Personal Development, Health and Physical Education

Child Protection
Stage 1
Class: Term: 2 Year:

HEALTH, WELLBEING AND
RELATIONSHIPS
pp65-67
PD1-1: Describes the qualities and characteristics that
make them similar and different to others
PD1-2: Recognises and describes strategies people
can use to feel comfortable, resilient and safe in
situations
PD1-3: Recognises and describes the qualities that
enhance inclusive and respectful relationships
PD1-9: Demonstrates self-management skills in
taking responsibility for their own actions
PD1-10: Describes and practises interpersonal skills
to promote inclusion to make themselves and others
feel they belong
 How does my uniqueness shape who I am?
 How do we grow and change over time?
 How can we be inclusive and respectful?
Outcomes
MOVEMENT SKILL AND HEALTHY, SAFE AND ACTIVE
PERFORMANCE LIFESTYLES
pp68-70 pp71-74
PD1-4: Performs movement skills in a variety of PD1-2: Recognises and describes strategies people
sequences and situations can use to feel comfortable, resilient and safe in
PD1-5: Proposes a range of alternatives to solve situations
movement challenges through participation in a range PD1-6: Understands contextual factors that
of activities influence themselves and others health, safety,
PD1-10: Describes and practises interpersonal skills wellbeing and participation in physical activity
to promote inclusion to make themselves and others PD1-7: Explores actions that help make home and
feel they belong school healthy, safe and physically active spaces
PD1-11: Incorporates elements of space, time, PD1-8: Participates in a range of opportunities that
objects, effort and people in creating and performing promote physical activity
simple movement sequences PD1-9: Demonstrates self-management skills in
taking responsibility for their own actions
PD1-10: Describes and practises interpersonal skills
to promote inclusion to make themselves and others
feel they belong PD1-10
Key Inquiry Questions
 What are the different ways we can move our  How can I be responsible for my own, and
body? others’ health, safety and wellbeing?
 How can we move and improve our involvement  How can I act to help make my environments
in physical activity? healthy, safe and active?
 How can we participate safely and fairly during  What influences my decisions and actions to be
physical activity? healthy, safe and physically active?

Overview of Content in this Unit

Child protection Education aims to assist students to develop skills in:
 Recognising and responding to unsafe situations
 Seeking assistance effectively
 Establishing and maintaining non-coercive relationships and strengthening attitudes and values related to equality, respect
and responsibility

Learning Experiences Assessment Registration

ODD YEARS
RECOGNISING ABUSE
 Protection (pp33)
 Body Parts (pp35)
 Comfortable and uncomfortable feelings (pp38)
POWER IN RELATIONSHIPS
 Relationships (pp59)
 Rights and responsibilities (pp61)
 Caring for others (pp62)
 Privacy (pp64)
PROTECTIVE STRATEGIES
 Safety rules (pp86)
 Networks (pp88)
 Saying NO (pp90)
 Assertiveness (pp93)
 Prepared to GO (pp95)

Learning Experiences Assessment Registration

EVEN YEARS
RECOGNISING ABUSE
 Warning signals (pp40)
 Safe and unsafe situations (pp43)
  Kinds of touch (pp46)
POWER IN RELATIONSHIPS
 Wanted and unwanted touching (pp66)
 Unwanted touch - saying NO (pp68)
PROTECTIVE STRATEGIES
 Happy and unhappy secrets (pp96)
 Telling (pp98)
 Persistence (pp101)
 My Strategies (pp103)

Resources
Child Protection Education Stage 1, DET.

Evaluation