Children's Rights and Safety

Name:

Date:

WALT: We are learning to identify rights and responsibilities

Success criteria: I can name at least two rights in CPC, describe responsibilities for myself and adults, and explain what to do if I feel unsafe.

Dyslexia-friendly: Key words are bold. Read aloud option: teacher or buddy reads questions. Coloured overlays encouraged.

Differentiation: Provide sentence starters for students who need support. Challenge: add a local rule or law that links to each right.

1. Who is mainly responsible for keeping children safe during a lesson?

The teacher or supervising adult

The student only

The principal only

The weather

2. In PE which of the following is a student's responsibility? (choose one)

Wear correct footwear and follow safety rules

Tell other students to ignore rules

Remove safety gear so the game is faster

3. If you feel unsafe in a class, who should you tell first?

A trusted adult at school (teacher, coach)

A stranger

Only friends, not adults

4. Match each right (left) with a matching responsibility (right). Draw lines between columns.

A. Right to be safe at school

B. Right to speak up if worried

C. Right to play and learn

1. Tell a trusted adult when something is wrong

2. Follow safety rules and use equipment properly

3. Teachers and community provide safe spaces and supervision

✏️ Part 2: Short Answers & Scenario

5. Scenario: During a game, a student is pushed and falls. You see they are hurt and upset. List three actions you should take.

6. Fill in the blanks:

Children have the right to _________ at school. To help protect this right, my responsibility is to ________________________.

Teacher notes (brief): Use the school's safety policy and a short web search (e.g., Youth Law Australia) to discuss why rules/laws exist and who enforces them. Provide sentence starters: "I will..." and "I should tell..." for learners who need support. Extension: ask advanced students to find a state rule and explain its purpose.

Children's Rights and Safety — Activity 2

Name:

Date:

WALT: We are learning to name supports and actions to stay safe

Success criteria: I can name trusted adults, identify school safety measures, and list steps to take when rights are compromised.

Dyslexia-friendly: Use short sentences and bold key actions. Offer reading aloud and check understanding after each question.

7. Check all that apply: Which of these help keep children safe during sport at school?

First aid kit and trained staff

Clear rules and supervision

Broken equipment left on the field

Protective gear used when needed

8. Which of these are children’s rights? (check all that apply)

The right to be safe at school

The right to be ignored when unsafe

The right to speak up and be listened to

9. Who are three trusted adults you can tell if you feel unsafe? Write their roles (not names).

🔧 Part 4: Plan & Extension

10. Draw a simple playground map showing: (1) two trusted adults (positions), (2) where to go in an emergency, and (3) one safety rule to follow. Label your drawing.

11. Extension (research): Find one reliable local website about child safety (e.g., Youth Law Australia or Legal Services Commission SA). Write the website name and one useful fact you learned.

Teacher differentiation & extension suggestions: - Support: provide a list of trusted adults and sentence starters. - VISUAL: use pictograms for students who need visual cues. - Extension: students can create a short digital presentation on a local safety law or school policy.

Reminder: Adults are responsible for keeping children safe, but every child can help keep themselves and others safe by following rules and telling a trusted adult if they feel unsafe.