Build resilience by encouraging children that it's always okay to seek help and that adults are here to protect them.

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4. Learning Activity 3: Safe Online Spaces (5 mins)

• Introduce the idea that some games or apps are safe places, but if something online makes them sad, scared, or confused, they should tell a trusted adult immediately.
• Use simple examples like, “If someone says something mean or shows a picture you don’t like, tell your mum, dad, or teacher.”

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5. Conclusion & Reflection (5 mins)

• Recap key messages using visuals and children repeating key phrases like “My body belongs to me,” and “I can say no and tell.”
• Encourage students to share one thing they learned or one trusted adult they can go to.
• Hand out a colourful takeaway card/poster with the main safety messages for families to reinforce at home.
• Praise children for their participation and bravery in talking about these important topics.

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Assessment & Follow-Up

Formative Assessment:

• Observe children’s participation and confidence during role-playing and discussions.
• Listen for understanding of key phrases (“Stop,” “Tell,” “Trusted Adult”).

Summative Assessment:

• Students can verbally identify trusted adults and protected body parts.
• Demonstrate help-seeking phrases in a mini role-play.

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Differentiation

• Provide additional support with picture cards or use a puppet for children needing more interactive prompts.
• For advanced learners, encourage explaining why body autonomy is important.
• Support shy or anxious children by allowing small group or one-on-one role-play.

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Cross-Curricular Links

• English: Use of clear, assertive language; listening and speaking skills.
• Personal and Social Capability: Developing self-awareness, emotional regulation, and social responsibility.
• Critical and Creative Thinking: Problem-solving in role-play scenarios reviewing safety.

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Notes

This lesson builds foundational knowledge and skills for personal safety respecting Australian Curriculum standards for Foundation year Health and Physical Education (AC9HPFP05) and supports children’s right to bodily autonomy while nurturing their confidence to seek help when needed .

By embedding empowering language, interactive role-play, and positive reinforcement, the lesson is designed to be engaging yet sensitive to the emotional needs of young children, ensuring they feel safe both physically and emotionally.

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I trust this detailed lesson plan will delight teachers by combining curriculum rigour with age-appropriate creative teaching strategies to foster a culture of safety and positive wellbeing in the classroom.