Respecting Privacy

Lesson Overview

This is Lesson 4 of 6 in the "Understanding Our Bodies" unit for preschool (year 0) students. In this 30-minute session, students will develop an early understanding of the importance of privacy regarding their bodies. The lesson focuses on discussing why it is important to respect private areas.

---

Curriculum Alignment

Health and Physical Education Learning Area

Strand:

• Personal Health and Physical Development
  Focus: Making healthy and safe choices to maintain well-being (linked to understanding privacy and body safety).

Relevant Learning Objectives from New Zealand Curriculum Refresh (NZC)

• Students demonstrate an understanding of how to keep themselves safe and healthy.
• Recognise and describe their bodies using age-appropriate language.
• Understand concepts of personal boundaries and privacy.

Key Competencies addressed

• Managing self: Understanding personal boundaries and privacy develops self-management and self-awareness.
• Relating to others: Communicate feelings and respect for themselves and others’ privacy.
• Using language, symbols, and texts: Express ideas about privacy through speech, images, or simple writing.

These align with NZC’s emphasis that students learn about their own well-being and develop knowledge that supports their participation as responsible members of the community, .

---

Lesson Details

Time	Activity Description
5 min	Welcome and Introduction

• Brief circle time to greet students.
• Introduce the concept of “private parts” using simple language, supported by a large print key phrase poster (Dyslexia-friendly reading).
• Explain WALT: We Are Learning To understand why our private body parts are private. | | 10 min | Storytelling: Privacy Situations
• Read or tell a simple story about a character who learns about privacy (e.g., a child learning that some parts of the body are private and should not be touched by others without permission).
• Use visuals and clear, repetitive language for engagement and accessibility for autistic and sensory learners.
• Pause to ask questions and check understanding, encouraging students to express their feelings or thoughts about privacy. | | 8 min | Discussion and Expression
• Facilitate a guided discussion: Why is it important to keep private parts private?
• Use prompts and picture cards to support responses.
• Invite students to express, either by drawing a picture or verbally, one sentence or idea about why privacy matters. Use large printed sentence starters (e.g., “Privacy is important because...”). | | 5 min | Extension Activity (Optional for advanced students)
• Offer to write a simple sentence about where it is okay to touch their bodies (e.g., "It’s okay for my mum or doctor to touch my arm"). Support with visuals and large print prompts. | | 2 min | Wrap-up and Reflection
• Summarise the key ideas learned.
• Reinforce the message with a closing chant or song about privacy and respect.
• Praise all contributions to build confidence. |

---

Success Criteria

• Students can express in one sentence or an image why privacy is important.
• Students demonstrate understanding by participating in discussion or the storytelling activity.

---

Differentiation Strategies

• Use storytelling with vivid visuals to support comprehension, catering to sensory learners and those on the autism spectrum.
• Allow use of different communication modes: drawing, speech, gestures.
• Provide large print key phrases (dyslexia-friendly) displayed clearly.
• Use repetition and clear routines to create a safe, structured learning environment.
• Scaffold responses with sentence starters or visuals for those requiring language support.

---

Resources

• Storybook or simple scripted story about privacy with visuals
• Large print key phrase posters (e.g., “My private parts are private”)
• Picture cards depicting body parts, privacy scenarios
• Drawing materials for expression activity
• Visual schedule for lesson outline to support predictability

---

Teacher Notes for Special Needs Context

• Be mindful of sensory sensitivities—avoid overwhelming stimuli during storytelling (e.g., keep volume moderate, avoid fast pace).
• Use calm, clear speech and visual supports consistently.
• Monitor student engagement closely; provide breaks if needed.
• Encourage non-verbal contributions like drawing or pointing for students with limited speech.
• Reinforce the concept of safety and privacy in terms familiar and relevant to each child’s experiences.

---

This lesson plan is designed to meet preschoolers’ developmental readiness and learning needs, specifically for children with diverse learning profiles such as autism, and follows the refreshed New Zealand Curriculum principles and Health & PE area objectives closely . The emphasis on key competencies ensures broad developmental gains beyond health knowledge alone.

Please let me know if you want follow-up lesson plans or adaptations for other year levels!