Safe, Strong and Aware

Learning Intentions

• Identify strategies to remain safe in uncomfortable or unsafe situations at home and at school

• Recognise warning signs and be alert and aware of unsafe situations

• Use assertive behaviour and language to speak up for themselves and others

• Apply strategies to identify and manage emotions before reacting

• Use strategies to cope with adverse situations and the demands of others

• Show respect and empathy and value differences in relationships

• Use a 1–5 Emotion Scale (with specific emotions attached to each score) to track their own feelings twice a day, across 10 school days

• Collect, manage and present their feelings data using digital software

• Recognise that the same data can be represented in different ways

• Construct tables, column graphs and picture graphs (one picture = many values) from collected data

Success Criteria

• Describe at least three strategies to stay safe in unsafe or uncomfortable situations

• Explain what being 'alert and aware' looks, sounds and feels like

• Demonstrate assertive language (e.g. "No, stop", "I don't like that") in role-play

• Name and apply one strategy (pause, breathe, walk away, seek help) to manage a strong emotion

• Name a safe adult in their safety network

• Listen respectfully to a classmate's different view

• Give their current feeling a score from 1 to 5 and name an emotion that matches the score

• Record their own scaled score twice a day (morning and afternoon) for 10 school days

• Enter their scaled scores into a digital form or spreadsheet

• Choose an appropriate display (table, column graph, picture graph) for a purpose

• Construct a picture graph where one picture represents many data values, with a clear key

Data Scale

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Strategies

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