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Keeping Safe – Child Protection Curriculum – Term 1

Focus Area 1: The Right to be Safe


ACARA Health:
links  Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation
 Recognise situations and opportunities to promote health, safety and wellbeing
 Identify and practise emotional responses that account for own and others’ feelings

Personal and Social capability


 Compare their emotional responses with those of their peers
 Describe ways to express emotions to show awareness of the feelings and needs of others

Ethical Understanding
 Describe ethical concepts, such as right and wrong, honesty, fairness and tolerance
 Describe the effects that personal feelings and dispositions have on how people behave
 Give examples of how understanding situations can influence the way people act
 Identify their rights and associated responsibilities and those of their classmates

Week Learning Intention and Success Criteria Lesson


2 Feelings
Learning Intention: Feelings faces – students draw different feelings onto the given faces.
To understand that feelings have names They then cut them out and sort them into ‘easy to have’ or ‘hard to
have’ and discuss how each of these may look and feel.
To understand that some feelings are ‘hard to have’

Success Criteria:
 I can name at least 5 feelings
 I can sort the feelings into easy and hard to have
 I can explain why some feelings are hard to have
 I can discuss what these feelings might look like
3 Learning Intention: Feelings sentences – I feel … when….
To understand that feelings have names
Students add illustrations to their sentences
To understand that feelings are linked to specific
circumstances Are there any other feelings that may feel or look similar to this one? How
Success Criteria: do you react when you have these feelings?
 I can name at least 5 feelings
 I can identify when I have felt these feelings
 I can identify feelings that may appear similar
 I can explain my responses when I have these feelings

4 Learning Intention: Miming feelings


To understand that feelings are linked to specific
circumstances Students improvise using a freeze-frame role play activity to act out the
following feelings:
Success Criteria:
 I can name at least 5 feelings - A bad tempered tennis player
 I can identify when I have felt these feelings - An excited sports fan
 I can model what these feelings may look like - A frustrated toddler
- A proud person
- A worried parent
- A silly six-year-old
- A toddler who is scared of the dark

What do these feelings look like? Are there any that look similar? How can
we tell what a person is feeling by their actions? When have you felt
these feelings?

5 Being Safe
Learning Intention: Think mat – students write down or draw pictures of everything they
To understand and identify safe and unsafe situations associate with being safe.
Success Criteria:
 I can identify safe and unsafe situation What does being safe mean to you? What does being safe look like,
 I can identify what safe situations may look and feel like sound like and feel like?
 I can identify what unsafe situations may look and feel like
 I can list strategies to get myself out of an unsafe situation
6 Learning Intention: Students identify unsafe and safe places and the feelings they may have
To understand and identify safe and unsafe situations when they are in a safe place.
Success Criteria:
 I can identify safe and unsafe situation What feelings do you have when you are in a safe place? How does this
 I can identify what safe situations may look and feel like differ from when you are feeling unsafe? How can we tell which places
 I can identify what unsafe situations may look and feel like are safe and unsafe?
 I can list strategies to get myself out of an unsafe situation
7 Learning Intention: Community safety
To understand and identify safe and unsafe situations Students investigate ways the community keeps people safe. Have
Success Criteria: students consider the pool on Splash day, what things did they have in
 I can identify safe and unsafe situation place to keep people safe? What feelings might you have if they didn’t
 I can identify what safe situations may look and feel like have these things?
 I can identify what unsafe situations may look and feel like
 I can identify safety aspects in the environment Students label the safety equipment and initiatives on a picture on
 I can list strategies to get myself out of an unsafe situation Seesaw. They record themselves discussing the importance of these
things.
8 Warning Signs
Learning Intention: Warning signs in our environment – e.g. road signs etc.
To understand warning signs are a way of telling us that
something may be dangerous or unsafe Discuss how these signs tell us about something dangerous that could
Success Criteria: happen. These signs help us to respond safely to avoid that situation.
 I can identify warning signs in the environment
 I can explain why warning signs are important Give students a sheet with lots of signs. Have them write next to each one
what they think the sign is warning them about.
9 Learning Intention: Human outline
To understand warning signs are a way of telling us that Discuss how our body gives us warning signs as well when we might be in
something may be dangerous or unsafe a dangerous situation. Students label the human outline with feelings their
Success Criteria: body may get when they begin to feel scared or nervous.
 I can identify warning signs in my body
 I can explain why warning signs are important
10 Risk Taking and Emergencies
Learning Intention: Students identify whether situations are safe, unsafe or a risk from a list of
To identify risky or emergency situations and know how to given scenarios
respond
Success Criteria: What makes this unsafe? What makes this safe? Why is this a risk? Why is it
 I can identify safe, unsafe and risky situations important to stop and think if we are feeling unsafe? What warning signs
 I can explain why something may be a risk might you have in this situation?
 I know the warning signs my body will have if it is an
unsafe risk
11 Learning Intention: Triple Zero kids challenge
To identify risky or emergency situations and know how to Students identify which emergency service to ring in emergency situations
respond
Success Criteria: How do you know it’s an emergency? What if you are unsure? What if
 I can identify emergency situations you don’t have access to a phone?
 I can identify which emergency service to call
 I can list strategies to ensure my access to emergency
services