Safe, Strong and Aware

Lesson Three | Body Aware and Safe Adults

Personal, social and community health

- Being healthy, safe and active -

- Communicating and interacting for health and wellbeing-

YEAR LEVEL DESCRIPTION- In Year 4, students learn about specific strategies, including decision-making, to promote personal, social and emotional health and wellbeing. As they continue to build relationships, they develop an understanding of the importance of collaboration, valuing differences, respect and empathy. Students develop strategies for managing the physical, emotional and social changes and transitions they may experience as they grow older. They investigate strategies for seeking, giving or denying permission in a range of situations.

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

Lesson One | Emotions and Data Scales

Learning Intentions

Identify different types of emotions
Data can be categorical or numerical
Identify regulation strategies to make safer choices

Success Criteria

Name at least 5 different emotions
Categorise emotions with other like emotions
Apply a scale score to the emotions
Describe at least 2 strategies to help regulate emotions

Emotions

Emotions are complex, temporary physical and mental states that arise automatically in response to significant events or internal thoughts.

What are some synonyms to the five emotions in the video?

Happy

Sad

Angry

Disgusted

Scared

t-lf-1745834915-inside-out-emotions-wheel_ver_1.pdf

Data Scale

A data scale is the set of numbers we use to measure or rate something. It tells us what the smallest and biggest numbers are, and what each number in between means.

In our class, we will use a 1 to 5 scale for our feelings.

😓 1 means really struggling

🤩 5 means thriving

🙂 3 sits right in the middle as okay

Each number on our scale has emotions attached so we know exactly what it means.

Activity

Let's look at our data scale.

Can we find some other words that will fit under each scale?

Laptops!

Open the file in the email I have sent you.

Save the file to your OneDrive.

Fill out the word document with the information we have brainstormed.

Strategies

challenge_strategies.pdf

Let's review the strategies we learned about in Term 1.

Activity

workbook.pdf

Complete the second page.

Print and file!

Lesson Two | Feeling Safe

Learning Intentions

Describe how safety can feel different in different places at school.
Explain how school rules help keep everyone safe.
Plan and rule up their own data collection grid to use for the data investigation about our feelings.

Success Criteria

Name a place at school where they feel safe and explain why.
Match a school rule to the safety reason behind it.
Help to write a clear survey question.
Use a ruler to rule up neat rows and columns in their data collection grid.
Write clear column headings.
Record scale scores accurately during a short trial of the grid.

Feeling Safe in Different Places at School

Safety can feel different in different places at school.

Agree or disagree?

-share why-

Classroom

Library

Undercover
area

Toilets

Nature play
are

Basketball
court

Which of these places feel safe most of the time?
Which can feel different on different days, and why?

Safety can feel different in different places because of …

Why We Have School Rules

Group Activity

Each group needs a different coloured pencil.

On the piece of paper, write down TWO school rules you can think of.
Don't forget to think beyond our classroom.

-Hand your paper to the next group-

On the piece of paper, write down one different school rule than the two on the paper.

-Keep repeating until you have your piece of paper back-

Under a rule which is not the same colour as your pencil, write down how or why that rule keeps you safe.

-Hand your paper to the next group-

Choose another rule and repeat, write down how or why that rule keeps you safe.

-Keep repeating until you have your piece of paper back-

-share-

Each group shares a rule and an answer.

Our school rules keep us safe because...

Setting Up Our Data Collection Grid

Follow along to set up a table for collecting our twice daily data.

🎯 First, we need to pose a question where students
need to track how they feel using the data scale created last week.

🎯 Next, we need a title for our table.

🎯 Then, what about columns, headings and other information the table will need?

🎯 Finally, let's draw it up. Make sure you have a ruler!

Plenery

If we were to record our first lot of data now, what would we write?

Lesson Three | Body Aware and Safe Adults

Learning Intentions

I am learning to recognise the early warning signs my body gives me when something does not feel right, and to identify the trusted adults I can go to for help.

Success Criteria

I can name at least three early warning signs my body might give me.
I can explain what an early warning sign is telling me to do (stop and check).
I can name five trusted adults who would go on my Safety Hand and say why each one is trustworthy.

The Body Knows First

-stand up / sit down-

Your tummy has ever felt funny when you were nervous.

Your heart has ever beaten really fast before sport.

Your hands have ever gotten sweaty before a test.

That is your body sending you a message. Today we learn how to read it.

Early Warning Signs

Early warning signs are how the body talks before your brain finds the words.

They are not bad — they are clever.

When you notice one, you STOP and check:
do I feel safe?

Who can think of some early warning signs the have experienced?

Let's label a body.

Active practice — What is my body saying?

Scenario 1

You're about to read your story out to the whole class.

Scenario 2

A grown-up you don't know asks you to help find their lost puppy.

Scenario 3

Your team is one point behind. The ball comes to you.

Are these a FUN nervous feeling or a STOP nervous feeling?

OK, so your body says something is wrong. Now what?

Safety Hand

Create a Safety Hand

On each finger write the name of one trusted adult who would:

✅ listen

✅ believe you

✅ take it seriously

✅ help

✅ not be angry at them for telling

At least ONE person on the hand should not live in the same house — in case home is the problem.

Plenery

🎯 Your body is your first warning system.

🫶🏻Your Safety Hand is your team.

If something feels wrong, tell someone on your hand.

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