Trusted Network Building

Year Level

Foundation (Kindergarten/Prep equivalent in Australia)

Duration

45 minutes

Class Size

25 students

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Curriculum Alignment

Australian Curriculum, Health and Physical Education (v9)

Content Descriptor:

• Recognise people and places that make them feel safe, and understand they can ask for help when needed (Foundation level related to trusted networks; elaborated through help-seeking and trusted networks in early years)【13:AC9HP2P05.md】【13:AC9HP2P05_E4】【13:AC9HP2P05_E5】.

Capability Development:

• Personal and Social Capability: Recognising and managing emotions, fostering respectful relationships, and understanding help-seeking strategies appropriate for age.
• Critical and Creative Thinking: Evaluating who can be trusted in different situations.
• Ethical Understanding: Understanding respect, safety, and trust in relationships.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify people in their trusted network (family, friends, teachers) who make them feel safe.
2. Understand what a trusted person is and how they help.
3. Demonstrate simple strategies for seeking help from a trusted person when they feel unsafe or unsure.
4. Reflect on feelings related to safety and trust in relationships.

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Resources Needed

• Large picture cards showing diverse people (family members, teachers, friends, community helpers)
• A cozy classroom corner or "Safe Space" area marked with a mat or cushions
• Storybook or video about trusted people and asking for help (age-appropriate, e.g., a story about a child talking to a trusted adult)
• "Help-seeking" role-play props (e.g., phone toy, help sign cards)
• Chart paper and markers
• Stickers or "Trusted Network" badges for children

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Lesson Outline

1. Introduction (10 minutes)

• Welcome students, gather them in a comfortable circle.
• Introduce the idea of a Trusted Network. Ask:
  • "Who are the people you feel safe with?"
  • "Who do you go to when you need help?"
• Show picture cards of different people. Discuss how some of these are trusted adults or friends.
• Briefly explain that a trusted person is someone who listens, helps, and keeps you safe.

2. Story Time (10 minutes)

• Read or show a story/video about a child who asks a trusted person for help.
• Pause during reading to ask simple questions:
  • "How do you think the child feels?"
  • "What did the child do when something worried them?"
• Discuss the ways the child found help.

3. Group Discussion & Activity: My Trusted Network (10 minutes)

• Give each student a worksheet with a simple template (drawing or photos) to identify trusted people.
• Alternatively, use a large classroom chart where students can place picture cards or draw people they trust.
• Discuss:
  • Why do you trust these people?
  • How do they help us?

4. Role-Play Activity: Asking for Help (10 minutes)

• Using props, model asking for help politely:
  • Student A pretends something is worrying them.
  • Student B acts as a trusted adult or friend.
• Invite pairs or small groups of students to practise asking for help.
• Emphasise respectful ways to ask and that it is okay to ask for help.

5. Conclusion and Reflection (5 minutes)

• Circle time reflection: "What did you learn about trusted people?"
• Each student can share one person they trust or one way to ask for help.
• Give out "Trusted Network" stickers or badges to celebrate learning.
• Reinforce that trusted people are there to keep them safe and happy.

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Assessment

• Teacher observation of students’ participation in discussions and role-plays.
• Review of the "My Trusted Network" drawings or chart contributions to check understanding.
• Informal questioning during reflection to assess students’ grasp of trusted people and help-seeking.

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Differentiation Strategies

• For English as an Additional Language/Dialect (EAL/D) learners, use visual supports and modelling.
• For students needing extra support, provide one-on-one guidance during activities.
• Extension task for advanced learners: draw or talk about what makes a trusted network strong.

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Links to the Australian Curriculum (v9) Foundation Health content:

• Identify and demonstrate protective behaviours and help-seeking strategies to help themselves and others stay safe (AC9HP2P05)【13:AC9HP2P05】.
• Recognise photos and locations of safe places and a network of people who can help (AC9HP2P05_E4)【13:AC9HP2P05_E4】.
• Discuss the importance of seeking help when problems are too big to solve by themselves (AC9HP2P05_E5)【13:AC9HP2P05_E5】.

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Teacher Tips

• Maintain a warm and reassuring tone as students discuss sensitive topics like safety.
• Create a safe classroom environment by reminding students that all feelings and questions are okay.
• Use positive reinforcement to encourage participation.
• Take care to respect students' diverse family and cultural structures in discussions.

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This detailed lesson is designed to engage Foundation students according to their developmental level, using Australian Curriculum standards to build essential skills in developing a trusted network for safety and support.