RIC-20003 AC Health (Year 1) Be healthy safe and active

The lesson
Introduction
• Discuss the types of situations
where students feel uncomfortable,
unsafe or need help. Encourage
students to share personal
experiences. What would you
do if you were feeling unsafe,
uncomfortable or needed help? In
brief sentences or bullet points,
quickly write some strategies on the
board as students suggest them.
Ideas may include 'Tell Mum or
Dad', 'Run away', 'Yell/Scream', 'Say
in a strong voice "No! Go away!"',
'Run to a safe place', 'Call the
police', 'Don't let anyone touch you',
'Take deep breaths and stay calm'
and so on.
Development
• Discuss what characteristics a
trusted person has. Who are the
people you trust most?
• Provide each student with a copy of
page 23 and ask them to write the
name of a specific trusted person
on each finger. Provide specific
phone numbers of local community
organisations such as Kids Helpline,
triple zero, child services and so on
for the students to copy down on the
wrist section of the diagram.
Differentiation
Assist students who need help
writing words; allow more capable
students to work independently.
Students may add phone numbers
of trusted people if they know them.
Conclusion
• Gather in a circle as a whole class
and ask each student to say the
name of one trusted person they
wrote on their 'hand'.
• Ask the students to repeat the
phrase, 'Nothing is so bad that we
can't tell someone about it!'.
22 Australian Curriculum Health (Year 1)
Content description
Being healthy, safe and active
Practise strategies they can use when they feel
uncomfortable, unsafe or need he!e.._ with a task,
problem or situation (ACPPS017) QJ
Resources
• One copy of page 23 for each student
Assessment
• Oral responses will indicate if students can identify a trusted
person to tell if they feel unsafe.
Going further
• Read the scenarios on page 25 and discuss strategies (or
plans) for keeping safe.
Differentiation
Students may be grouped in pairs to discuss the scenarios
with a friend.
• Read books like the following that reinforce ideas about
keeping private parts private: Some Parts are NOT for sharing
by Julie K. Federico, I said no!: a kid-to-kid guide to keeping
pr i vate parts private by Zach King and Kimberly King, My
underpants rule! by Kate and Rod Power, and Some secrets
should never be kept by Jayneen Sanders. After reading a text,
the students complete page 24.
Differentiation
Select books appropriate to the students in the class. Capable
students may be able to read some for themselves.
• Visit to play 'Triple zero kids'
challenge'. Provide opportunities for the students to practice
phoning triple zero.
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Display Copy
• Read the poem below with the students then ask them to paint
or draw a picture of their safe place.
My safe place
I have a place I like to go
When I am feeling sad and low.
When I am there I feel safe and happy.
Do you have a safe place just like me?
Differentiation
Once the picture has dried, students may write a sentence or
two to describe their safe place. This can be stapled or glued
to their picture for display or sharing.
• Consider using the educational resources at . They
include information about 'yes' and 'no' feelings, warning signs,
scared and yucky feelings, private parts and privacy, the right
to say no if you don't feel safe, and what to do if you feel unsafe
or unsure.
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