NSW Department of Education

Child Protection
Education

© State of New South Wales (Department of Education), 2020
The copyright material published on this website is subject to the
Copyright Act 1968 (Cth), and is owned by the NSW Departmentof Education or, where indicated, by a party other than the NSW
Department of Education.
Copyright material available on this website is licensed under aCreative Commons Attribution 4.0 International (CC BY 4.0) licence.

This licence allows you to:yshare - copy and redistribute the material in any medium or formatyadapt - remix, transform and build upon the material

for any purpose, even commercially.
Attribution should be given to:© State of New South Wales (Department of Education), 2019.
Material on this website not available under a Creative Commonslicence includes:ythe Department of Education logo, other logos and trademarkprotected materialymaterial owned by a third party that has been reproduced withpermission. Permission will need to be obtained from the third party
to re-use its material.

If this website contains your work and you have any objection to suchcontent, please contact legal@det.nsw.edu.au.
Links to third-party websites
If you use the links provided on this website to access a third party’s
website, you acknowledge that the terms of use, including licenceterms set out on the third party’s website apply to the use which
may be made of the materials on that third parts website or wherepermitted by the Copyright Act 1968 (Cth).
The department accepts no responsibility for content on third-party
websites.

NSW Department of Education

Contents
Introduction....................................................................................................................................................................................................... 4
Program structure and planning................................................................................................................................................5
Programming advice.........................................................................................................................................................................10
Using the Child Protection Education curriculum materials ............................................................................... 12
Early Stage 1
Unit of work: Keeping myself safe....................................................................................................................................................... 13
Resources.................................................................................................................................................................................................42
Stage 1
Unit of work: Staying safe......................................................................................................................................................................... 76
Resources............................................................................................................................................................................................... 107
Unit of work: Strengths and strategies for safety ................................................................................................................. 138
Resources............................................................................................................................................................................................... 169
Stage 2
Unit of work: My right to be safe.........................................................................................................................................................215
Resources.............................................................................................................................................................................................. 249
Unit of work: Standing up for the rights of myself and others.....................................................................................273
Resources............................................................................................................................................................................................... 314
Stage 3
Unit of work: Safe and unsafe relationships............................................................................................................................. 354
Resources.............................................................................................................................................................................................. 392
Unit of work: Power to protect...........................................................................................................................................................424
Resources..............................................................................................................................................................................................459
Stage 4
Unit of work: Establishing and maintaining respectful relationships online and offline .........................497
Resources.............................................................................................................................................................................................. 524
Unit of work: Using my personal power positively .............................................................................................................. 562
Resources.............................................................................................................................................................................................. 589
Stage 5
Unit of work: Setting and respecting boundaries in relationships........................................................................... 626
Resources..............................................................................................................................................................................................654
Unit of work: The impact of power and identity on relationships ............................................................................ 674
Resources.............................................................................................................................................................................................. 697

Child Protection Education | 3

NSW Department of Education

Introduction
It is mandatory to teach child protection
education in every stage of learning from
Kindergarten to Year 10 as part of the NSW
Education Standards Authority (NESA) Personal
Development, Health and Physical Education(PDHPE) K–10 syllabus.
Senior students in NSW government schools
extend their learning about respectful
relationships, protective strategies, power,
abuse and violence as part of the mandatory
25 hour Life Ready course.
The Child Protection Education curriculum
support materials are designed to guideteachers through syllabus implementation
using effective teaching and learning
approaches for sensitive content. The teaching
and learning units provided are optional
support materials for the implementation ofchild protection and respectful relationships
education as part of the mandatory PDHPE
K–10 syllabus.
Materials should be reviewed in full andendorsed by the school principal before use.

Aim
Child protection education aims to assist
students to:y develop skills in recognising and responding
to unsafe situations
y seek assistance effectively
y establish and maintain respectful and equal
relationships
y strengthen attitudes and values related toequality, respect and responsibility.

Rationale
Schools are places where children and young
people should feel safe and supported by boththeir teachers and peers.

4 | Child Protection Education

Child protection education is the responsibilityof the whole school community and is mosteffective as part of a whole school approach.
The development of a school environmentand culture that models safe and respectfulpractices and is consistent in dealing withincidents of bullying and violence is as
important a teaching tool as the formal
curriculum.
The security of the school environment
provides the opportunity to equip students
with the skills and strategies to enable themto build respectful and equal relationships andrecognise and avoid potentially unsafe andabusive situations.
Students should be taught ways to protect
themselves from abuse. They can be‘enlightened without being frightened’.
They can be taught to network with trusted
adults and to be aware that there are people
and services to help them within theircommunity. It is important to give studentsenough information so that, if faced with asituation of potential abuse, they can react
quickly and seek protection effectively.
All children and young people have a right to:y be treated with respect and to be protectedfrom harm
y be asked for their opinions about things that
affect their lives and to be listened toy feel and be safe in their interactions withadults and other children and young peopley understand as early as possible what ismeant by ‘feeling and being safe’.
It is important that students learn:
y about feeling safe and their right to be safe
y to recognise appropriate touching andinappropriate touchingNSW Department of Educationy that appropriate touching is an importantpart of positive relationships
y that they have a right to say no to a person
who touches them inappropriately or
threatens their safety
y that it is important to tell trusted adults
about such situations
y that they may have to keep on telling people
until they are believed
y that help is available to them within theircommunities.
Acknowledging and addressing the issue ofchild abuse can help to remove the secrecythat protects the offender and can help preventthe lasting emotional damage caused to thevictims by silence.
It has been recognised for several decades
now that interventions are required to help
children keep themselves safe from potentiallyabusive situations. The Council of AustralianGovernments’ National Framework forProtecting Australia’s Children (Council ofAustralian Governments, 2009b) endorsed theneed to raise children’s awareness about therisks of child sexual abuse and knowledge tofoster protective behaviours which may in turnhelp to increase detection of abuse.
The importance of teaching child sexual
abuse prevention education is endorsed ininternational guidelines from UNICEF and theWorld Health Organisation amongst others.

Program structure andplanning
Through PDHPE students learn about rights
and responsibilities in relationships and how todevelop and maintain respectful relationships.
Students learn to recognise and respond toabuse and violence and develop help-seeking
skills and strategies to access support forthemselves and others.
In primary school, students learn about
the roles and responsibilities in positive
relationships and the effects of actions suchas bullying and violence on the disruptionof relationships. Students learn to form andmaintain relationships through developing
skills in communication, conflict resolution
and strategies for coping with changes inrelationships.
In secondary schools, there is a significant
focus on teaching about gender stereotypes
and developing in students a commitment to,and skills for, challenging the abuse of power.
This is central to the development of students’attitudes and behaviours that are based onequity, respect and responsibility.
The Child Protection Education curriculum
materials address three main themes.
Recognising abuse
Protective skills cannot be used unlesschildren recognise situations of potential
abuse or when abuse is occurring. It is
important that students develop knowledge
and skills, appropriate to their age and stage,
about what constitutes abuse.
Power in relationships
When discussing power in relationships,
particular attention is given to building
confidence in relationships which are
positive and caring. Skills in establishing andmaintaining positive relationships, including
accepted cultural practices related to caring
touch, are reinforced.
Protective strategies
With knowledge about positive relationships
and about child abuse, children cantake appropriate actions if they are inthreatening situations. When learning aboutprotective strategies, students are given theopportunity to analyse situations, to identify
feelings, and to explore alternative courses ofaction and their consequences.
The summary below identifies the content
taught in each stage of learning from
Kindergarten to Year 10.

Child Protection Education | 5

NSW Department of Education

Primary: Kindergarten – Year 6
Early Stage 1
y Feelings and body reactions
y Relationships with othersy How people care for each othery Body parts (private and non-private)
y Changes in body and abilities since birthy Rights and responsibilities
y Family structuresy Recognising and responding to safe and unsafe situationsy Positive relationships and support networks
y Strategies to stay safe and seek helpy Appropriate and inappropriate touchingy Ways to show respect to othersy Making safe decisions

Stage 1y Feelings and body reactions
y Relationships with othersy How people care for each othery Body parts (private and non-private)
y Changes in body and abilities since birthy Rights and responsibilities
y Groups students belong toy Bullying
y Recognising and responding to safe and unsafe situationsy Positive relationships and support networks
y Strategies to stay safe and seek helpy Appropriate and inappropriate touchingy Communicating and cooperating with others in a respectful way
y Making safe decisions

6 | Child Protection Education

NSW Department of Education

Stage 2y Rights and responsibilities
y Rights and responsibilities in relationships
y Emotions and warning signs in different situationsy Power in relationships
y Male and female body parts and puberty-related changes
y Positive relationships and support networks to manage changey Gender stereotypes and expectationsy Types of abusey Bullying behaviour and strategies to seek helpy Recognising and responding to safe and unsafe situationsy Strategies to stay safe and seek helpy Communicating and cooperating with others in a respectful way
y Making informed and safe decisions

Stage 3y Rights and responsibilities
y Rights and responsibilities in relationships
y Emotions related to feeling unsafe and ways to manage thesey Different types of relationships and why they changey Abuse of power in relationships
y Gender stereotypes and expectations
y Different types of abuse including physical, emotional and sexual abusey Bullying behaviour, including harassmenty Support networks to seek advice and support
y Strategies to stay safe and seek helpy Actions and behaviours that show respect and inclusion of othersy Strategies to stay safe and seek help including No-Go-Telly Actions and behaviours that show respect to and inclusion of others

Child Protection Education | 7

NSW Department of Education

Secondary: Years 7–10
Stage 4y Caring and respectful relationships
y Rights and responsibilities in different relationships
y Abuse and powery Gender stereotypes
y Trusting your body’s response to safe and unsafe situationsy Influence of family, media and peers on power and relationships
y How to access helpy Support networks
y Bullying and harassment, including homophobic bullying and racism
y Protective strategies to stay safey Acknowledging and understanding consent in intimate relationships

Stage 5y Norms, stereotypes and expectations in relation to identity
y Valuing diversity and inclusivity
y Developing equal and respectful relationships
y Assessing behaviours and situations as safe or unsafe
y Positive and negative power in relationships
y Abuse and neglecty Recognising and responding to abusive situationsy Gender and violencey Discrimination, harassment and vilificationy Skills and strategies to manage unsafe, abusive and violent situations in relationships
y Communication, connections and seeking helpy Sexual choices and the importance of consent
y Accessing networks and services to seek advice and support

8 | Child Protection Education

NSW Department of Education

Secondary: Years 11–12
Stage 6 Life Readyy Establishing and managing relationships
y Forming, evaluating and ending relationships in online and offline environmentsy Responding to change, eg family roles, work roles and relationships
y Applying relationship skills, eg effective communication, active listening, conflict
resolution, assertiveness, negotiation and mediationy Understanding rights and responsibilities in different relationships
y Developing dependence, independence, interdependencey Bullying and harassmenty Valuing and advocating for the rights of self and othersy Changing perspectives and challenging stereotypes
y Respecting othersy Asserting a stance on a situation or decision
y Challenging discrimination based on race, sex, age, disability, religion, culture,gender and sexualityy Upstander behaviour (online and offline)y Power and influence in relationships, eg positive use of power and situational powery Expectations of partners and othersy Coercion
y Challenging and changing attitudes and beliefs about power, assault andrelationship violencey Promoting equality and respect in relationships
y Changing rolesy Preventing relationship violence and sexual assault
y Challenging and changing attitudes to violence, including domestic violence
Please note: Resources to support the Life Ready program delivery are located on the
Department’s Life Ready website.

Child Protection Education | 9

NSW Department of Education

Programming advice
When planning and programming for effective
child protection and respectful relationships
education programs it is important to:y review the content of sensitive orcontroversial material to ensure it isappropriate to the development, experiences
and cultural values of students
y allow for progressive learning that isreinforced over the school years
y deliver this sensitive content at a time inthe school year when respect and trust has
been developed between students and withthe teacher. If the unit includes content
regarding abuse and signs of abuse, it isadvised this content is not taught in mid
to late term 4. If the delivery of this content
resulted in a student disclosure, teaching it
late in the year prevents adequate follow-up
y integrate content within the related content
areas of PDHPE rather than teach in isolation
y select activities, teaching and learning
strategies and resources that best meet theneeds of students and match the school’s
PDHPE program.
Key questions to focus the process ofprogramming include:y What do the students currently know andcan do?
y What do students need to know and be able
to do?
y How will students learn this?
y How will students demonstrate theirlearning?

Setting up the learning environment
Each unit of work begins with advice about
creating a supportive learning environment toenable students to feel safe to learn and ask
questions. There are a number of strategies
that can be used to create a supportive learning
environment which include:y Being aware that some parts of PDHPE
can be confronting and sensitive for somestudents.
10 | Child Protection Educationy Enabling students to withdraw if they findissues personally confronting to protect
them from making harmful disclosures.
Equally, it is important to be prepared
for issues that arise as a result of a
student making a public disclosure in theclassroom.
y Making students aware at the beginningof PDHPE lessons that disclosing personal
information that indicates they may be atrisk of harm will be reported to the school
principal in all instances. This includes
personal disclosures related to instances ofabuse, drug use, neglect or sexual activity
under the legal age of consent.
Access more information on how to createa supportive learning environment on the
Department’s PDHPE website.

Teaching strategies
Programs should provide students with thetools to think critically about real-life situations,and assess and adapt their own values,
attitudes and behaviours. Opportunities toaddress issues in the playground and programs
to promote positive and respectful behaviours
in the school environment will enhance thechild protection education curriculum delivery.
These programs could include activities focusedon skill development, such as conflict resolution,negotiation and interpersonal skills to empower
students to negotiate personal relationships.
Modelling and promoting supportive
interactions, such as group work, cooperative
learning, discussions, role-plays and behaviouralrehearsal are also viewed as effective.
Programs that involve active participationand interactive learning approaches are
considered to be most effective when teaching
PDHPE. Access more information on theteaching strategies most suited to childprotection education on the Department’sChild protection and respectful relationships
education website. It is important to assess
any physical or psychological risks associatedwith an activity before following these teachingstrategies.

NSW Department of Education

Strategies to prevent public disclosures, suchas using a global not personal perspective,
students talking in the third person, protective
interrupting and the one step removed strategy
should be embedded within a child protection
education program and lesson. It is importantto also be prepared for issues that arise as aresult of a student making a public disclosure in
the classroom.

Communication with the schoolcommunity
Some aspects of child protection education aspart of PDHPE may be viewed as sensitive orcontroversial.
Informing parents and carers before deliveringcontent which may be considered controversial
is part of the Department’s Controversial
Issues in Schools policy. In accordance with
the Controversial Issues in Schools policy
procedures:
3. Parent information/consent
It is essential that principals maintaincommunication with parents and carers
on teaching and learning programs,
visiting speakers, external providers andother school activities, including student
organised activities, in which controversial
issues may be addressed. Parents andcarers need to be advised of the specificdetails of school activities, programs orevents addressing controversial issues andthe relevance to the curriculum and school
programs and activities. Where advice isappropriate, it must be given prior to theoccasion so parents and carers can provide
consent or withdraw their child from aparticular session(s) on controversial issues.
The parental right to withdraw their childmust be respected.
Alternative learning must be provided tochildren who have been withdrawn from aparticular session. The principal makes thedecision to use opt-out or opt-in consent
forms in obtaining consent from parents.

Factors to consider when using opt-out
consent forms include the link to thecurriculum and school programs,
learning objectives and outcomes andthe number of students participating.
If a parent or carer calls the school toprovide or deny consent to the particular
activity, a written record of the call(including, date, time, caller, recipientand consent) must be kept accordancewith section 6 of these procedures.
Establishing how parents will be informed
about programs and involved in consultation isa school-based decision. Access sample stage
based child protection education information
letters on the Department’s Translated
documents website to communicate with yourschool community about your teaching andlearning program.

Child Protection Policy
The Child Protection Policy: Responding to andreporting students at risk of harm sets out theroles and responsibilities of staff in relation tochild protection including training, reportingon safety, and supporting children and young
people, as well as monitoring, evaluation andreporting requirements.
All staff have a responsibility to recognise andrespond to safety, welfare or wellbeing concerns
for children and young people and inform theirprincipal or workplace manager. The Mandatory
Reporter Guide (MRG) can assist in making an
informed decision regarding child protection
concerns. It is the responsibility of principals
and workplace managers to report suspectedrisk of significant harm concerns to the
Family and Community Services (FACS) Child
Protection Helpline.
More information is available on the
Department’s Child Protection website.

Child Protection Education | 11

NSW Department of Education

Using the Child Protection
Education curriculum
materials
The Child Protection Education curriculum
support materials are designed to guideteachers through syllabus implementation
using effective teaching and learning
approaches for sensitive content. The teaching
and learning units provided are optional support
materials for the implementation of childprotection education as part of the mandatory
PDHPE K–10 syllabus.
Materials should be reviewed in full andendorsed by the school principal before use.
The Child Protection Education curriculum
support materials include stage based units ofwork which include:
y child protection (and respectful relationship
7–10) content
y opportunities to teach other concepts
from the PDHPE K–10 syllabus which linkto the child protection and/or respectful
relationships content
y a consistent structure‫ ݖ‬switch on – short activity based around thetheme of the lesson to ignite thinking‫ ݖ‬understand – core essential learning of the
focus area‫ ݖ‬act and apply – activities which enable
students to put their learning into practicey formative assessment strategies
y teaching notes and teaching considerations
that are consistent across all stages
y clear themes that are evident and consistentacross K–10
y links to resources to support the teaching ofeach unit of work.

12 | Child Protection Education

Each unit of work is designed as a sequence oflearning. They can be used in their entirety, or
teachers may select some sections of the unit
to insert into their existing units to complement
learning for their student and school context.
It is recommended that the learning is ofan adequate duration to allow students theopportunity to build in-depth knowledge,
understanding and skills.
The units are centred around the key themes ofrecognising abuse, power in relationships andprotective strategies to provide the opportunity
for students to revisit, consolidate and reinforce
their learning and skills as they progress
through Stages.

NSW Department of Education

PDHPE

Early Stage 1:
Child Protection Education
Unit of work

Keeping myself safe

NSW Department of Education

Contents
Unit description .............................................................................................................................................................................................. 16
Lesson 1: Being respectful......................................................................................................................................................................... 21
Lesson 2: I have people who keep me safe.................................................................................................................................. 23
Lesson 3: Who do I trust? ........................................................................................................................................................................ 25
Lesson 4: Body parts.................................................................................................................................................................................... 27
Lesson 5: Yes and no feelings.................................................................................................................................................................30
Lesson 6: Body signals and warning signs................................................................................................................................... 32
Lesson 7: Safe or unsafe.............................................................................................................................................................................34
Lesson 8: Wanted and unwanted touch........................................................................................................................................ 36
Lesson 9: No-Go-Tell.....................................................................................................................................................................................38
Lesson 10: Strategies for staying safe................................................................................................................................................41
Evaluation............................................................................................................................................................................................................42

14 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

Unit description
Through this unit, students will identify different
parts of the body, including those which areprivate. Students will understand that everyone
has a right to be safe and those rights include
saying yes or no to touch, including affection.
Students will recognise that their body is theirown and they have strengths and skills to keep
themselves safe.
Students will develop their understanding ofappropriate touch and explore how to respondto inappropriate touch. They will recognise
reactions and body signals to safe and unsafe
situations. Students will develop their help
seeking and interpersonal skills, specificallythey will express ways to show respect to others,
practise ways of seeking help in a range ofdifferent scenarios, for example using No-GoTell and practising interpersonal skills to be aneffective group member.
This unit provides teaching and learning
activities around child protection education.
Students will investigate the essential question:
How can I keep myself safe?

Propositions
Throughout this unit, the propositions areembedded as follows:

Educative purpose
Students are provided with opportunities todevelop the knowledge and skills required torecognise unsafe situations. They will create,
apply, practise and evaluate strategies to keep
themselves safe.

Strengths-based approach
Activities in this unit are designed to allow
students to demonstrate their strengths andcapabilities to make safe choices about theirbodies. This is achieved through the use ofquestioning, scenarios and role plays aroundfeelings and body signals, safe and unsafe
situations and help seeking strategies.

Develop health literacy

Skills in focus

Students are provided with opportunities todevelop knowledge and understanding of
vocabulary that supports them to express theiremotions, seek help and report abuse.

Self-management

Critical inquiry

Self-awarenessStudents are supported to question andchallenge the actions of others when they
impact on their health and safety.

y awareness of rights and responsibilities
Emotion and stress management
y recognising emotions
Help-seeking
y recognising when help is needed
y accessing support and support networks.

Interpersonal skills
Social awarenessy respecting difference and diversity.

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 15

NSW Department of Education

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PDe-1

y

identifies who they are andhow people grow and change

PDe-2
identifies people anddemonstrates protective
strategies that help keep
themselves healthy, resilientand safeyStudents will:

Identify different parts ofthe bodyyIdentify parts of the body
including those which areprivateuse correct names for bodyparts, including male andfemale anatomyyidentify and name bodyparts which are privateyRecognise the term ‘private’is associated with certain
parts of the bodyyRecognise that everyone
has the right to say yesor no to touch, including
affectionyEvidence of learning

Recognise appropriate
touch and explore how to
respond to inappropriate
touch

Students will:yname ways they don’t
like to be touchedyrecognise that people may
say yes or no to different
types of touchyrecord situations where
they feel safe and unsafe
and the body signals
they feely

Recognise reactions andbody signals to safe andunsafe situationsyRecognise people they
trust, who keep them safeand how they make themfeel supported.

yacknowledge that families
can look different to theirsyname people that care forthem and keep them safeyIdentify and describe
different familiesyname up to 5 people for
their support networky

Share ideas about people
who care for them, forexample parents/carersyIdentify people that canhelp in different situations,for example when injured,hurt, upset, sad or worried
about a family member orfriend16 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

Outcomes

Unit learning goals

PDe-3

y

Identify different emotions

Students will:communicates ways to becaring, inclusive and respectfulof othersyShare emotional responses
to different situationsyname different yes andno feelingsy

Identify and describe
body signals for different
emotionsyshare how they would
feel in a given situationyidentify some bodyreactions or body signals,
for example, yes/ no
feelings

ysort images into safeand unsafe according
to body language

yidentify how being
respectful has helped
the classyidentify behaviours
which show respect

PDe-7

y

Recognise emotional
responses that could
indicate unsafe situationsyRecognise that being
respectful to others can
support class safety andwellbeingy

Express ways of showing
respect to othersyidentifies actions that promotehealth, safety, wellbeing andphysically active spaces
PDe-9

y

practises self-management
skills in familiar and unfamiliar
scenarios

PDe-10yuses interpersonal skills toeffectively interact with others

Identify skills andstrategies to stay safeand be supported

Practise ways of seeking
help in a range of different
scenarios, for example,
use No-Go-Tell whenfeeling unsafe

Practise interpersonal skills
to be an effective groupmemberEvidence of learning

Students will:yrecognise a number ofpossible actions for safety
for example, No-Go-Tell

Students will:ypractise using No-Go-Tellin given scenariosypractise ways to respondto unwanted touch

Students will:ydemonstrate active
listening, sharing, taking
turns and helping others

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 17

NSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus content

What makes me unique?

yIdentify personal strengths and qualities, for example (ACPPS001):‫ ݖ‬recognise that people have different thoughts, feelings andresponses to different situations I

How do we grow?

y

Identify how people grow and change, for example:‫ ݖ‬identify parts of the body which are private‫ ݖ‬recognise the terms ‘private’ and ‘public’ are associatedto parts of the body S

How can we care for andinclude each other?

yIdentify and describe emotional responses people may experiencein different situations, for example (ACPPS005):‫ ݖ‬identify and describe different emotions, eg people who are
happy, sad, anxious, excited, tired, angry or confused S‫ ݖ‬recognise emotional responses and experiences that can
indicate unsafe situations, eg scared, worried S‫ ݖ‬communicate in appropriate ways, eg use verbal and nonverbal
communication to demonstrate understanding I‫ ݖ‬recall and share emotional responses to different situations SyPractise interpersonal skills to interact positively with others, forexample (ACPPS004):‫ ݖ‬recognise that being kind, fair and respectful to others can
support class health, safety and wellbeing I‫ ݖ‬practise interpersonal skills to be an effective group member,eg express needs, wants and feelings appropriately, active
listening, self-control, sharing and helping I‫ ݖ‬identify and describe different families I‫ ݖ‬share ideas about people who care for them,eg parents/carers S I‫ ݖ‬identify people that can help in different situations, eg wheninjured, hurt, upset, sad or worried about a family member
or a friend S

What choices can help me
feel safe, supported andactive?

yMake connections between feelings, thoughts, body reactions andbody language, for example:‫ ݖ‬discuss the concept of privacy and recognise reactions andbody signs to safe and unsafe situations S‫ ݖ‬recognise that all people have the right to give consent and tellothers not to touch their body when they do not want to be
touched S‫ ݖ‬communicate thoughts and feelings about safe and unsafe
situations and compare how characters in stories think, feel andreact in different situations S

18 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

Key inquiry questions

Syllabus content

What helps us to stayhealthy and safe?

yDescribe how individuals help one another to stay healthy and safein various environments, for example:‫ ݖ‬recognise people they trust, who keep them safe and how they
make them feel supported‫ ݖ‬express ways of showing kindness and care to others S I

yPractise interpersonal skills when participating in various activities,
for example:‫ ݖ‬demonstrate a number of skills and actions for safety, eg
assertiveness, refusal skills, telling, persistence I

How do we make healthyand safe choices indifferent situations?

yIdentify a number of possible skills and strategies to stay safe andbe supportive, for example:‫ ݖ‬recognise that everyone has a right to say yes or no to affection,
eg tickles, hugs, kisses‫ ݖ‬recognise appropriate touch and explore how to respond to
inappropriate touch S‫ ݖ‬practise ways of seeking help in a range of different scenarios,eg use No-Go-Tell when feeling unsafe S‫ ݖ‬identify contextual factors that influence safety, eg family, peers,
media, environment S

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 19

NSW Department of Education

1

Being respectful

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyRecognise that being
respectful to others can
support class safety andwellbeing (PDe-3)yExpress ways of showing
respect to others (PDe-3)yPractise interpersonal skills
to be an effective groupmember (PDe-10)

Success criteria
Students will:yyidentify how being
respectful has helped
the classyidentify behaviours whichshow respectydemonstrate active listening,
sharing, taking turns, andhelping others

Switch on
Introduce the learning goals and discussthem with the class.
Introduce the concept of respect.
As a class discuss:

Resources
Video clip or book explaining
or demonstrating respectsuch as:‫ ݖ‬Sesame Street’s Word on
the Street: Respect video‫ ݖ‬For the Birds video

Rainbow Fish’ by Marcus Pfister and ‘It’s Mine!’a fable by Leo Lionni or many of the traditional
fairy tales.
Ask questions such as:
y What behaviours showed the characters
being respectful/disrespectful?

y What does respect mean?

y How do you think the characters felt when
they were being respected/disrespected?

y What do you do that shows respect to otherstudents in the class?

Share ideas on what respect is and what it looks
like and develop a definition.

Understand
Watch a short clip or read a book that explains
respect or has characters being respectful/disrespectful. For example short clips such as
Sesame Street’s Word on the Street: Respectand For the Birds or books such as ‘The

Respect is treating people the way you
want to be treated. It means being caring
and kind and thinking and acting in a waythat shows others you care about themand their feelings.

20 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

1

Being respectful

As a class, ask students to identify ways thatthey could show each other respect duringchild protection lessons that will help make theclassroom a happy and safe place for everyone.
Examples could include taking turns to talk,listening to others’ ideas, no put downs orteasing, using kind words, including others,
being fair, being kind, helping others, andsharing ideas.

Act and apply
Students line up in two lines to form pairs.
Each pair is to carry an object (book, ball,
stuffed toy, or block) around a designatedcourse. The pair must hold the object between
them (for example, palm to palm, finger
to finger, back to back, or elbow to elbow)
through the entire course without dropping
the object. If the object is dropped the pairreturns to the beginning and starts again.
The goal is for the whole class to complete
the course as quickly as possible.

Ask students to repeat the relay using what
they have learnt about helping others to feelsafe, respected and included.
Use the fist to five strategy to gain feedback
from all students. It’s simple. It’s silent. It’s safe.
Ask the questions below and students use
their fist or another method of communication
to show their level of understanding orcontribution to an activity or lesson. Students
demonstrate a closed fist for 0 (the lowest level)
through to 5 open fingers (the highest level).
Ask students the following questions, using Fist
to Five to indicate responses to the questions:y How well do you think we kept ourselves safe
because we were being respectful to eachother?
y How well do you think we showed respect toothers when doing the relay?
y How well do you think the class has met ourlearning goals?

After students have attempted to complete thecourse ask questions such as:
y How did you help each other to complete
the course?
y What made it harder to complete thecourse?
y What made it easier to complete the course?
y How did you feel when you got to the end of
the course?
y How did you feel if you dropped your object?
y How would you feel if other people in theclass said unkind things if you dropped theobject or were very slow?
y How would you feel if other people in theclass said helpful, kind things if you dropped
the object or were very slow?
y How could you make sure that everyone felt
safe, respected, and included during theactivity? Refer students to the list made in
the previous activity about ways of showing
each other respect.
PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 21

NSW Department of Education

2

I have people who keep me safe

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyy

Identify and describe
different families (PDe-2)
Share ideas about people
who care for them, forexample parents/carers(PDe-2)

Success criteria
Students will:yyacknowledge that families
can look different to theirs

Resourcesy

Images of different types
of familiesySee, think, wonder templatename people that care forand keep them safe

Switch on
Introduce the learning goals and discuss themwith the class.
Show students images of different types offamilies. Access images from the support
resources or use images that include families
from popular television programs or movies.
It is important that the pictures provided areinclusive of many different types of families
and also take into account the family
structures of students in the class. This could
include families with same-sex parents,
extended families, multicultural families,
step families, grandparent families, singleparent families, foster or adopted families,
families where a member has a disability.
Use a See, Think, Wonder template to allow
students to observe and interpret the images ofdifferent families.

When looking at the images of families
guide and record student thoughts using thefollowing headings and questions as support:
y See: What do you see in these images? Whatdo you notice about the people?
y Think: How do you think these people areconnected? Which images do you think areof families? The answer is all of them.
y Wonder: What do these pictures makeyou wonder? An example could be given if
students need prompting, such as ‘I wonder
what your families look like.’
Have students tell a partner about who makes
up their family.
Ask volunteers to share information about theirpartner’s family.
Additional questions:y What makes these people a family?
y What do you think families do to show theycare for each other?

22 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

2

I have people who keep me safe

UnderstandTrue/false

Explain to students that part of caring foreach other includes keeping each other safe.
A special word for keeping each other safe
is protection. Ask students when they need
protection, for example when they are hurt.
Explain to students that they can be hurt indifferent ways: their body, their feelings, andtheir thinking. There are people and things
that can help to keep us safe and stop us
from getting hurt.

Tell students you will be reading out somestatements. Explain they will need to indicate
if the answer is true or false. For example, theystand up if they think the statement is trueand sit down if they think the answer is false,or show a thumbs up for true, thumbs down
for false, or another way of communicatingtrue or false, appropriate to your students.
Select some students to offer a brief
explanation of their answer.

Role playStatements could include:

Have various students role play situations
where they might need protection. Have therest of the class suggest who and what could
help to keep them safe in these situations andrecord suggestions. Examples of who could
include parents, teachers, carers, relatives,
siblings, friends, police, neighbours and what
could include helmets, seatbelts, pedestriancrossings, safety fences, red and yellow flags,
signs, safety rules, parental restrictions using
online games.

y A family must have a Mum, a Dad andchildren to be a family. Answer: False.
y I can name people who keep me safe
and care for me.
y There are many different types of families.
Answer: True.
y Keeping people safe from harm shows you
care about them. Answer: True.
y Only people in my family can keep me safe.
Answer: False.

Role plays could include riding a bike, crossing
the road, travelling home from school, cooking,playing a game on the internet, swimming at
the beach or in a pool, and playing at the park.

Act and apply
Students sit in a circle. Each student uses a
sentence to suggest a way that someone cares
for or keep them safe. Sentence beginnings
could be provided if needed, for example,
When I am sick my ... When I play with myfriend, he/she … When I am sad my … When I
cross the road my …. If I am having trouble atschool my …
Formative assessment opportunity.
Observing this activity allows students todemonstrate evidence towards outcome
PDe-2, identifying people that help keepthem safe.

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 23

NSW Department of Education3

Who do I trust?

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyy

Identify people that can help
in different situations, forexample, when injured, hurt,
upset, sad or worried abouta family member or friend(PDe-2)

Success criteria
Students will:

Resourcesyyname people that care forthem and keep them safeyname up to 5 people for theirsupport network

Resources for visual
representation of a support
network depending on
activity chosen

Recognise people they trust,
who keep them safe andhow they make them feel
supported (PDe-2)

Switch on

Debrief of activity with students.

Introduce the learning goals and discuss themwith the class.

Ask questions such as:

Play a trust building game such as:
y Pin the tail on the donkey in pairs or play agame similar to pin the tail on the donkey
where students hold an item that must beplaced in a certain area. They are blindfolded
but have a partner to guide them andsupport them.
y Hidden drawing: students work in pairs
to replicate a picture. One person draws ashape or object (or provide students withsimple pictures) but keeps it hidden fromtheir partner. Once the picture is finished thedrawer gives instructions to their partner who
must try to replicate the drawing or picture
without seeing it. Swap roles and repeat.

y How did you feel when you had to rely
on someone else to keep you safe or tocomplete a task?
y Did you trust the other person to help you?
Why/Why not?
y What is trust? Emphasise that trust is
believing that a person will always do theright thing.
y How would you feel if someone didn’t keep
you safe or help you? Would it be easy totrust them again? Why/Why not?
y Would you trust someone you don’t know?
y Who are some people you trust when you
are hurt, upset, scared, or worried?

24 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education3

Who do I trust?

UnderstandAct and apply

Explain that it is easier to trust someone weknow and have a relationship but sometimes
trust can be broken. This can leave us with
confused feelings, especially if the person who
broke our trust was someone we care about.
It is important to talk to other people we trust
when we feel this way. A list of people we cantrust can be called our support network. It is
important that the people we choose to bein our support network are people that wetrust, who we like and who we feel safe andcomfortable with.

Have students select up to five people whothey would feel comfortable talking to if theyfelt unsafe. Explain that these people will form
their support network.

Brainstorm people who might be included in
students’ support network. Examples could
include parents, grandparents, aunties, uncles,
older siblings, teachers, family friends, carers
and support workers.

y a row of houses

Remind students that their support network
should be made up of people that they trust
to help them if they are hurt, upset, scared,
worried or feeling unsafe.
Students record their support network using
the support resources provided or any othermethod. Examples include using:y a flower with petals
y a chain of paper dolls
y a support network handy a digital collage.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PDe-2, identifying people that help keepthem safe.
Ask students to tell the person next to them
about two people they can talk to when they
are worried or feel unsafe.

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 25

NSW Department of Education

4

Body parts

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyy

Identify different partsof the body (PDe-1)
Identify parts of the body
including those which areprivate (PDe-1)
Recognise the term ‘private’is associated with certain
parts of the body (PDe-1)

Success criteria
Students will:yyResourcesyBody parts images

use correct names for bodyparts, including male andfemale anatomyyBody parts cardsyBody outlines

identify and name bodyparts which are privateyYes, no, sometimes anduncertain cards

Switch on
Introduce the learning goals and discuss themwith the class.
Ask students to sing the song Heads, shoulders,knees, and toes, speeding up the tempo as thesong progresses.
Display the body outlines. Conduct a wholeclass labelling activity, using the Body parts
images and Body parts cards to reflect all the
body parts students can name.

UnderstandIntroduce the words ‘private’ and ‘public’ anddiscuss what they mean. Ask questions such as:
y What is the difference between private
property and public property? Emphasisethat private property is only for the people

who own it and they can give permission
for others to use it. Public property is foreveryone to use.
y What is the difference between a public
toilet and a private toilet? Emphasise thatpublic toilets are for everyone, private toilets
are only for certain people to use.
Define the meanings of public and private.

Public is for everyone, private is for thosethat it belongs to and only those people
can give other people permission to touchor use it.

Show students enlarged copies of both maleand female body outlines, front and back. Ask
students to identify which parts of their bodies
are private and record the correct anatomical

26 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

4

Body partsterms on the outlines. The precise anatomicalterms for the genital areas - penis, vagina,
testicles, and bottom, are stated if necessary,by the teacher and also labelled.
Refer students to the parts of the bodythat were identified as private. Ask questions
such as:y Why do you think these are called theprivate parts of the body?
They are personal and we do not allow mostpeople to see or touch them. We often coverthese parts with clothes when we are withother people.
Where relevant it is important to discuss
other parts of the body which areconsidered private for some and not others
including for cultural reasons for example,
some Muslim women and young girls
choose to cover their hair with a hijab inpublic. In some countries, people mustcover their shoulders and knees when
visiting churches and temples.
y When don’t we need to cover the private
parts of our body?
When we are alone and when we are washingor dressing. In some areas of Australia and inmany other countries it is considered ok forvery young children to wear no clothes and foryoung girls and women to leave their chests orbreasts uncovered.
y Who can touch the private partsof our body?

We can touch our own private parts in private.
Parents and caregivers, carers and support
workers need to touch the private parts ofbabies and small children when they care forthem. As children get older, they can usually
look after their bodies themselves. If you areill, injured or need help to look after yourself,
another person may need to touch the private
parts of your bodies.
When working with some students withdisabilities it will be important to discuss
the need for other people such as a School
Learning Support Officer (SLSO) to touch
the private parts of students’ bodies.
Teachers and SLSOs should be added to‘parents and caregivers’ as acceptablepeople to touch their private parts asthey care for them. Emphasise that thisshould only happen at the time of needfor example, when toileting or bathing.
Teachers should consider their context andthe appropriate information they need to
discuss with their class.
It is important that students recognisethat while these body parts are private
there is nothing bad about them, they
are just private.
Provide each student with a body outline.
Students are to draw items of clothing on the
body outlines to cover parts of the body thatthey consider to be private.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PDe-1, demonstrating an understandingthat parts of the body are private.

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 27

NSW Department of Education

4

Body parts

Act and apply
Set up areas in the classroom with the Yes, nosometimes and uncertain cards.
Provide students with questions related to bodyparts and privacy. Students choose to respondwith yes, no, sometimes or uncertain by moving
to the area in the room that indicates theiranswer or indicating their response using thecards in another way. Some questions will
require discussion of why students answeredin a particular way. It is important to recognise
and acknowledge that some students might
consider particular body parts to be private andsome won’t. Ask questions such as:

contribution to an activity or lesson. Students
demonstrate a closed fist for 0 (the lowest level)
through to 5 open fingers (the highest level) for
the question below:
y How well do you think you can identify andname body parts that are private?
It may be necessary to play a game similar to
the examples below, to bring students back
together:Fruit salady Form a circle (seated or standing) andnominate a student to be ‘in’ and to standin the centre of the circle.

y Is it ok to take your clothes off at school?

y Divide all players into three groups of fruit bygoing around the circle and naming themeither apple, orange, or pear.

y Is it ok to take your clothes off to wash
your body?

y The player who is ‘in’, calls the nameof a fruit.

y Is it ok for someone to ask for a photo of you
with no clothes on?

y If they call out apples, everyone who is thatfruit must get up quickly and change places.

y Is your bottom a private part of your body?

y Players who are not apples remain still.

y Is your knee a private part of your body?

y The person who is ‘in’ tries to move to an
empty spot whenever players swap positions.

y Are there parts of your body that are private?

y Is it ok for your parents or carer to touch
private parts of your body? Emphasise that
it is ok sometimes. When you need help or
because you are ill, injured or disabled.
y Are there times when we don’t need to cover
the private parts of our body?
y Are there parts of your body that anyone
can see?
y Are there parts of your body that anyone
can touch?
Use the fist to five strategy to gain feedback
from all students. It’s simple. It’s silent. It’s safe.
Ask the question below and students use theirfist or another method of communication
to show their level of understanding ory If they manage to get to an empty spot, theplayer not sitting in the circle is then ‘in’.
y The person in the middle can also call ‘fruit
salad’ and everyone has to change spots.

Number guessy Ask a student to think of a number
between 1 and 20.
y Other students ask questions to try to workout what the number is.
y After a couple of questions allow students
to guess the number.

28 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

5

Yes and no feelings

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyy

Identify different emotions(PDe-3)
Share emotional responses
to different situations(PDe-3)

Success criteria
Students will:yname different yes andno feelingsyshare how they would feelin a given situation

Switch on
Introduce the learning goals and discuss themwith the class.
Read a book about feelings or watch a YouTube
clip that introduces different emotions in amovie such as Inside Out.
Brainstorm different feelings.

Understand
Display the headings yes feelings and no
feelings. Ask students to suggest what a yes
feeling is and what a no feeling is.

Yes feelings are ways we feel whensomething happens that we like. No
feelings are ways we feel when something
happens that we don’t like.

ResourcesyFeelings cardsyInside Out clip

Display images of yes and no feelings and ask
students to sort them under the appropriate
displayed headings.
y Yes feelings: happy, excited, surprised, safe,
peaceful, calm, loved, and proud.
y No feelings: sad, scared, worried, shocked,
angry, confused, disgusted, frustrated,
grumpy, hurt
Explain to students that different people canfeel different things in the same situation andsome feelings can be both yes and no feelings.
No one’s feelings are right or wrong.
Discuss whether there are different feelings
for girls and boys. Challenge any stereotypes.
Anyone can feel any emotion. The way we feelis individual and different people feel different
things at different times whether they are aboy or a girl.

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 29

NSW Department of Education

5

Yes and no feelings

Act and apply
Sharing feelings
Write different feelings on cards and placethem in the middle of a class sharing circle.
One at a time, students select a card anddescribe a situation where they have or would
experience that feeling and whether it is a yesor no feeling. Model this for students first. I feel
happy when I play with my dog. This is a yes
feeling for me. I feel sad when my dad works
away. This is a no feeling for me.
Formative assessment opportunity.
Observing this activity allows students todemonstrate evidence towards outcome
PDe-3, demonstrating an understandingof emotional responses to different
situations.

Exit ticket
An exit ticket requires students to respondto questions posed at the end of a class. Exittickets help students reflect on what they havelearned and may assist teachers to review
student learning and inform teaching andlearning practices for future lessons.
Ask students to name a feeling they have felt
already that day and why they felt that way.

30 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

6

Body signals and warning signs

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyySuccess criteria

Identify and describe
body signals for different
emotions (PDe-3)

Students will:y

Recognise emotional
responses that could
indicate unsafe situations(PDe-3)demonstrate assertive
behaviour

Switch on
Introduce the learning goals and discuss themwith the class.

Individual and class role play
Display feelings headings such as: happy, sad,angry, scared, excited, surprised, worried.
Provide various scenarios where students would
experience a feeling.
Example scenarios could include:
y you have fallen off your bike and scraped
your knee.
y your device went flat and turned off just as
you were about to win your game.
y you got a new puppy at home.
y you thought you were getting ice-cream after
dinner but there was none in the freezer.
y you missed the bus and are all alone.

ResourcesyFeelings and emotions cardsyBody signals images

y you were asked to join in a playgroundgame at lunch break.
y your brother or sister took your toy
and broke it.
y you weren’t invited to a party andeveryone else was.
y your parents made you do your homework
when you really wanted to watch yourfavourite television show.
y your dinner was the food you dislike
the most.
y you were given a surprise birthday party.
For each scenario:y Ask students how they would feel in that
scenario and to record the emotion visually.
y Ask students what is happening to theirbody, inside and outside, when they feelthat emotion.
y Record and display these body responses
under the feeling’s headings.

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 31

NSW Department of Education

6

Body signals and warning signs

Acknowledge that it is normal for different
people to have different feelings in thesame situation. For example, an amusement
ride might make one person feel excitedwhereas another may feel scared. Receiving
an award on assembly might make one
person feel happy whereas another may
feel embarrassed. Similarly, we can have thesame body response for different feelings.
For example, butterflies in the tummy could
mean someone is excited or nervous.

Understand
Display the body responses recorded fromprevious activity. Explain to students that thesecan be called body signals. Ask students if they
have any more to add to each feeling.
When students are identifying body signals
ensure students understand that there area range of ways that people can express thesame feeling. Body signals could include
butterflies in the tummy, squirmy tummy,
warm body, cold-shivery body, sweaty
hands, quick breathing, racing heart, shaky
knees and anything else students haveidentified.

Act and apply
Provide the Feelings and emotions cards andthe Body signals images. As a whole class,discuss the body signals students think the
person is feeling and sort the pictures under
the headings safe and unsafe. Discuss as awhole class.
In pairs, have students demonstrate a feelingshowing whether they feel safe or unsafe.
Partners try to guess the emotion and whether
they are feeling safe or unsafe.
Switch roles and repeat several times.
Ask students to name an emotion that theirpartner demonstrated to show they felt unsafe.
Ask students to name an emotion that theirpartner demonstrated to show they felt safe.

Ask students to identify body signals that they
may have when they have yes feelings and feelsafe. Then repeat with body signals that they
may have when they have no feelings and don’t
feel safe.
Explain to students that body signals can give
us warning signs when we are unsafe. It is
important to listen to our body signals.

32 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

7

Safe or unsafe

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals

Success criteria

Recognise reactions and bodysignals to safe and unsafe
situations (PDe-2)

Students will:yResourcesyrecord situations where they
feel safe and unsafe and the
body signals they feel

Switch on
Introduce the learning goals and discuss themwith the class.
Use the Vocal ease MORE resource or yourown resource to play small snippets of different
types of music or sound effects that could
evoke different emotions in children. Examples
could include music that feels scary, happy,
excited, sad, worried. Ask students to think
about how the music makes them feel. Whenthe music stops, they must show what their
feeling looks like. Ask individual students
what body signals they might be gettingwith that feeling.

Vocal Ease MORE – modules
1 and 2: short snippets ofdifferent music

brainstorm. If students can’t identify places,
they feel safe and unsafe provide them with alist of scenarios. These scenarios could include:
y being in the darky reading a book at night with a torchy lost in the bushy having a picnic with family
y walking into a spider web
y going on a bush walky missing the bus homey walking to school with friends
y seeing a snake
y watching television at homey riding on a roller coaster

Understandy swinging on the swings at the park

Brainstorm places or times that students feelsafe. Ask students to identify the body signals
they might feel in these places and record.

y lost in a shopping centre

Brainstorm places or times that students feelunsafe. Ask students what body signals theymight feel in these places and add to they playing with their pety going to the movies
y being in a paddock with a bully playing a game online with people
you don’t know.

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 33

NSW Department of Education

7

Safe or unsafe

Act and apply
Ask students to draw or record a place theywould feel safe and a place they might feelunsafe.
Students could add a sentence to show feelings
or body signals. Provide sentence starters suchas ‘I feel safe when…and my body feels..’ and ‘Ifeel unsafe when.. and my heart…’
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PDe-2, demonstrating knowledge of bodysignals and reactions to safe and unsafe
situations.
Exit ticket: Ask students to name a body signal
they might feel when they are feeling unsafe.

34 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

8

Wanted and unwanted touch

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyySuccess criteria

Recognise that everyone
has the right to say yes or
no to touch, including
affection (PDe-2)

Students will:y

Recognise appropriate
touch and explore how to
respond to inappropriate
touch (PDe-2)

name ways they don’t
like to be touchedyrecognise that people may
say yes or no to different
types of touchypractise ways to respondto unwanted touch

Switch on
Introduce the learning goals and discuss themwith the class.

ResourcesyWanted and unwanted
touch imagesyBalloons or toysyImages of toys

y it is never ok for someone to touch
someone else in a way that makes themscared or confused.

Blow up a balloon and ask students tobrainstorm ways they could touch the balloon
without popping it. Add to the brainstorm withways they could touch the balloon that might
pop it. If necessary, ask students to add ways oftouching the balloon that would definitely pop it.

Explain to students that any kind of touch canbe unwanted touch, even if it doesn’t hurt.
This can include kissing, hugging, and tickling.
Explain that everyone has a right to say no tobeing touched in any way. You may choose to
use the Wanted and unwanted touch images
to support this.

UnderstandDiscuss tickling and who likes to be tickled.

Ask students which ways they would like to be
touched and not like to be touched. Explain that:y everyone is different and may not like thesame touches.
y it is never ok for someone to hurt someone
else on purpose.

Ask students to suggest parts of the bodywhere tickling might be fun and where tickling
may be unwanted touch.
Ask students what they could do if someone
was tickling them and they didn’t like it? (Sayno, go away from them and tell someone).

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 35

NSW Department of Education

8

Wanted and unwanted touch

Discussion:y What are some body parts that you do notwant others to touch? Examples include,
private parts and sensitive areas such as themouth, the eyes, and the stomach.
y Why? Examples include if someone touches
these parts it can be uncomfortable, hurt oryou can get a no feeling.
y When is it ok for someone to touch theprivate parts of your body? Examples include
you are sick, hurt or need special care.
y What can you do if you experience
unwanted touching or touching that gives
you a no feeling? Emphasise that theyshould say no, if they can, go away from theperson and tell someone about it.

It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.

y Why is it ok to say no and tell about thesekinds of touches? Emphasise that all
children have a right to feel safe. Children
have a right to say no to any kind of touch.

Act and apply
Form a class circle. Have volunteers tickle
a stuffed toy or a balloon or Images of toys
and have another student practise saying‘no or ‘stop’ when they think the tickling
might become unwanted. Allow all students
to practise.
Ask students: Is it ok to say no to touch that
doesn’t hurt? Emphasise that children havea right to say no to any kind of touch.
Explain that deciding when the touch becomesunwanted is personal and will be different fordifferent people.
Exit ticket: What can you do if touch isunwanted?

36 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

9

No-Go-Tell

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Practise ways of seeking help ina range of different scenarios,
for example use No-Go-Tellwhen feeling unsafe (PDe-9)

Success criteria
Students will:ypractise using No-Go-Tellin given scenarios

Switch on

Resourcesy

No-Go-Tell scenario cardsyNo-Go-Tell images

y lost in a shopping centre

Introduce the learning goals and discuss themwith the class.
Display the list of scenarios used in the Safe or
Unsafe lesson. You may choose to use the NoGo-Tell scenario cards which include images tosupport the understanding of each scenario.
These may have included:
y being in the darky reading a book at night with a torchy lost in the bushy having a picnic with family
y walking into a spider web
y going on a bush walky missing the bus homey walking to school with friends
y seeing a snake
y watching television at homey riding on a roller coastery swinging on the swings at the parky going to the movies
y being in a paddock with a bully playing with their pety playing a game online with people
you don’t know.
Read through the scenarios and ask students
to indicate if they would feel safe or unsafe in
the situation, for example students could standup if they feel safe or sit down if they would
feel safe or do a thumbs up for safe or thumbs
down for unsafe. Highlight any scenarios where
everyone felt safe or unsafe.
Remind students that it is normal for different
people to have different feelings in the same
situation. Some people might feel very scared
if they walk into a spider web while others
might feel ok.
Discuss with students any situations where
everyone indicated they would feel unsafe.
Ask students to suggest what they could do inthese situations when they feel unsafe.

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 37

NSW Department of Education

9

No-Go-Tell

UnderstandIntroduce No-Go-Tell as a strategy that can beused when we have no feelings or feel unsafe.
Explain that when we feel unsafe, we cansay no, we can go, and we can tell someone
we trust.
Use the No-Go-Tell images to focus on each step.

NO
Have students practise saying “no” in a strongway. Ask students to identify when we mightneed to say no.
Ask all students to demonstrate saying no in
different ways. For example, students might besitting down, standing up straight, curled in aball, putting their hands out in front signallya stop, with a smile, while laughing, with astraight face, with a serious face. Ask students:
What way of saying no do you think would be
the best way?
Remind students that no still means no even if
they are laughing but using our body can help
others understand us. Standing up with a handout in front and saying a strong no helps makethe message stronger.
Give the following examples to practise saying no.
y Someone wants you to do something thatmakes you feel uncomfortable. What can
you say?
y Someone is hurting you. What can you say?
y Someone is doing something that gives
you a sick feeling in your tummy. Whatcan you say?
y Something is happening that gives you
a lumpy throat. What can you say?

GO
Explain to students that sometimes saying no
isn’t possible or isn’t enough to keep us safe.
Sometimes we have to go from the situation.

Go means that we can move to a safer placeaway from someone or something that is
hurting us, someone or something that is scaryor someone or something that is making us
feel uncomfortable.
Ask students: Where can you go to be safe?
Who could help you?

TELL
Explain to students that sometimes it is hardto say no and go but there is something else
we can do. If someone has made us feel nofeelings, has hurt us, or touched parts of ourbodies that we don’t want them to touch we
can tell a trusted adult. We can find a trusted
adult we feel safe with and tell them what has
happened. We can tell them how we feel. Ifthey don’t listen or believe us, we can tell themagain, or tell another trusted adult.
Explain to students that it is important to keepon telling until someone listens.
Remind students of the support networks theycreated in the Who do I trust? lesson.

Act and apply
Provide scenarios for students to apply the
No-Go-Tell strategy. As a whole class students
practise the strategy. Then select several
students to demonstrate how they would react
to a scenario ensuring every student has achance to demonstrate their skills. This may
be by recording their response or role playing
it to the class.
Formative assessment opportunity.
Observing this activity allows students todemonstrate evidence towards outcome
PDe-9 practise ways of seeking help in arange of different scenarios, for example
use No-Go-Tell when feeling unsafe.

38 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

9

No-Go-Tell

Scenarios could include:

Amarli is playing at the park. An older boy
comes over to Amarli and lifts up her skirt.

Leona is on her device and someone
starts asking her where she lives, what
school she goes to and other personalquestions. Leona doesn’t know thisperson.

y What could Amarli say or do? Who could shetell? What if they didn’t listen?

Bruno has an Uncle who always wants
him to sit on his lap when he comes tovisit. Bruno doesn’t like sitting on people’slaps and he gets an uncomfortable feelingwhen his Uncle makes him do this.

y What could Bruno say or do? Who could hetell? What if they didn’t listen?

Susanna’s Mum has a friend that comesy What could Leona say or do? Who should
Leona tell? What if they didn’t listen?
It may be necessary to play a quick gamesuch as Do This, Do That to bring students
back together.

Do this, do that
Use different actions such as patting head,
hands on hips/knees, clapping, rolling hands,
waving or any other action whilst saying ‘Do
This’ or ‘Do That’. Students must copy ‘Do This’actions but not ‘Do That’ actions. The gamecontinues after each ‘Do That’ action without
eliminations.

to visit sometimes. When he leaves, healways wants to give her a kiss goodbye.
Susanna doesn’t want to kiss him and it
makes her feel uncomfortable.

y What could Susanna say or do? Who could
she tell? What if they didn’t listen?

Len and Vicki are playing in theplayground. Vicki’s friend comes overto Len and squeezes Len very hard. Len
doesn’t like being squeezed so hard and
it is hurting. Vicki wants her friend to stopsqueezing Len.

y What could Len say or do? What could Vicki
say or do? Who could Len or Vicki tell? What
if they didn’t listen?

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 39

NSW Department of Education

10

Strategies for staying safe

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Identify skills and strategies
to stay safe and be supported(PDe-7)

Success criteria
Students will:yrecognise a number ofpossible actions for safety
for example, No-Go-Tell

Switch on
Introduce the learning goals and discussthem with the class.
Read a story where at some point thecharacters are unsafe. Examples could
include Jack and the Beanstalk, Hansel andGretel, Red Riding Hood, Rumpelstiltskin,
The Three Little Pigs.
Have students indicate when they think thecharacters are unsafe with a method suitable
to your class. Methods could include waving,holding up a whiteboard with the word
unsafe or holding their knees to their chest.
Ask students to suggest the body signals thecharacter might have and what the character
could do or say when they felt unsafe.

Understand
Display the headings: yes or no feelings, bodysignals and warning signs, safe and unsafe
situations, No-Go-Tell, personal support

networks. Ask students to recall what theyknow about each concept and how it helps
keep them safe. Record student ideas underappropriate headings.

Act and apply
Read the story again from the switch on
activity. Brainstorm the scenes in the story
when a character felt unsafe.
Have students draw or record these scenes
and the safety strategy the character used in
the situation.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PDe-7, demonstrating knowledge of skills
and strategies to stay safe.
Exit ticket: Name one thing you could do tohelp keep yourself safe.

40 | PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe

NSW Department of Education

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I needto revisit to ensure understanding?
y When will I/ can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence
will I need to adapt to ensure my learning
goals are achieved next time?

PDHPE Early Stage 1: Child Protection Education | Unit of work Keeping myself safe | 41

NSW Department of Education

PDHPE

Early Stage 1: Child Protection
Education
Resources

Keeping myself safe

NSW Department of Education

Contents
Images: Different types of families................................................................................................................................................... 44
Worksheet: See, think, wonder template......................................................................................................................................47
Images: Visual representation of a support network........................................................................................................... 48
Images: Body parts ...................................................................................................................................................................................... 52
Cards: Body parts...........................................................................................................................................................................................54
Worksheet: Body outlines........................................................................................................................................................................ 55
Cards: Yes, sometimes, no and uncertain..................................................................................................................................... 57
Cards: Feelings and emotions............................................................................................................................................................... 59
Images: Body signals................................................................................................................................................................................... 62
Images: Wanted and unwanted touch...........................................................................................................................................64
Images: Soft animal toy.............................................................................................................................................................................66
Cards: No-go-tell scenarios.....................................................................................................................................................................68
Images: No-Go-Tell........................................................................................................................................................................................ 73
Copyright register..........................................................................................................................................................................................74

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 43

NSW Department of Education

ImagesDifferent types of families

44 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Images: Different types of families

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 45

NSW Department of Education

Images: Different types of families

46 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Worksheet

See, think, wonder template

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 47

NSW Department of Education

ImagesVisual representation of a support
network48 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Images: Visual representation of a support network

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 49

NSW Department of Education

Images: Visual representation of a support network

50 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Images: Visual representation of a support network

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 51

NSW Department of Education

ImagesBody parts

Arms

Ear

Elbows

Eyes

Face

Feet

Fingers

Hands

Head

52 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Images: Body parts

Knee

Legs

Lips

Mouth

Nose

ShoulderToes
41

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 53

NSW Department of Education

Cards

Body parts

arms

ear

neck

elbowseyes

thighsfacefeetnipples

fingers

hands

breasts

head

knee

bottomlegs

lips

testicles

mouth

nose

penis

shouldertoesvagina54 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Worksheet

Body outlines

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 55

NSW Department of Education

Worksheet: Body outlines

56 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Cards

Yes, sometimes, no and uncertain

1

Yes

2

Sometimes
PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 57

NSW Department of Education

Cards: Yes, sometimes, no and uncertain

3

No

4

Uncertain

58 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Cards

Feelings and emotions
No feelings

5

6

7

Angry

Confused

Disgusted

8

9

10

Frightened,
afraid, scared

Frustrated

GrumpyPDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 59

NSW Department of Education

Cards: Feelings and emotions

11

12

13

Hurt

LonelyNervous

14

15

16

ShockedUnhappy, sad

Worried

17

18

19

Peaceful, calm

ExcitedHappy

Yes feelings

60 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Cards: Feelings and emotions

20

21

22

Loved, safe

Proud

Shy

23

Surprised

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 61

NSW Department of Education

ImagesBody signals

49

Butterflies in your tummy

50

Quick breathing

51

Racing heart

52

Shaky knees

62 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Images: Body signals

53

Cold-shivery body

54

Squirmy tummy

55

Sweaty hands

56

Warm body

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 63

NSW Department of Education

ImagesWanted and unwanted touch45

45

Wanted kissing

Unwanted kissing

46

46

Wanted holding hands

Unwanted holding hands

64 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Images: Wanted and unwanted touch

47

47

Wanted hug

Unwanted hug

48

48

Wanted tickling

Unwanted tickling

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 65

NSW Department of Education

ImagesSoft animal toy

57

66 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Images: Soft animal toy

58

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 67

NSW Department of Education

Cards

No-go-tell scenarios

24

25

Going to the movies

Being in the dark

26

27

Having a picnic with family

Playing a game online withpeople you don’t know

68 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Cards: No-go-tell scenarios

28

29

Being in a paddock with a bull

Lost in a shopping centre

30

31

Lost in the bush

Missing the bus home

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 69

NSW Department of Education

Cards: No-go-tell scenarios

32

33

Going on a bush walk

Playing with a pet

34

35

Reading a book at nightwith a torch

Riding on a roller coaster70 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Cards: No-go-tell scenarios

36

37

Seeing a snake

Swinging on the swings at the park

38

39

Walking into a spider web

Walking to school with friends

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 71

NSW Department of Education

Cards: No-go-tell scenarios

40

Watching television at home

72 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

Images58

No-Go-Tell

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 73

NSW Department of Education

Copyright register1.

Yes boy and girl: Children photo created by freepik – www.freepik.com

2. Sometimes girl: Camera photo created by drobotdean – www.freepik.com
3. Don’t like it girl: Background photo created by freepik – www.freepik.com
4. Uncertain boy: Children photo created by freepik – www.freepik.com
5. Angry: Education photo created by freepik – www.freepik.com
6. Confused: People photo created by cookie_studio – www.freepik.com
7. Disgusted: Woman photo created by cookie_studio – www.freepik.com
8. Frightened: Kids photo created by freepik – www.freepik.com
9. Frustrated: Girl photo created by freepik – www.freepik.com
10. Grumpy: Designed by Freepik – www.freepik.com
11. Sad/hurt: Girl photo created by freepik – www.freepik.com
12. Lonely: People photo created by jcomp – www.freepik.com
13. Nervous: Designed by pressfoto – www.freepik.com
14. Shocked Designed by Freepik – www.freepik.com
15. Unhappy: Designed by jcomp – www.freepik.com
16. Worried: Designed by jcomp – www.freepik.com
17. Peaceful/calm: Woman photo created by cookie_studio – www.freepik.com
18. Excited: People photo created by jcomp – www.freepik.com
19. Happy: For websites: Designed by Asier_Relampagoestudio – www.freepik.com
20. Loved/safe: Family photo created by master1305 – www.freepik.com
21. Proud: Designed by jcomp – www.freepik.com
22. Shy: For websites: Designed by cookie_studio – www.freepik.com
23. Surprised: People photo created by drobotdean – www.freepik.com
24. Kids at movies: Designed by serhii – www.freepik.com
25. Being in dark: Image by FotoRieth from Pixabay
26. Family picnic: People photo created by freepik – www.freepik.com
27. Playing online with strangers: Profile of boy with monitors: Image by ExplorerBob from Pixabay
Back view of guy: Image by 11333328 from Pixabay
Shadowed guy: Image by Tomasz Mikołajczyk from Pixabay
28. Bull in paddock: Tree photo created by freepik – www.freepik.com
Guy scared: Business photo created by drobotdean – www.freepik.com
29. Lost in shopping centre: Boy: Background photo created by freepik – www.freepik.com
Shopping centre background: Background photo created by mrsiraphol – www.freepik.com
30. Lost in bush: Green photo created by rawpixel.com – www.freepik.com
31. Missing the bus: Image by Виктория Бородинова (Victoria_Borodinova) from Pixabay
74 | PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources

NSW Department of Education

32. Bushwalking: People photo created by freepik – www.freepik.com
33. Playing with a pet: People photo created by freepik – www.freepik.com
34. Reading a book with torch: People photo created by photoroyalty – www.freepik.com
35. Roller coaster: Image by Jose Aitor Pons Buigues from Pixabay
36. Seeing a snake: Snake: Nature photo created by brgfx – www.freepik.com
Shocked man: Background photo created by freepik – www.freepik.com
37. Park swings: Image by jrwhip from Pixabay
38. Spiders web: boy: Kids photo created by freepik – www.freepik.com
Spider’s web: Image by Stockvault Non-Commercial License: https://www.stockvault.net/termsof-use
39. Walking with friends: School photo created by pressfoto – www.freepik.com
40. Watching TV: Food photo created by nensuria – www.freepik.com
41. Body parts: Kids photo created by freepik – www.freepik.com
42. No girl: People photo created by master1305 – www.freepik.com
43. Go footprints: Background vector created by macrovector_official – www.freepik.com
44. Tell girl: People photo created by master1305 – www.freepik.com
Trusted people headshots: People vector created by freepik – www.freepik.com
45. Kiss: Family photo created by freepik – www.freepik.com
46. Holding hands: People photo created by freepik – www.freepik.com
47. Hug: Designed by Freepik – www.freepik.com
48. Tickle: Love photo created by freepik – www.freepik.com
49. Butterflies in your tummy butterflies: Background photo created by freepik – www.freepik.com
Butterflies in your tummy girl: Woman vector created by freepik – www.freepik.com
50. Quick breathing boy: Food photo created by diana.grytsku – www.freepik.com
51. Racing heart girl: People photo created by wayhomestudio – www.freepik.com
52. Shaky knees: Shaky knees boy: Cute photo created by drobotdean – www.freepik.com
53. Cold shivery body girl: Winter photo created by freepik – www.freepik.com
54. Squirmy tummy boy: Background photo created by freepik – www.freepik.com
Worms: Food photo created by freepik – www.freepik.com
55. Sweaty hands boy: School photo created by jcomp – www.freepik.com
Droplets: Water vector created by pch.vector – www.freepik.com
56. Warm body girl: Designed by jcomp – www.freepik.com
57. Girl hugging bear: Love photo created by drobotdean – www.freepik.com
58. Teddy bear in box: Christmas photo created by Racool_studio – www.freepik.com

PDHPE Early Stage 1: Child Protection Education | Keeping myself safe resources | 75

NSW Department of Education

PDHPE

Stage 1: Child Protection Education
Unit of work

Staying safe

NSW Department of Education

Contents
Unit description .............................................................................................................................................................................................78
Lesson 1: Respecting others....................................................................................................................................................................82
Lesson 2: Groups I belong to................................................................................................................................................................. 84
Lesson 3: My strengths ..............................................................................................................................................................................86
Lesson 4: Emotions.......................................................................................................................................................................................88
Lesson 5: Safe or unsafe?..........................................................................................................................................................................90
Lesson 6: Standing strong.......................................................................................................................................................................94
Lesson 7: Persistence...................................................................................................................................................................................96
Lesson 8: No-go-tell......................................................................................................................................................................................98
Lesson 9: Permission.................................................................................................................................................................................. 101
Lesson 10: My strategies..........................................................................................................................................................................104
Evaluation..........................................................................................................................................................................................................106

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 77

NSW Department of Education

Unit description
Through this unit, students will describe
their unique qualities and strengths andconsider how these can be used to help
themselves and others stay safe when
responding to situations. They will understandthat everyone has the right to be safe and totell others not to touch their body when they
do not want to be touched. Students willpractise a range of protective strategies forresponding to various situations.
Students will build their understanding of
connection and belonging by identifying
groups they belong to and recognising
behaviours which include and exclude others.
They will develop and apply interpersonal andself-management skills to build relationships,
demonstrate cooperation and communicate
effectively and respectfully in the class andsmall groups.
This unit provides teaching and learning
activities around child protection education.
Students will investigate the essential
question: How can I use my strengths
to keep myself safe?

Skills in focus
Self-management
Strengthening personal identity
y perseverance
Self-awarenessy developing greater control and responsibility
for our actions, feelings and behaviours
Emotion and stress management
y recognising emotions
Decision-making and problem-solving
y finding solutions to problems.

Interpersonal skills
Collaboration, inclusion and relationshipbuilding

Propositions
Throughout this unit, the propositions
are embedded as follows:

Educative purpose
Students are provided with opportunities todevelop the knowledge and skills required
to recognise unsafe situations and react insafe and positive ways. They will create, apply,
practise and evaluate strategies to keep
themselves and others safe.

Strengths-based approach
Activities in this unit are designed to allow
students to demonstrate their strengths andcapabilities when exploring ways to keep
themselves and others safe. This is achievedby encouraging students to draw on theirstrengths to help them make decisions aroundstaying safe and reacting to unsafe situations.

Develop health literacy
Students are provided with opportunities todevelop knowledge and understanding that
supports them to express their emotions,recognise their personal strengths, seek help
and report abuse. Opportunities are provided
for students to apply the skills and knowledge
they have developed to recognise and respondwhen their environment becomes unsafe.

Critical inquiry
Students are supported to question andchallenge the actions of others when they
impact on their health and safety. They haveopportunities to develop skills to recognise
respectful relationships, question disrespectfulinteractions with others and make choices
to respond to these interactions in a safeand positive way.

y recognising and using their own abilities
and strengths and those of others.
78 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PD1-1

y

describes the qualities andcharacteristics that make themsimilar and different to others

Describe their uniquestrengthsyidentify strengths they haveyIdentify parts of the body
Understand that their own
and others’ bodies are
privateyyidentify ways their strengths
help themselves and othersyidentify male and female
parts of the body that are
privatePD1-2
recognises and describes
strategies people can use
to feel comfortable, resilientand safe in situationsyRecognise safe choices for avariety of situationsyDescribe feelings and bodysignals that can help themrecognise safe or unsafe
situations

y

PD1-3
recognises and describes thequalities that enhance inclusive
and respectful relationships

PD1-9
demonstrates selfmanagement skills intaking responsibility for
their own actionsyyDemonstrate protective
strategies they can use
when they feel unsafe,
frightened, lost, upset,
excluded or requireassistance
Demonstrate anunderstanding of what itmeans to be respectful ofothersDemonstrate cooperationand observe rules in classactivities, for example,
taking turns, sharing,
communicating andresponding appropriately

Evidence of learning
Students will:

Students will:yrecognise that people
need permission to touch
someone else’s bodyyidentify choices that help
keep them safeyname feelings and bodysignals they might feel insafe and unsafe situations

yidentify a range of options
for actions based on the
No-Go-Tell strategy

Students will:ycontribute ways to showrespect in the classroomydemonstrate active
listening, sharing, turntaking and appropriate
communicationyname different groups they
belong to and what they like
about each groupyIdentify groups people
belong to and why they areimportantyyRecognise how people feel
when they are included andexcluded from groups andactivities

share ideas on how
characters might feel whenbeing left out or included ingroupsyidentify a positive way torespond to an emotion
demonstrate assertive
behaviouryRecognise own emotions
and demonstrate positive
ways to react in different
situationsyyPractise a range ofprotective strategies forresponding to various
situations

Students will:ydemonstrate persistence
when seeking help fromtrusted adultsydemonstrate actions andhelp-seeking strategies tostay safe

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 79

NSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus content

How does my uniquenessshape who I am?

ydescribe their own and others’ strengths and achievements andidentify how these contribute to personal identity, for example(ACPPS015):‫ ݖ‬recognise characteristics that make them both similar anddifferent to others‫ ݖ‬describe their unique qualities and strengths

How do we grow andchange over time?

ydescribe physical and social changes that occur as children growolder and explore how these are acknowledged by family andcommunity, for example (ACPPS016):‫ ݖ‬identify body systems and parts, eg male and female anatomy I‫ ݖ‬describe the meaning of ‘private’ and understand theirown and others’ bodies are private, eg distinguish between
appropriate and inappropriate touching, consent S I‫ ݖ‬understand the contexts when body parts should
be kept private‫ ݖ‬understand basic needs and rights of a child‫ ݖ‬identify and describe significant relationships in their lives,eg family I

How can we be inclusive
and respectful?

ydescribe and practise ways to develop caring and respectful
relationships and include others to make them feel they belong,for example (ACPPS019):‫ ݖ‬identify groups people belong to and why they are important,eg support from family, friends and cultural groups I‫ ݖ‬recognise how family and community may have diverse
stereotypical expectations for girls and boys, eg expressing
different emotions, interests, characteristics, personality,
physical appearance, abilities S‫ ݖ‬demonstrate cooperation and observe rules in group activities,eg taking turns, communicate and respond to others
appropriately, express appreciation to others I‫ ݖ‬recognise how people feel when they are included andexcluded from groups and activities S‫ ݖ‬demonstrate an understanding of what it means to be inclusive
and respectful to others, eg peers, people with disability I

yidentify and practise physical and emotional responses that
account for their own and others’ feelings, for example (ACPPS020):‫ ݖ‬recognise own emotions and demonstrate positive ways torespond to different situations, eg kinds of touch, assertiveness,seeking help, loss of a family pet S‫ ݖ‬identify the body’s reaction to a range of situations, including
safe and unsafe situations, and comparing the different
emotional responses S

80 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

Key inquiry questions

Syllabus content

How can I be responsible
for my own, and others’
health, safety andwellbeing?

ydescribe situations where they are required to make healthy and/or
safe decisions, for example (ACPPS018):‫ ݖ‬recognise safe choices for a variety of situations, eg not sharing
information online, walking on the footpath, safe places to crossthe road‫ ݖ‬describe feelings, reactions and warning signs that can help
them recognise safe or unsafe situations, eg excitement, feelinganxious, fear I

How can I act to help
make my environments
healthy, safe and active?

ypractise strategies they can use to support their own and others’
health, safety and wellbeing, for example (ACPMP030):‫ ݖ‬recall people they can contact to support themselves andothers, eg phone numbers of organisations, emergency
organisations S I‫ ݖ‬demonstrate help-seeking strategies they can use when
they feel unsafe, frightened, lost, upset, excluded or requireassistance, eg No-Go-Tell S I‫ ݖ‬demonstrate actions they can use to seek help for or support
others in different situations, eg bullying I

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 81

NSW Department of Education

1

Respecting others

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyySuccess criteria

Demonstrate anunderstanding of what itmeans to be respectful ofothers (PD1-3)

Students will:ycontribute ways to showrespect in the classroom

Demonstrate cooperationand observe rules in classactivities, for example,
taking turns, sharing,
communicating, andresponding appropriately(PD1-3)ydemonstrate active listening,
sharing, turn taking andappropriate communication

Resourcesy

Y ChartSwitch on
Introduce the learning goals and discuss themwith the class.
Revisit the definition of respect. Respect istreating people the way you want to be treated.
It means being caring, kind and thinking andacting in a way that shows others you careabout them and their feelings.
Introduce students to the characters Sam, Ali,
and Jack using the scenario below.

Sam, Ali, and Jack are in the same classat school. Sometimes they need help tolearn what is expected of them at school.
Today Sam, Ali, and Jack upset somestudents but didn’t understand why. Can
you help them? Sam was excited about
the weekend and wanted to tell everyone
what happened but didn’t listen to anyone
else, Ali wanted to sit near the teacher andbumped into other students in the rush
to get to the front, Jack was upset aboutsomething that happened at home thatmorning and yelled at other students.

82 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

1

Respecting others

UnderstandAfter students have attempted a challenge ask
questions such as:

Ask students questions such as:

y How did you help each other to complete
the challenge?

y Do you think Sam, Ali or Jack were being
respectful?
y What behaviours from Sam, Ali, and Jack
were not respectful?
y How do you think the other students in theclass felt when they were not respected?
In small groups have students brainstorm
different ways that they show respect in theclassroom. Students then use a Y chart torecord what respect feels like, sounds like,and looks like in the classroom.
Ask groups to present their ideas to the class.
Use the ideas to develop a class display that
demonstrates ways of showing respect duringchild protection education lessons. Explain thatshowing respect will help make the classroom ahappy and safe place for everyone. The display
might include taking turns to talk, listening toothers’ ideas, no put downs or teasing, using
kind words, including others, being fair, being
kind, helping others, and sharing ideas. This
could be contextualised to school values.

y What made it harder for the group tocomplete the challenge?
y How did you feel when you got throughthe challenge?
y How did you feel when there was a breakin your circle and you had to start again?
y How could you make sure everyone felt safe,
respected and included during the activity?
Refer students to the list made in theprevious activity outlining ways to showeach other respect.
If time permits, have students repeat thechallenge activity but with a focus on using
what they have learnt about helping others tofeel safe, respected and included.

Act and apply
Stick together
Arrange students into four groups. Each groupforms a circle and agrees on a way to remain
stuck together. This could be by touching feet,holding hands, linking arms, or any way thegroup comes up with. Have students complete
challenges without coming unstuck. When
there is a break in the group circle they must
start again. Challenges could include movingaround an area in the room, moving throughobstacles, or the Hula Hoop Challenge.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 83

NSW Department of Education

2

Groups I belong toCreating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyy

Identify groups people
belong to and why they areimportant (PD1-3)
Recognise how people feel
when they are included andexcluded from groups andactivities (PD1-3)

Success criteria
Students will:yyname different groups
they belong to and what
they like about each groupyshare ideas on how
characters might feel
when being left out or
included in groups

Switch on
Introduce the learning goals and discuss themwith the class.
Show students images of different types ofgroups people may belong to. Images could
include family, extended family, peer groups,
cultural groups, close family friends, classrooms,
sports teams, work groups, music groups, andhobby groups.
Ask students questions such as:
y How do you think these people areconnected?
y Why is it good to have connections withpeople? Suggested responses should
include, connections with other people

Resources
Images of different
types of groups

can make us feel good about ourselvesand can offer us support.

UnderstandBrainstorm different types of groups
students belong to.
Students identify and record the different
groups they belong to. They also include
something they like about being in the groupor something that makes the group special.
Ask students questions such as:
y How do the people in your groups show thatthey care about each other?
y How would you feel if you couldn’t be in thegroup anymore?

84 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

2

Groups I belong to

Act and apply
Read students the scenarios below one at atime. Ask them to decide if Sam, Ali, or Jack arebeing included or left out and how they might
be feeling. As a group:y discuss whether students would like to be apart of each group and why.
y discuss whether students would change
anything about the group.
Formative assessment opportunity.
Observing this activity allows students todemonstrate evidence towards outcome
PD1-3, demonstrating knowledge of
qualities of respectful relationships.

Scenarios
Jack loves to play soccer and has started
playing in a soccer group at school. Someof the other players don’t think Jack isvery good at soccer so they don’t pass theball to Jack.
The choir club at school welcomes anyone
to weekly practise whether they are in the
choir or not. Sam decides to go to practise
and makes a few new friends, and they all
enjoy singing together.
Ali has found a new friendship group. Oneof the group members seems to be incharge, and gets to choose who can andcan’t join in the activities. Ali is sometimes
not allowed to join in.
Sam, Ali, and Jack have all joined an afterschool sports group. They are so excited
because they all receive a free ball. The
boys are given blue balls and the girls
are given pink balls, but everyone trains
together. Sam, Ali, and Jack received theirballs. Sam wanted a different colour ball,Ali wanted two balls and Jack didn’t carewhat colour the ball was.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 85

NSW Department of Education

3

My strengths

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Describe their uniquestrengths (PD1-1)

Success criteria
Students will:yyidentify strengths they haveyidentify ways their strengths
help themselves and others

Switch on
Introduce the learning goals and discuss themwith the class.
Use the strengths cards to introduce theconcept of strengths.
Read through the cards and explain what eachof them mean using examples.
Ask students to record 3 strengths they think
are their most important strengths.
Ask students if there are any strengths that are
only for boys or strengths that are only for girls.
The key messages are that strengths aren’t
gendered and are for everyone to use.

UnderstandExplain to students that we all have strengths
and that different people can have different
strengths. Some people find it very easy to be

Resources
Individual copies ofstrengths cards

kind to others, some are better at being braveand trying new things, whilst others find it easy
to come up with new and interesting ideas. We
can all use our strengths to help each other.
Students look at the strengths they identified
about themselves and think about whether
they have used those strengths in the last
couple of days.
Complete a think, pair, square with the classusing the prompts below.
Think: Ask students to think about how they
could show one of the strengths they haveidentified.
Pair: Ask students to form pairs and discuss
how they could show the strength they haveidentified.
Square: One pair joins another pair to form asquare. Ask each student to share one of theirpartner’s strengths, a way they could show it,
and why it is important.

86 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

3

My strengths

Act and apply
Read each scenario below to the class. Aftereach scenario ask students if any of theirstrengths could help Sam, Ali, or Jack andhow it would help them.

Scenarios
Jack loves to play soccer and has started
playing in a soccer group at school. Someof the other players don’t think Jack isvery good at soccer so they don’t pass
the ball to Jack. One day Jack heard one
player tell his friend ‘Don’t pass it to Jack,he can’t even kick, and we’ll lose the gamebecause of him.’ Jack was upset.
Ali has found a new friendship group. Oneof the group members seems to be incharge and gets to choose who can andcan’t join in the activities. Ali is sometimes
not allowed to join in.
Sam, Ali, and Jack have all joined an afterschool sports group. They are so excited
because they all receive a free ball. The
boys are given blue balls and the girls
are given pink balls, but everyone trains
together. Sam, Ali, and Jack received theirballs. Sam wanted a different colour ball,Ali wanted two balls, and Jack didn’t carewhat colour the ball was.

Display strengths cards in the classroom forstudents to refer to in future lessons.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 87

NSW Department of Education

4

Emotions

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Recognise own emotions anddemonstrate positive ways
to react in different situations(PD1-3)

Success criteria
Students will:yResourcesyEmotion cards

identify a positive way torespond to an emotion

Switch on

UnderstandIntroduce the learning goals and discuss themwith the class.

Display the emotions from the previous activity.
These might include happy, sad, worried, proud,
excited, scared, angry. You may wish to use theemotion cards in support resources.

Listen to or sing a song about emotions, forexample, ‘If you’re happy and you know it’
Have students brainstorm different emotions.
Ask students to demonstrate what a range ofemotions could look like and sound like.
Discuss body signals for each emotion: What
does your body feel like inside and outsidewhen you experience different emotions?

Ask students to identify the emotions that don’t
feel very good or feel uncomfortable, and circle
them as they name them.
Ask students: What body signals do you get
when you feel these emotions?
Brainstorm ways to respond to uncomfortableemotions. Suggested responses could include
talk to someone, draw a picture of how you
feel, sit with someone, play with a pet, play afavourite game, hug a favourite toy, squeeze
a stress ball, find a quiet space, ask a friend toplay, run around in a safe place, do some star
jumps, skip or dance, listen to music, close youreyes or find a happy place.

88 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

4

Emotions

Sam, Ali, and Jack scenarios
Read the scenarios below to the class. Ask
students to identify the emotions that thecharacters are feeling and to suggest positive
ways that they could respond.

Sam has joined a new soccer team andthe first training session is tomorrow
after school. Sam is very nervous to meet
everyone as no one on the team goes tothe same school. What could Sam do?
Ali loved her pet dog Oscar. They had
grown up together. One day Oscar got
sick. Ali looked after Oscar and couldn’t
wait for Oscar to get better so they could
run and play together again. But Oscar
didn’t get better and Ali’s parents said
Oscar was too sick and they had to takehim to the vet. Ali’s dog died not longafter. Ali cried and cried. Ali felt sad andlonely without Oscar. What could Ali do?
Jack had been watching a movie andsaw something that was scary. That night
Jack couldn’t sleep and just kept thinking
about the movie. Jack kept hearing noises
and worrying that something was goingto happen. Jack’s parents told Jack that
there was nothing to be scared about
and to go back to bed. Jack was still veryscared. What could Jack do?

Students then add how they reacted to thatemotion, and how they could have responded
in a more positive way.
Formative assessment opportunity.
Collecting student work allows students todemonstrate evidence towards outcome
PD1-3, demonstrating knowledge ofemotions and how to respond to these
emotions in a positive way to enhance
relationships.
Have volunteers share their work.
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.

Act and apply
Ask students to choose one emotion anddescribe a time when they felt that emotion.
Students create a picture of the situation andconstruct a sentence to explain it. A sentencestarter such as ‘I felt… when…’ can be provided
to encourage the use of I statements andallow students’ ownership of their emotions.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 89

NSW Department of Education

5

Safe or unsafe?

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyRecognise safe choices for avariety of situations (PD1-2)
Describe feelings and bodysignals that can help themrecognise safe or unsafe
situations (PD1-2)

Success criteria
Students will:yyidentify choices that help
keep them safe
name feelings and bodysignals they might feel insafe and unsafe

Switch on
Introduce the learning goals and discussthem with the class.
y Watch episode 1: Details, details…
from Hector’s World
Discuss the following questions:y What information was Ranjeet
going to send?
y Why was this unsafe?
y What are some of the choices Ranjeet
could make to stay safe?
Show images of the situations listed below or
ask students to act them out. For each situation
ask students to identify some of the choices
they could make to stay safe.
y Swimming at the beach or in a pool.
Safe choices include, swimming between
the flags, not swimming alone, having anadult watch you.

Resourcesy

Images of safe and unsafe
situationsyEpisode 1: Details, details…
from Hector’s Worldy Crossing a road. Safe choices include,
crossing at the crossing, crossing at thelights, holding an adult’s hand, walking
across the road, Stop, Look, Listen, Think
before crossing the road.
y Being driven in a car or bus. Safe choices
include, wearing a seatbelt, staying in yourseat, not distracting the driver, getting in andout of the car or bus on the footpath side.
y Cooking dinner. Safe choices include,
cooking with an adult, getting adults todo the cutting, wearing oven mitts, nottouching the stove.
y Playing a game online. Safe choices include,
not accepting people you don’t know as
friends, not sharing personal information,
keeping your profile private, not sharing
your password, not opening messages frompeople you don’t know.
y Riding a bike. Safe choices include wearinga helmet, riding on the footpath, riding with
two hands.

90 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

5

Safe or unsafe?

y Walking to school. Safe choices include,
walking straight to school, walking on thefootpath away from the road and holding
an adult’s hand.
Explain that sometimes these safe choices
aren’t enough to keep us safe. Sometimes thesituation can change from safe to unsafe andour feelings and body signals might change.
Our feelings and body signals can be warning
signs that we are unsafe.

UnderstandRead through the scenarios below anddiscuss the questions.

Scenario 1
Ali is riding a bike to the park. Ali madesure to wear a helmet and take a drink
bottle. Ali rides along the path to the parkand sees some friends from school are
there riding their bikes too.

y How might Ali be feeling?
y What body signals might Ali have?
y What do you think these body signals
are telling Ali?
y Do you think Ali is safe or unsafe?

y How might Ali be feeling?
y What body signals might Ali have?
y What do you think these body signals
are telling Ali?
y Do you think Ali is safe or unsafe?
y What safe choice could Ali make?
y What if the person that wanted the bike
was a girl? Would it make a difference? The
key message is if Ali feels unsafe it doesn’t
matter what the person’s gender is.

Ali decides that it is better to go home
and tell someone what happened.

Scenario 2
Sam was online playing one of his
favourite games. Some of Sam’s friends
from school were online too. They were all
chatting and enjoying the game. Sam wasat the highest level out of everyone. Sam’sfriends were all sending messages saying
how good Sam was at playing the gameand some were asking for tips.

y How might Sam be feeling?

y What should Ali do?

y What body signals might Sam have?

Ali rides over to everyone else and theyride their bikes up and over jumps, in andout of trees, and race around the track.
Not long after a group of bigger kids
come to the park. They don’t have bikes
and they are being loud and some ofthem are swearing. One of the kids looks
at Ali and says ‘I want your bike! Let me
have a turn’.

y What do you think these body signals
are telling Sam?
y Do you think Sam is safe or unsafe?
y What should Sam do?

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 91

NSW Department of Education

5

Safe or unsafe?

y How might Jack be feeling?
One of Sam’s friends’ messages Sam andsays that one of their cousins is going tosend a friend request because they’vebeen talking about how good Sam is at
the game. Sam’s friend says that thiscousin, JK10, is a bit older but isn’t as goodat the game as Sam is. Sam feels pretty
good and accepts the friend request.
Suddenly Sam gets 5 new friend requests
from JK10’s friends. Sam accepts thefriend requests but soon starts getting
really mean messages. These messages
say, ‘You can’t play’, ‘You are useless’.

y What body signals might Jack have?
y What do you think these body signals
are telling Jack?
y Do you think Jack is safe or unsafe?
y What should Jack do?

On the way home from school Jack said
goodbye to friends and crossed at thecrossing. It had just started to rain, andy How might Sam be feeling?

Jack was going to get wet. Then Jack
heard a big clap of thunder. Jack startedy What body signals might Sam have?

to run when a car started driving slowy What do you think these body signals
are telling Sam?

beside Jack. The driver told Jack thaty Do you think Sam is safe or unsafe?

getting wet and was really worried abouty What safe choice could Sam make?

the thunder. Jack didn’t know the driver ofthey were sent to pick Jack up. Jack was

the car and didn’t know what to do.
Sam decides that it would be a good idea
to tell a parent and get help to block these
new friends.

y How might Jack be feeling?
y What body signals might Jack have?

Scenario 3
Jack always walked to and from school.
Jack didn’t live far from school but
sometimes it was tiring. One day Jack waswalking to school along the path. There
was only one road to cross between Jack’s
house and school. At the road Jack walked
down a bit further to the crossing, looked
both ways, and crossed when the cars had
stopped. On the other side of the roadJack’s best friend was waiting.

y What do you think these body signals
are telling Jack?
y Do you think Jack is safe or unsafe?
y What safe choice could Jack make?

Jack decides that it was safer to just run
home than get in the car with a stranger.

92 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

5

Safe or unsafe?

Act and apply

y What they could do to avoid the situation.

Formative assessment opportunity.
Observing this activity allows students
to demonstrate evidence towards
outcome PD1-2, demonstrating knowledgeof safe choices.
Read one of the unfinished stories below
to students.

You are riding your bike at the bike trackand meet up with some friends. Yourfriends are going to the big drop andwant you to come but you haven’t ridden
down such a high, steep hill.
You are playing online and one of the best
players wants to start a chat with you.
You start chatting and they seem reallyfriendly. They want to know how old you
are and what school you go to.

y The safe choice they will make and why.
y How their unfinished story will end.
Ask students to record, present or act out theending to the unfinished story. Ask students to
explain the actions they took.
Discuss how students are feeling. If anyone
has any uncomfortable feelings it might benecessary to play an active, fun class gamesuch as River, Bank, Bridge. Students line up
along a line or a rope. The side they stand on isthe bank, over the line is the river and bridge iswhen they have one foot in the river and one
foot on the bank. Start students on the bankand call out river, bank, or bridge in any order.
Students must jump to the correct spot thatwas called. If students miss a jump or jump to
the wrong spot, have them complete a physicalactivity such as 5 star jumps or running to a
designated place and back before joining in
the game again.

You go to the beach with your family. You
are swimming between the flags. Your
uncle asks you to go out deeper with him.
You are at a sports game and really needto go to the toilet. The toilets are close,
and your parents let you go on your own.
When you get there, you see an adult you
don’t know standing near the toilets.
You are playing with your cousins at theirhouse in the backyard. Your older cousin
is looking after you all. The next-door
neighbour asks you if you want to see
their new puppy, but they say it’s a secretand no one else is allowed to know.

Discuss with students:y The feelings and body signals they mightfeel in that situation.
y Whether they would feel safe or unsafe.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 93

NSW Department of Education

6

Standing strong

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Recognise own emotions anddemonstrate positive ways torespond to different situations(PD1-3)

Success criteria
Students will:ydemonstrate assertive
behaviour

Switch on
Introduce the learning goals and discuss themwith the class.
Play the game Kitten, Cat, Lion. Choose
students to role play how each says NO.
The lion stands arrogantly and says NO
with a roaring voice.
The kitten stands timidly and says NO softly.
The cat stands proudly and says NO in a clear,strong way.
Introduce the words assertive and nonassertive. Explain that the cat says NO in an
assertive way and the kitten says NO in a nonassertive way. Explain that the lion says NO inan aggressive way.
Create a shared meaning for assertive, nonassertive, and aggressive. An example of ashared meaning might be, assertive is strong
and clear, non-assertive can be unclear, andaggressive is fierce and angry.

Remind students that being assertiveis a strength they can use when theyneed to say no.

UnderstandRead the following scenario to students:

Ali is walking to school. A Year 6 student
comes up and asks for Ali’s lunch money.

Brainstorm actions Ali could take. Actions could
include, say no in a confident way, start crying,run away or tell an adult. Students may suggest
aggressive options such as “I’d punch them”. It
is important to explore the likely consequencesof this option.
Discuss each option and the possible
consequences.
Categorise each option into assertive and nonassertive behaviour.
Discuss reasons for placement in each category.

94 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

6

Standing strong

Act and apply
Refer students to the definition of assertivenessthat was developed at the beginning of thelesson.
Students role play being assertive in pairs.
Provide students with a situation and haveeach person practise saying no in an assertive
way. Situations could include:y a bigger kid says, “give me your money!”y your friends tell you to jump off the topof the climbing equipment.
y your brother tells you to let the dog outof the backyard.
y your cousin tells you to go and pata big growling dog.
y someone asks you to show them yourprivate parts.
y a person you don’t know asks you to
get in their car with them.
Ask students:y Do you think it would be hard to say no in
an assertive way to someone bigger or older
than you? Why?
y What strengths would help you to say no?
Examples include being brave, assertive,and determined.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 95

NSW Department of Education

7

Persistence

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Practise a range of protective
strategies for responding tovarious situations (PD1-9)

Success criteria
Students will:ydemonstrate persistence
when seeking help fromtrusted adults

Resourcesy

Images or links to videos
showing persistenceyVideos showing persistence
including:‫ ݖ‬Spiders making
a web video‫ ݖ‬Learning to dribble asoccer ball video

Switch on
Introduce the learning goals and discuss themwith the class.
Ask students to attempt a body-brain teaserthat would be quite challenging for them suchas tap your head while you rub your belly thenswap arms.
Discuss the following questions:y How did you feel doing the body-brain
teaser?
y What did you do if you were finding
it hard to do?
y If you were able to do it, how did it feel?
y What strength would help you when doing
the challenge? Examples could include notgiving up, being patient, being determined.

y Show images or videos of activities that
require persistence for both creatures andpeople, for example, spiders making a web,learning to dribble a soccer ball or learning
to ride a bike.
y Ask students: How do you think thesecreatures/people do what they are trying
to do?
y Tell students this is called persistence. Createa shared meaning for the word persistence,for example, trying again and again until you
have success.

UnderstandAsk students to think of possible reasons why
people don’t listen or act when we tell themsomething, for example, they are in a hurry,
they are busy, tired, doing something else, don’t
believe you, or don’t understand what you mean.

96 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

7

Persistence

Imagine you have an important message to tell.
Ask students to suggest situations where they
have important messages that they have to tellsomeone. Role play some of these situations,for example, the door of the canary’s cage won’t
close properly, and the canary might fly away.
Choose a student to play the main role of trying
to tell. Choose four other students to play theroles of other people who might be involvedin the situation. The first three people do notlisten or act upon what the first student tries totell them. Have the fourth person listen and act
on the important message.

Uncle Kim gives him a hug. He rubs his
hand over Len’s back and slips his handinside Len’s pants.
‘If you keep this a secret, I’ll buy you askateboard,’ he whispers to Len. Len feels
confused and sick in the stomach, but hereally wants a skateboard.

It is important during the discussion to remind
students that Uncle Kim’s behaviour is wrong
and that Len did nothing wrong.

Repeat the role play for another situation withdifferent students.

Discuss the following questions.

Discuss the following questions:y Is being persistent easy?

y How does your body react to frightening
situations?

y How can being persistent help?

y What did Uncle Kim do that was wrong?

y How did Len know he was in danger?

y Did Len do anything wrong?

Act and apply
Read the following unfinished story. Do not use
class students’ names in this story.

y What could Len do to stop Uncle Kim
touching him? Examples include, Say NO or
DON’T assertively, remove himself from thesituation if he can.
y Should Len tell his mother? Why? Why not?

Len’s mother is a doctor who works twonights a week at the local hospital. Uncle
Kim always comes over on Sunday andTuesday nights to cook dinner and lookafter Len while his mother is at work.
Tonight, after eating dinner, Len goes tothe bathroom, showers, and puts on his
pyjamas. When he is ready for bed, hegoes into the living room to kiss Uncle
Kim goodnight.
‘Sit down Len, I’ve got a big surprise foryou,’ says Uncle Kim smiling. Len is very
excited and wonders what surprise his
uncle has for him. ‘I’m going to buy you askateboard’ says Uncle Kim.

y Would it be hard to tell his mother about thetouching? Why? Why not?
y What might happen if Len does tell but his
mother is too tired or doesn’t believe him?
y How could Len be persistent? A suggested
response could include, telling his motheragain in the morning when she’s not tired.
If she still doesn’t believe him Len shouldtell other trusted adults until someone does
believe him
y What strengths could Len use to tell his
mother about what his uncle did to him?
Examples may include, being persistent,
brave, honest or determined.

‘Uncle Kim, thank you, thank you,’ cries
Len and gives his uncle a big hug.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 97

NSW Department of Education

8

No-go-tellCreating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyIdentify parts of the
body (PD1-1)

yUnderstand that their own
and others’ bodies are
private (PD1-1)

yDemonstrate protective
strategies they can use when
they feel unsafe, frightened,
lost, upset, excluded, or
require assistance (PD1-2)

Success criteria
Students will:yyidentify male and female
parts of the body that are
privateidentify a range of options
for actions based on the
No-Go-Tell strategy

Switch on
Introduce the learning goals and discuss themwith the class.
Display a large copy of the male and female
body outlines using a front and back view.
Read each body part card and ask a student
to place the card on the matching body parton the body outline. After all cards are on the
body outline point to the body parts and readthe names together, including the correct
anatomical name for private parts of the body.
Revise the meaning of public and private
body parts. Public parts are ok for anyone tosee, private body parts are for those that they
belong to and only those people can give otherpeople permission to look at or touch.

ResourcesyBody outlinesyBody parts cardsyBody parts imagesyNo-Go-Tell images

Ask students to name which parts are private
parts of our bodies. These parts include
the penis, testicles, vagina, vulva, breasts,
anus and bottom.
Discuss the following questions:y Why are these body parts private? An
example is that they are personal and coveredby clothing when we are with other people.
Where relevant it is important to discuss
other parts of the body which areconsidered private for some and not others
including for cultural reasons, for example,
some Muslim women and young girls
choose to cover their hair with a hijab inpublic. In some countries, people must cover
their shoulders and knees when visiting
churches and temples.

98 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

8

No-go-telly When don’t we need to cover the private
parts of the body? Examples include,
when we are alone and when we arewashing or dressing.
In some areas of Australia and in many othercountries it is considered ok for very young
children to wear no clothes and for young
girls and women to leave their chests orbreasts uncovered.
Who can look at or touch the private partsof our bodies?
We can touch our own private parts inprivate. Parents and caregivers, carers, andsupport workers need to touch the private
parts of babies and small children when theycare for them. As children get older, they canlook after their bodies themselves. If you areill, injured or need help to look after yourself,
another person may need to touch theprivate parts of your bodies. When working
with some students with disabilities it will
be important to discuss the need for otherpeople such as a School Learning Support
Officer (SLSO) to touch the private partsof students’ bodies. Teachers and SLSOs
should be added to ‘parents and caregivers’
as acceptable people to touch their private
parts as they care for them. Emphasise that
this should only happen at the time of need,for example, when toileting or bathing.
Teachers should consider their context andthe appropriate information they need to
discuss with their class.

Explain that they are going to learn about
No-Go-Tell and display the No-Go-Tell images.

No
Display the word No.
Remind students that we can say no if
someone wants us to do something thatmakes us feel uncomfortable.
Use the following statements for students
to practise saying no in an assertive way:y A friend wants you to cross a busy road.
There is no pedestrian crossing.
y Some friends want you to go to theirhouse to play. Your parents told you tocome straight home.
y Your brother wants you to bike ride in
the school grounds on the weekend,
but the Principal has said you do nothave permission.
y Your uncle wants you to sit on his lap andcuddle him. You don’t like his rough beard.
y Your older sister wants you to watch a scary
movie. You don’t want to.
y Your friend wants you to catch tadpoles,
but you know that it is unsafe, and you don’t
have your parents’ permission.
Remind students that if an older or bigger
person makes them feel confused or unsafe
it is all right to say no or refuse a request
made by them.

Go

Understand

Display the word Go.

Ask students what they can do if someone orsomething is making them feel uncomfortableor scared, or if a person wants to hurt their bodyor touch the private parts of their body.

Ask students what they can do if they don’t
feel safe saying no, or if saying no doesn’tchange what is happening. An example isthat they can go.

Remind students that they can say No, they canGo, and they can Tell.

Go means you can move away from thesituation to a safe place.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 99

NSW Department of Education

8

No-go-tell

Discuss the following questions:y When might you need to go from asituation? Examples include, when you needto get away from someone or something
scary, to get away from someone who
might hurt you, when you are feeling
uncomfortable about someone.
y Is it always possible to go? Remind students
that sometimes we can’t go from a situation.
y Ask students to suggest times when it isn’t
possible to go from a situation or give theexamples below and ask students if it ispossible to go:‫ ݖ‬Ali was at her uncle’s place in an
unfamiliar suburb. Ali began to feelwarning signs and felt uncomfortable.
‫ ݖ‬Jack was at a babysitter’s house. The
babysitter showed Jack their private parts.
‫ ݖ‬Sam was in a car with someone. This
person wanted Sam to touch their private
parts. The doors were locked.
Reinforce the concept that children arenever to blame if they can’t say no or gofrom a situation, but they should always tellsomeone as soon as they can.

Tell
Display the word Tell.
Discuss the following questions.
y What can you do if someone has made you
feel uncomfortable? Remind students thatthey should tell someone.
y What can you do if someone has hurt you?
Remind students that they should tellsomeone.
y What can you do if someone tries totouch or touches the private parts of yourbody? Remind students that they shouldtell someone.

y Who should you tell? Remind students
to tell a person they trust.
y What if you said no or if you could go, andthe problem stops, do you need to tellsomeone? Remind students that even if noor go work and it is very important that you
still tell someone about what happened.
y What could you do if you tell an adultand they don’t listen or don’t believe you?
Remind students to tell another trusted
adult and keep telling until someone listens.
Remind students that sometimes it can be
hard to tell. Ask: What strengths might help you
to tell someone? Examples may include, being
brave, determined or assertive.

Act and apply
Using the male and female body outlines, point
to different parts of the body that are private.
Ask students questions such as:
y What could you do if someone wants totouch you here? Examples include, saying
no, pushing them away, going to a safe
place, telling a trusted adulty What are some different ways you could
say no?
y What could you do if your trusted adultdoesn’t help you? Remind students to tellanother trusted adult and keep telling until
someone listens.
Provide students with a copy of the maleand female body outlines and have themlabel as many parts of the body as they can.
They should use one colour for the parts they
consider to be private and a different colour forparts that are not private.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD1-1, demonstrating knowledge of maleand female body parts and how somebody parts are private.

100 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

9

Permission

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Demonstrate protective
strategies they can use when
they feel unsafe, frightened,
lost, upset, excluded, or requireassistance (PD1-2)

Success criteria
Students will:yrecognise that people
need permission to touch
someone else’s bodyyidentify a range of options
for action based on the
No-Go-Tell strategy

Switch on

Discuss the following questions with students:

Introduce the learning goals and discussthem with the class.
Read the following scenario:

Sam had a special toy and brought it toschool one day. Sam showed it to theclass. They really liked it. Jack thought
it was really great. When the class wasgoing outside to play Jack decided totouch Sam’s toy and have a turn. Jack took
the toy outside and ran to show it to somefriends. Jack tripped and fell on the way
and broke the toy. Jack didn’t know thatthe toy was a special present from Sam’s
grandparents who had come to visit froma long way away.

y What body signals might Sam get when hesees the toy is broken?
y What feelings might Sam have? How is Sam
being hurt? Examples include, Sam’s feelings
and thoughts are being hurt.
In pairs students take turns to describe totheir partner how they might feel if someone
touched something of theirs without
permission.
What could you do? An example is to say no –you can’t touch it, go and tell someone so theperson might stop. The person might also learn
to ask permission next time.
What if the person is someone you havea relationship with, like a friend or family
member?
Inform students this can be confusing because
you don’t want to damage the relationship.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 101

NSW Department of Education

9

Permission

However, it is always important to tell a trusted
adult about the situation so your thoughts andfeelings aren’t hurt, and you will feel safe.
Acknowledge that it can be difficult to tell
about another person especially when it
someone you have a relationship with.

Understandy Discuss the following questions
with students:y What does permission mean?
y Who can give permission for you to use
your friend’s toy?

Ask students the questions below one at a timeand allow them time to discuss with a partner:
y How do you think Nadia felt at the beginningof the story?
y How do you think Nadia felt at the endof the story?
y Why do you think she feels this way?
Discuss the following questions as a class:y What did Bill do that was wrong? Bill
touched a private part of Nadia’s body andshe felt confused. Bill did not get permission
to touch Nadia.

y Who can give permission for you or yourfamily to use the public park?

y Would it still be wrong if Bill was a girl andNadia was a boy? Yes, it doesn’t make adifference if someone is a girl or a boy, ourbody parts are private, and no one should
touch our private parts without permission.

y Who can give permission for you or yourfamily to use a public bus?

y Did Nadia do anything wrong? Nothing(Emphasise that Nadia did nothing wrong.)y If someone wants to touch you, do they needpermission? Who can give them permission?

y What could Nadia do? Say no, go and tell atrusted adult.

y Who can give permission for you to use
a school ball?

Read the unfinished story below:

After school, Nadia enjoys playing with her
Lego in her cubby house at the back of the
garage. Bill, a friend of the family, is visiting.
Nadia is in her cubby house. Bill goes tothe cubby house. Nadia is pleased to see
Bill because he is much older than she isand very good at building Lego. “Will you
help me build a tower for this castle, Bill?”
asks Nadia. “Yes, sure,” Bill says. When they
have finished building their first model
Bill gets up, walks over to Nadia, andcuddles her. Bill often gives Nadia a hug.
“Let’s make some furniture for the castle,”
Nadia suggests. Bill starts to touch Nadia
in a different way. He begins rubbing herbottom. Nadia doesn’t like Bill touchingher private parts and is confused.

y Why do you think it would be hard for Nadia
to tell someone about Bill’s behaviour? Nadia
is friends with Bill and doesn’t want to getBill in trouble. Nadia wants to stay friends
with Bill. Nadia is confused.

Act and apply
Students work in groups to answer thefollowing questions:y What should Nadia do?
y What might happen when she does this?
Groups record or act out their responses
for the class.
Formative assessment opportunity.
Observing this activity allows students todemonstrate evidence towards outcome
PD1-2, demonstrating knowledge ofprotective strategies people can use whenfeeling unsafe.

102 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

9

Permission

It is important to address all responses
and to identify the consequences of
inappropriate options. If a student suggeststhat Nadia shouldn’t tell a trusted adult, you
should reinforce that it is very important toreport the incident. You should also stressthat Nadia is not responsible for Bill’s wrong
behaviour.
Discuss the following questions:y Who can give permission for someone totouch or look at the private parts of yourbody? You.
y Who might you give permission to? Doctor,
nurse, parents, caregiver.
y Why might you give someone permission tolook at or touch your private parts? If you aresick, hurt or need help to look after yourself.
y What can you do if someone doesn’t ask forpermission to touch you? Use the No-Go-Tellstrategy.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 103

NSW Department of Education

10

My strategies

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Practise a range of protective
strategies for responding tovarious situations (PD1-9)

Success criteria
Students will:ydemonstrate actions andhelp-seeking strategies tostay safe

Switch on

UnderstandIntroduce the learning goals and discuss

Display the headings: Strengths, body signals,
No-Go-Tell, permission, being assertive, andpersistence.

them with the class.
Read the story Little Red Riding Hood tostudents.

For each heading ask students the following
questions and record responses:

While the story is being read, have studentsy What do you know about this topic?

indicate when they think Little Red Ridingy How does this help to keep you safe?

Hood is unsafe. Examples could include,
waving, holding up a whiteboard with theword unsafe or holding their knees to theirchest. Stop at each point students indicate
an unsafe situation and ask what Red Riding
Hood could do to stay safe.

104 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

10

My strategies

Act and apply

Discuss the following questions:

Read the following unfinished story to
students. Do not use the names of students inthe class in this story.

Every afternoon after school, Therese’s
big brother, Joe, takes care of her. Thereseis a girl about your age. Most afternoons
Therese and Joe watch television
together. Sometimes Joe’s friend Glen
comes over. This afternoon, Therese isin her bedroom looking through herbooks. Joe and Glen are in the loungeroom watching television. Joe calls out to
Therese, ‘I’m going to the shop to get thebread. Glen will stay here to mind you.’‘All right’, calls Therese and continues
playing.
‘You go and change into your pyjamas
while I’m gone because Mum and Dad
will be home soon. You know they like you
to be ready for bed when they get home,’
Joe calls out.

y How did Therese feel when Glen was looking
at her and when he pulled her towel away?
y What body signals might Therese have had?
y What did Glen do that was wrong?
Emphasise that Therese did nothing wrong.
y What could Therese do now? Tell Glen “No I
don’t like it” and go out of her bedroom.
y What could she do later? Tell someone in her
support network what Glen did.
Use the Typewriter Strategy from teachingstrategies in the Department of Education’s Act
Ease resource
Remind students of the child protection
concepts they have been learning about
including, strengths, body signals, No-Go-Tell,permission, being assertive, and persistence.
Explain to students that you are going to reread the scenario from Act and Apply about
Therese. Students are to call out words oractions that Therese could use in that situation
to keep herself safe.

‘Oh, all right’, answers Therese and goes
into the bathroom closing the door
behind her. Therese begins to wash andget changed when she hears a noise at
the bathroom door. She turns aroundwith a towel wrapped around her. Glenis standing at the door and is staring at
Therese. Therese feels very uncomfortable.
She walks out past Glen and goes toher room. Glen follows her and offers
to brush her hair. Therese allows him
to do it because she gets a nice feelingwhen someone brushes her hair. But she
becomes scared and confused when Glenpulls away her towel and stares at theprivate parts of her body.

As a class, discuss what happened in the story.

PDHPE Stage :1 Child Protection Education | Unit of work Staying safe | 105

NSW Department of Education

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I needto revisit to ensure understanding?
y When will I/can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence
will I need to adapt to ensure my learning
goals are achieved next time?

106 | PDHPE Stage :1 Child Protection Education | Unit of work Staying safe

NSW Department of Education

PDHPE

Stage 1: Child Protection Education
Resources

Staying safe

NSW Department of Education

Contents
Worksheet: Y-chart.....................................................................................................................................................................................109
Cards: Groups I belong to........................................................................................................................................................................ 110
Teacher notes: Strengths cards............................................................................................................................................................113
Cards: Strengths.............................................................................................................................................................................................115
Cards: Emotions............................................................................................................................................................................................. 119
Images: Safe and unsafe situations..................................................................................................................................................122
Images: Persistence................................................................................................................................................................................... 129
Cards: Body parts......................................................................................................................................................................................... 130
Images: Body parts ......................................................................................................................................................................................131
Worksheet: Body outlines.......................................................................................................................................................................133
Images: No-Go-Tell.......................................................................................................................................................................................135
Copyright register........................................................................................................................................................................................ 136

108 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

WorksheetY-chartPDHPE Stage 1: Child Protection Education | Staying safe resources | 109

NSW Department of Education

Cards

Groups I belong to

1

Classrooms

Close family friends

2

3

Cultural groups

Extended family

110 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

Teacher notes: Strengths cards

4

5

Hobby groups

Family6Music groups

Peer groups

PDHPE Stage 1: Child Protection Education | Staying safe resources | 111

NSW Department of Education

Teacher notes: Strengths cards

78Sports teams

Work groups

112 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

Teacher notes

Strengths cards
Strengths

Definition

Honest

You tell the truth even when it is not easy.

Funny

You try to cheer people up by making them laugh.

Forgiving

You accept others’ apologies.

Kind

You help others and use kind words.

A leaderYou help your group work well together.

Brave

You are able to do what is important even when you feel scared.

Self-control

You can do what is important even if you don’t want to.

Notice others

You think of how others might be feeling.

Assertive

You are able to say things in a strong, clear and fair way.

Fair

You include everyone and you follow the rules.

Determined

You keep trying even when it gets hard.

Curious

You like to learn new things and ask questions.

Patient

You can wait for your turn even if it takes a while.

Generous

You are good at sharing and giving.

Creative

You like to come up with new ideas and new ways of doing things.

PDHPE Stage 1: Child Protection Education | Staying safe resources | 113

NSW Department of Education

Teacher notes: Strengths cards

Persistent

You keep trying even if you fail.

Notice myself

You notice how you are feeling and how that makes you behave.

Good listener

You listen to others ideas and how they feel.

114 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

Cards

Strengths

Honest

Fair

Funny

Determined

Forgiving

Curious

Kind

Patient

A leaderGenerous
PDHPE Stage 1: Child Protection Education | Staying safe resources | 115

NSW Department of Education

Cards: Strengths

Brave

Creative

Self-control

Persistent

Noticeothers

NoticemyselfAssertiveGoodlistener

HonestFair

You tell the truth evenwhen it is not easy.

You include everyone
and you follow the rules.

116 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

Cards: Strengths

Funny

Determined

You try to cheer people
up by making themlaugh.

You keep trying evenwhen it gets hard.

Forgiving

Curious

You accept others’
apologies.

You like to learn newthings and ask questions.

Patient

Kind
You help others and use
kind words.

You can wait foryour turn even if it takes
a while.

A leaderGenerous

You help your group
work well together.

You are good at sharing
and giving.

PDHPE Stage 1: Child Protection Education | Staying safe resources | 117

NSW Department of Education

Cards: Strengths

Brave

Creative

You are able to do what
is important even when
you feel scared.

You like to come up
with new ideas and new
ways of doing things.

Self-control
You can do what is
important even if you
don’t want to.

Notice others
You think of how others
might be feeling.

Assertive
You are able to saythings in a strong,clear and fair way.

Persistent
You keep trying even
if you fail.

Notice myself
You notice how you arefeeling and how thatmakes you behave.

Good listener
You listen to others
ideas and how they feel.

118 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

Cards

Emotions
No feelings

36

37

38

Angry

Confused

Disgusted

39

40

41

Frightened,
afraid, scared

Frustrated

GrumpyPDHPE Stage 1: Child Protection Education | Staying safe resources | 119

NSW Department of Education

Cards: Emotions

42

43

44

Hurt

LonelyNervous

45

46

47

ShockedUnhappy, sad

Worried

48

49

50

Peaceful, calm

ExcitedHappy

Yes feelings

120 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

Cards: Emotions

51

52

53

Loved, safe

Proud

Shy

54

Surprised

PDHPE Stage 1: Child Protection Education | Staying safe resources | 121

NSW Department of Education

Images

Safe and unsafe situations

Walking to school

9

Walk on the footpath away from theroad and hold an adult’s hand

9

Walk straight to school

122 | PDHPE Stage 1: Child Protection Education | Staying safe resources

10

NSW Department of Education

Images: Safe and unsafe situations

Riding a bike

Always wear a helmet

911Find a safe place to ride

Ride your bike away from the road

13

12

PDHPE Stage 1: Child Protection Education | Staying safe resources | 123

NSW Department of Education

Images: Safe and unsafe situations

Playing a game online

14

15

Don’t accept people you don’t know
as friends

16

Don’t open messages from people you
don’t know

17

Don’t share your password or personal
information

Keep your profile private

18

124 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

Images: Safe and unsafe situations

Cooking dinner19

Get adults to do the cutting

20

Cook with an adult
Stay out of the way

22

Wear oven mitts
Don’t touch the stove

20

21

23

PDHPE Stage 1: Child Protection Education | Staying safe resources | 125

NSW Department of Education

Images: Safe and unsafe situations

In a car or bus

924

Always buckle up safely

Don’t distract the driver9

Get in and out of the car on thefootpath side

Stay in your seat26

126 | PDHPE Stage 1: Child Protection Education | Staying safe resources

25

NSW Department of Education

Images: Safe and unsafe situations

Crossing a road9

9

Cross at the crossing

Hold an adult’s hand when you
cross the road27

9

Use a safe place to walk across theroad with an adult

Stop! Look! Listen! Think! before
crossing the road

28

PDHPE Stage 1: Child Protection Education | Staying safe resources | 127

NSW Department of Education

Images: Safe and unsafe situations

Swimming at thebeach or in a pool

Swim between the flags

30

29

32

Swim with an adult31

Have an adult watching you

128 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

ImagesPersistence

33

Try

34

Persistandsucceed35

PDHPE Stage 1: Child Protection Education | Staying safe resources | 129

NSW Department of Education

Cards

Body parts

arms

ear

neck

elbowseyes

thighsfacefeetnipples

fingers

hands

breasts

head

knee

anus

legs

lips

bottom

mouth

nose

testicles

shoulder

toes

penis

vulva

vagina130 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

ImagesBody parts

Arms

Ear

Elbows

Eyes

Face

Feet

Fingers

Hands

Head

PDHPE Stage 1: Child Protection Education | Staying safe resources | 131

NSW Department of Education

Images: Body parts

Knee

Legs

Lips

Mouth

Nose

ShoulderToes
1132 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

Worksheet

Body outlines

PDHPE Stage 1: Child Protection Education | Staying safe resources | 133

NSW Department of Education

Worksheet: Body outlines

134 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

Images58

No-Go-Tell

PDHPE Stage 1: Child Protection Education | Staying safe resources | 135

NSW Department of Education

Copyright register
1.

Close family friends: School photo created by senivpetro – www.freepik.com

2. Cultural groups: WikimediaImages from Pixabay
3. Extended family: People photo created by bearfotos – www.freepik.com
4. Hobby groups: Kids photo created by freepik – www.freepik.com
5. Family: School photo created by katemangostar – www.freepik.com
6. Music groups: Nick Stafford from Pixabay
7. Sports teams: Milton Galvan from Pixabay
8. Work groups: csmy00 from Pixabay
9. By Transport for NSW, Safety Town resource – https://www.safetytown.com.au/book-content/es1/
image-gallery/pedestrian-safety-image-gallery/
10. By Transport for NSW, Safety Town resource – https://www.safetytown.com.au/book-content/es1/
image-gallery/pedestrian-safety-image-gallery/
11. Riding a bike: School photo created by torwaiphoto – www.freepik.com
12. Riding a bike: School photo created by torwaiphoto – www.freepik.com
13. Riding a bike: School photo created by torwaiphoto – www.freepik.com
14. Kids on couch: Designed by Freepik – www.freepik.com
15. Profile of boy with monitors: Image by ExplorerBob from Pixabay
Avatars: Design vector created by macrovector – www.freepik.com
16. Messeges: Designed by Freepik – www.freepik.com
Avatars: Design vector created by macrovector – www.freepik.com
17. Don’t share personal info: Designed by pressfoto – www.freepik.com
18. Profile of boy with monitors: Image by ExplorerBob from Pixabay
Avatars: Design vector created by macrovector – www.freepik.com
19. Mum cooking at stove: Food photo created by senivpetro – www.freepik.com
20. Cook with an adult: Food photo created by freepik – www.freepik.com
21. Wear oven mitts: Food photo created by peoplecreations – www.freepik.com
22. Stay out of the way: Book photo created by freepik – www.freepik.com
23. Don’t touch stove: Mum cooking: Food photo created by freepik – www.freepik.com
Back of child’s head: School photo created by pressfoto – www.freepik.com
24. Use a seatbelt: Designed by rawpixel.com – www.freepik.com
25. Girl closing car door: Designed by Freepik – www.freepik.com
26. Stay in your seat: By Transport for NSW, Safety Town resource – https://www.safetytown.com.au/
book-content/es1/image-gallery/pedestrian-safety-image-gallery/
27. Crossing roads: School photo created by pvproductions – www.freepik.com
28. Look both ways before crossing: People photo created by freepik – www.freepik.com
29. Swimming at the beach: Cloud photo created by wirestock – www.freepik.com

136 | PDHPE Stage 1: Child Protection Education | Staying safe resources

NSW Department of Education

30. Swim between flags: People photo created by rawpixel.com – www.freepik.com
31. Parents and child at pool: People photo created by rawpixel.com – www.freepik.com
32. Family at beach: Designed by Freepik – www.freepik.com
33. Try: Designed by pch.vector – www.freepik.com
Weather icons: Designed by Titusurya – www.freepik.com
34. Persist: Designed by pch.vector – www.freepik.com
Weather icons: Designed by Titusurya – www.freepik.com
35. Succeed: Designed by pch.vector – www.freepik.com
Weather icons: Designed by Titusurya – www.freepik.com
36. Angry: Education photo created by freepik – www.freepik.com
37. Confused: People photo created by cookie_studio – www.freepik.com
38. Disgusted: Woman photo created by cookie_studio – www.freepik.com
39. Frightened: Kids photo created by freepik – www.freepik.com
40. Frustrated: Girl photo created by freepik – www.freepik.com
41. Grumpy: Designed by Freepik – www.freepik.com
42. Sad/hurt: Girl photo created by freepik – www.freepik.com
43. Lonely: People photo created by jcomp – www.freepik.com
44. Nervous: Designed by pressfoto – www.freepik.com
45. Shocked Designed by Freepik – www.freepik.com
46. Unhappy: Designed by jcomp – www.freepik.com
47. Worried: Designed by jcomp – www.freepik.com
48. Peaceful/calm: Woman photo created by cookie_studio – www.freepik.com
49. Excited: People photo created by jcomp – www.freepik.com
50. Happy: For websites: Designed by Asier_Relampagoestudio – www.freepik.com
51. Loved/safe: Family photo created by master1305 – www.freepik.com
52. Proud: Designed by jcomp – www.freepik.com
53. Shy: For websites: Designed by cookie_studio – www.freepik.com
54. Surprised: People photo created by drobotdean – www.freepik.com
55. Body parts: Kids photo created by freepik – www.freepik.com
56. No girl: People photo created by master1305 – www.freepik.com
57. Go footprints: Background vector created by macrovector_official – www.freepik.com
58. Tell girl: People photo created by master1305 – www.freepik.com
Trusted people headshots: People vector created by freepik – www.freepik.com
59. In a car or bus: By Transport for NSW, Safety Town resource – https://www.safetytown.com.au/
book-content/es1/image-gallery/pedestrian-safety-image-gallery/

PDHPE Stage 1: Child Protection Education | Staying safe resources | 137

NSW Department of Education

PDHPE

Stage 1: Child Protection Education
Unit of work

Strengths andstrategies for safety

NSW Department of Education

Contents
Unit description ...........................................................................................................................................................................................140
Lesson 1: Showing respect.....................................................................................................................................................................144
Lesson 2: Same but different...............................................................................................................................................................146
Lesson 3: My support network ...........................................................................................................................................................149
Lesson 4: My body is private, and I can look after it myself..............................................................................................151
Lesson 5: Safe and unsafe touch....................................................................................................................................................... 154
Lesson 6: Confusing touch......................................................................................................................................................................157
Lesson 7: Happy and unhappy secrets.......................................................................................................................................... 159
Lesson 8: What is bullying?................................................................................................................................................................... 162
Lesson 9: What can I do about bullying?.................................................................................................................................... 165
Lesson 10: My strategies.......................................................................................................................................................................... 167
Evaluation..........................................................................................................................................................................................................168

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 139

NSW Department of Education

Unit description
Through this unit, students will demonstrate
positive ways of interacting with others
and identify how strengths can be used todemonstrate respectful behaviour. They will
explore differences between themselves andtheir classmates and the benefits of diversity.
Students will recognise how their body tells
them when they are unsafe by investigating
how body signals and inappropriate touch
are warning signals. Students will identify anddescribe significant relationships in their lives
and how these have changed over time. They
will examine bullying behaviours and ways torespond to bullying from different perspectives.
Students will recognise they have a right to besafe and can use their strengths and strategies
to keep themselves and others safe.
This unit provides teaching and learning
activities around child protection education.
Students will investigate the essential question:
What strategies and strengths can I draw on tokeep myself and others safe?

Skills in focus
Self-management
Self-awarenessy developing greater control and responsibility
for our actions, feelings and behaviours
Emotion and stress management
y recognising emotions
Help-seeking
y recognising when help is needed
y accessing support and support networks.

Interpersonal skills
Social awarenessy respecting difference and diversity

Propositions
Throughout this unit, the propositions
are embedded as follows:

Educative purpose
Students are provided with opportunities
to further develop the knowledge and skills
required to recognise unsafe actions andbehaviours and react in safe and positive
ways. They will create, apply, practise andevaluate strategies to promote the safetyof themselves and others.

Strengths-based approach
Activities in this unit are designed to allow
students to demonstrate their strengths andcapabilities when exploring ways to keep
their environments safe and responding tounsafe situations.

Develop health literacy
Students are provided with opportunities tofurther develop knowledge and understandingof inappropriate touch and behaviours that
intend to harm. Opportunities are provided forstudents to apply this knowledge to recognise
and respond to various unsafe situations.

Critical inquiry
Students are supported to question andchallenge the actions of others that impact
on their own health and safety. They haveopportunities to develop skills to recognisebehaviours that indicate unsafe situations,question actions that make them feel
uncomfortable and evaluate safe choices
to respond to abuse.

140 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PD1-1

y

describes the qualities andcharacteristics that make themsimilar and different to others

PD1-2
recognises and describes
strategies people can use to
feel comfortable, resilient andsafe in situations

PD1-3

y

Understand that theirown and others’ bodies
are privateyRecognise situations
when it is appropriate andinappropriate for others totouch the private parts ofthe bodyyPD1-7
explores actions that help
make home and school
healthy, safe and physically
active spaces

Identify body signals that
help them recognise safeand unsafe situationsyIdentify types of safe andunsafe touchyDistinguish between
appropriate andinappropriate touch

Students will:yshare examples ofa similarity anddifference between
them and a partner

Students will:yidentify situations when
it is appropriate andinappropriate for others totouch the private parts ofthe bodyysuggest ways to respondto bullying from different
perspectivesysuggest body signals thatmight come with YES andNO feelings

yidentify whether situations
involve safe or unsafe touchydescribe a safe touch andan unsafe touch

Students will:

Identify and describe
significant relationships intheir lives and how thesehave changed over timeyyRecall people they can talkto when they need help

describe how theirrelationships with peoplechange over timeyyUnderstand how bullying
can promote certain
feelings and actions

identify up to 5 people for
their support networkycreate and distribute a
poster describing how
bullying makes people
feel and why it is important
to stopy

Recognise safe choices
for a variety of situations
related to secretsyidentify secrets that theyshould tellyDescribe actions they can
use to seek helpyyDemonstrate actions they
can use to seek help for or
support others in different
situations, eg bullying

describe actions they cantake when they have beenasked to keep a secret but
should seek helpyrecognises and describes
the qualities that enhance
inclusive and respectful
relationships

Describes characteristics
that make them bothsimilar to others anduniqueEvidence of learning

Students will:

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 141

NSW Department of Education

Outcomes

Unit learning goals

PD1-9

y

demonstrates selfmanagement skills intaking responsibility
for their own actions

PD1-10describes and practises
interpersonal skills to promote
inclusion to make themselves
and others feel they belong

y

y

y

Evidence of learning
Students will:

Identify effective ways inwhich they could respondwhen they or someone else
is being bullied or hurtyPractise a range ofprotective strategies forresponding to various
situations

demonstrate strategies
based on No-Go-Tell to
respond to a bullying
situation through role playydemonstrate actions andhelp-seeking strategies
they would use to stay safe
in a given scenario

Demonstrate cooperationand observe rules in classactivities
Identify positive ways tointeract with others whichshow respect

Students will:ylisten to instructions, takes
turns and share with othersycontribute to a class poem
which outlines ways toshow respect

142 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus content

How does my uniquenessshape who I am?

yDescribe their own and others’ strengths and achievements andidentify how these contribute to personal identity, for example(ACPPS015):‫ ݖ‬recognise characteristics that make them both similar anddifferent to others

How do we grow andchange over time?

yDescribe physical and social changes that occur as children growolder and explore how these are acknowledged by family andcommunity, for example (ACPPS016):‫ ݖ‬describe the meaning of ‘private’ and understand their own andothers’ bodies are private, eg distinguish between appropriate
and inappropriate touching, consent S I‫ ݖ‬understand the contexts when body parts should be kept
private‫ ݖ‬identify and describe significant relationships in their lives andhow these have changed over time, eg family I

How can we be inclusive
and respectful?

yIdentify and practise physical and emotional responses that
account for their own and others’ feelings, for example (ACPPS020):‫ ݖ‬recognise own emotions and demonstrate positive ways torespond to different situations, eg kinds of touch, assertiveness,seeking help, loss of a family pet S‫ ݖ‬identify the body’s reaction to a range of situations, including
safe and unsafe situations, and comparing the different
emotional responses S

How can I be responsible
for my own, and others’
health, safety andwellbeing?

yDescribe situations where they are required to make healthy
and/or safe decisions, for example (ACPPS018):‫ ݖ‬recognise safe choices for a variety of situations, eg not sharing
information online, walking on the footpath, safe places to crossthe road‫ ݖ‬describe feelings, reactions and warning signs that canhelp them recognise safe or unsafe situations, eg excitement,
feeling anxious, fear I‫ ݖ‬predict outcomes of personal choices in order to makesafe decisions S

How can I act to help makemy environments healthy,safe and active?

y

Practise strategies they can use to support their own and others’
health, safety and wellbeing, for example (ACPMP030):‫ ݖ‬demonstrate help-seeking strategies they can use when
they feel unsafe, frightened, lost, upset, excluded or requireassistance, eg No-Go-Tell S I‫ ݖ‬demonstrate actions they can use to seek help for or support
others in different situations, eg bullying I

What influences mydecisions and actions to behealthy, safe and physically
active?

yExamine contextual factors that influence their own and others’
decisions and behaviours, for example (ACPPS021):‫ ݖ‬recognise people who influence their health decisions andbehaviours and explain how the level of influence changes overtime, eg parents/carers, family, peers, people in their community
SI

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 143

NSW Department of Education

1

Showing respect

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyDemonstrate cooperationand observe rules in classactivities (PD1-10)
Identify positive ways tointeract with others whichshow respect (PD1-10)

Success criteria
Students will:

Resourcesyylisten to instructions, takes
turns, and share with othersycontribute to a class poem
which outlines ways to showrespect

Strengths cards

Switch on

Have students attempt the task then ask thefollowing questions:Introduce the learning goals and discuss themwith the class.

y How did you feel about the challenge? Why?

Choose 5 students to participate in an activity infront of the class.
Provide each student with the same number
and size of blocks.
Tell students that they are each going to try tobuild one or more towers before the timer goesoff. The rules are that their towers must be eightblocks high and they must use all their blocks.
Set a timer or give students enough blocks sothat the task is unachievable individually but
achievable if the group was working together.
For example, give students 40 blocks each andgive them 10 seconds to build.

y How would things change if everyone
worked together? Why?
Have students attempt the task again but allow
them to all work together with the same rules,
the same number of blocks and the same time
limit. For example, all 5 students work together
to build towers 8 blocks high and use all 40
blocks in 10 seconds.
Ask students the following questions:y Was it easier to achieve the task when you
worked together?
y Was there anything about working together
that made it harder?

144 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

1

Showing respecty What might happen if one person didn’t
help?
y What might happen if one person took all
the blocks and wouldn’t let anyone help?
y What might happen if two people werefighting over one block?
y What might happen if someone threw
a block at someone else?
y What might happen if someone blamed
another person if they didn’t complete
the task?
Explain to students that they will be looking
at things they can do to help people work
together and to make sure that everyone
feels safe and included in the classroom.

Understand
Revise the meaning of the word respect.
Respect is treating people the way you want
to be treated. It means being caring, kind,
thinking, and acting in a way that shows others
you care about them and their feelings.
Display and read through the Strengths cards.
Ask students to identify which strengths
will help to show respect to other people
in the class.
These strengths cards are then usedin group discussions.

Discuss whether any of the strengths are justfor girls or just for boys? Emphasise that weall have different strengths as people. Anyone,
whether they are a girl or a boy, can have ordevelop any of the strengths.

Act and apply
As a class create an acrostic poem using theletters of the word Respect by identifying
strengths and respectful behaviours foreach one of the seven letters. Examples
could include:
y realise being fair helps include others; ears
are for listening to other’s ideas, sharing
helps people feel respected; patience helps
us wait for our turn; everyone can be kind byhelping others; care about others; talk in afriendly way.
y reply with kindness; everyone takes turns
listening; show fairness and follow the rules;
patience helps when taking turns; each
person helping others; communicating
calmly; thinking of how others feel.
Display the poem for students to refer to.
Exit ticket: An exit ticket requires students to
respond to questions posed at the end of aclass. Exit tickets help students reflect on what
they have learned and may assist teachers toreview student learning and inform teaching
and learning practices for future lessons.
Question: What is one strength you could use
to show respect to others in the classroom?

In groups, students are given one of thestrengths cards that has been discussed.
Students share an example of how thatstrength might be used to show respect in
the classroom. For example, the strength ofleadership could be used to make sure others
are included and have a chance to be heard.
Each group shares their strength and how it
could be used.
PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 145

NSW Department of Education

2

Same but different

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Describes characteristics thatmake them both similar toothers and unique (PD1-1)

Success criteria
Students will:yshare examples of asimilarity and difference
between them and a partner

Switch on

y broccoli

Introduce the learning goals and discuss themwith the class.

y school

Create a continuum within the classroom using
the labels: love it, like it, unsure and don’t like it.
Explain to students that you will call somethingout and they have to move to the label thatshows how they feel about it. Alternatively
provide students with the labels and ask themto indicate their position. With each item thatyou call out, allow time for students to think
about how they feel, show their position, look atothers position, and then ask some students to
explain their position.

Resourcesy

How does it rate? LabelsyItem imagesySee, Think, Wonder templatey stuffed toys
y homework
y chocolatey Legoy cleaning bedrooms
y playing onliney ‘latest toy craze’.
Use a See, Think, Wonder template to discuss
the positioning activity.
y See: ask students what they noticed aboutother people’s responses.

Call out items that are relevant to your students’
lives or choose from the list below and use theItem images:

y Think: ask students what they think abouty swimming at the beachy Wonder: ask students what they wondery eating ice cream

people having different feelings to them.

about other people’s responses. An example

y patting a dog

is I wonder what it would be like if we werey going to the movies

all the same.

146 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

2

Same but different

Explain to students that because we are allindividuals, we can sometimes feel the same
way as our classmates about something and atother times feel completely different. Explainthat this is ok and completely normal to beboth the same and different to other people
and that we don’t have to like the same things
to be friends.

UnderstandAsk students to find and stand with one personin the room that has something that is thesame as them. Explain that this could be a trait
such as hair colour, gender, height, how theylook, or anything else they can think of.
Ask students to find someone else in theroom that has something about them that isdifferent to them and stand with them.
Have students stay with their partner andform two circles, one inside the other. One
person stands in the inside circle and theirpartner stands in the outside circle opposite
them. If there is an odd number of students,
you could join in.
Partners should face each other for this activity.
Explain to students that they are to ask theirpartner a question to find out more about
them. Students must discuss their answer
with their partner.
After each question, the inside circle mustmove to the right to a new partner.
If students need prompting, examples ofquestions could include:y What is your favourite food?
y What colour are your eyes?
y Do you like Summer or Winter?
y What month is your birthday?
y How old are you?

y What do you like doing at school?
y What do you like to do on the weekend?
y What is one of your strengths?
y What do you like to do during the lunch
break?
y Are you left-handed or right-handed or both?
y Would you rather eat a fruit or a vegetable?
At the completion of this activity discuss thefollowing questions.
y What did you notice about your answers
and your partners?
y Why is it ok to have different opinions andresponses to your friends?
y How might boys and girls be the samein some ways?
y How might boys and girls be different
in some ways?
y Why is it ok for girls and boys to like doing
the same things? Emphasise that being aboy or a girl doesn’t change what we do anddon’t like. It is our interests that decide what
we enjoy, not our gender.
y What would happen if everyone in the class
was exactly the same? Examples include, itwould be boring, and we wouldn’t come up
with new ideas or new ways of doing things.
We wouldn’t learn new things from eachother like ways to do things, games to play,or different foods to eat.
y In what way does it make our class better tobe different from each other?

Act and apply
Provide students with a piece of paper andhave them draw a line down the middle (orclose to). If resources and time permit, students
could create this using computer software orapps on a device.

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 147

NSW Department of Education

2

Same but different

Students create a picture on one side to show
how they are similar to someone in the classand create a picture on the other side to show
how they are different to someone in the class.
This could include traits such as height, gender,or hair colour; interests such as playing sport orplaying with certain toys; strengths they share;
number of people they live with.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD1-1, demonstrating knowledge ofcharacteristics that make them similar
and different to others.
Display student work for others to see.

148 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

3

My support network

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyy

Identify and describe
significant relationships
in their lives and how
these have changed
over time (PD1-3)
Recall people they cantalk to when they needhelp (PD1-3)

Success criteria
Students will:yydescribe how theirrelationships with peoplechange over time

ResourcesyNumber cardsyImages of familiesySupport network
templates

identify up to 5 people for
their support network

Switch on

Ask volunteers to describe who makes
up their family.

Prior to this lesson place clearly identified
cards that represent the numbers 1-10 (ormore if required) around the room.
Introduce the learning goals and discuss themwith the class.
Display the word family and an image of afamily. Brainstorm words related to family. Iftime and resources allow, create this using aword cloud tool.
Introduce students to the numbered cards
around the room and ask students to move tothe card that shows how many people are in
their family. This does not have to be people
that live at home together, students can choose
how to interpret the definition of their family.
What did you notice? What do you thinkfamilies look like?

If students can think of a time when there wereless or more people in their family, ask them tomove to that number.
Ask all students: Why do you think the numberof people in your family might change?
Examples might include a new baby being
born, death of a family member, other family
members coming to live with them, children
being adopted, new relationships bringing
new family members.
Ask students to find a partner who has adifferent number of people in their family
and ask them to sit together.

UnderstandRead each of the following questions forstudents to discuss with their partner.

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 149

NSW Department of Education

3

My support networky How many people live at your house?
y Do you have brothers or sisters?
y What does your family like to do together?
y What languages does your family speak?
y What jobs do you do at home to help yourfamily?
y How do people in your family help eachother?
y What is something you needed help withwhen you were younger but now you cando it yourself?
Ask students to give examples of what they nolonger need help with and record on the board.
Examples include brushing hair, brushingteeth, getting dressed, tying shoe laces, making
the bed, eating food, bathing.
How did you know you didn’t need help withthese things anymore? Examples include, they
just started doing it, parents didn’t have time tohelp so they had to do it, kept practising until
they got it, parents told them they could do itthemselves, they saw other kids my age doing it.
Ask students to give examples of things they
still need or want help with. Examples include
doing homework, cleaning their rooms,
packing lunch, cooking, resolving argumentswith siblings or friends, reading, riding a bike,getting to places.
Remind students that the people we trust
to help us when we need it are our support
network.
Ask students to name some people that would
have been their support network when they
were babies. How did they help?

when we need it. As we grow older, we cando more things for ourselves and by ourselves
but there will always be things we want orneed help with.
Display the heading ‘Who helps me now?’ onthe board. Have students brainstorm people
that help them now. Examples include parents,
carers, older siblings, other family, friends,
teachers, coaches, support workers.
Tell students that it is important to thinkof up to 5 trusted adults they could go tofor help now that they are older.

Act and apply
Ask students the following questions to help
them think about the people who could be apart of their support network.
y Who would you want to help you if you hurt
yourself or you were feeling sick?
y Who would you tell if you felt unsafe?
y Who would you tell if you felt something was
wrong with you, but you didn’t know what?
y Who would you tell if you learnt
something new?
y Who could you tell if you got in trouble
for something?
y Who could you tell if you had a fightwith your friend?
y Who would you tell if you had
a happy secret?
y Who do you think could help you if you
were being bullied or someone hurt you?
y Who would you tell if someone tried totouch the private parts of your body?

Explain to students that the people that help us
as we get older can often change. As we startto grow older and do more things without ourparents/carers we have more people we haveconnections with.

y Who else do you trust and feel safe with?

Explain to students that it is important to havepeople around us that we can ask for help

Exit ticket: How has your support networkchanged since you were a baby?

Have students record up to 5 people they havechosen to be part of their support network
using the templates provided.

150 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

4

My body is private, and I canlook after it myself

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyUnderstand that their own
and others’ bodies are
private (PD1-1)

Success criteria
Students will:y

Recognise situations
when it is appropriate andinappropriate for others totouch the private parts ofthe body (PD1-2)

identify situations when
it is appropriate andinappropriate for others
to touch the private partsof the body

Switch on
Introduce the learning goals and discuss themwith the class.
Set up a continuum within the classroom. Labeleach corner with one of the following: yes,sometimes, no, uncertain.
Pose the following questions and have students
move to the corner that reflects their response.
Alternatively provide students with the labels
and ask them to indicate their position. Aftereach response, choose volunteers to explain
their response.
y Do you need help to wash yourself?
y Do you need help to dry yourself?
y Do you need help to dress yourself?
y Do you think another person needs
to bath and dry a baby?
y Do you think another person needs
to dress a baby?

ResourcesyYes, sometimes, no,and uncertain cardsyDoll or picture of a babyy Do you think it is ok for another person
to look at or touch the private parts ofyour body if you are not sick and you
don’t need help?
y Do you think it is all right for an older orbigger person to look at or touch the private
parts of your body if they are sore?

UnderstandShow students a doll or a picture of a baby.
Ask students the following questions:y What might a baby need help doing?
Examples include, most things, suchas eating, dressing, washing/bathing,having its nappy changed.
y Who might care for the baby and help
them with these things? Examples include
parents/carers, relatives.

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 151

NSW Department of Education

4

My body is private, and I can look after it myself

y What are the names of the private partsof our bodies? Emphasise that the vagina,
penis, testicles, vulva, bottom, anus are
private parts of the body.
y Why are these parts private? Emphasise thatthey are personal and we do not allow mostpeople to see or touch them. We often coverthese parts with clothes when we are withother people.
Where relevant it is important to discuss
other parts of the body which areconsidered private for some and not others
including for cultural reasons for example,
some Muslim women and young girls
choose to cover their hair with a hijab inpublic. In some countries, people mustcover their shoulders and knees when
visiting churches and temples.
y When might a parent or carer need totouch the private parts of a baby? Examples
include, when they need to be washed orwhen a nappy is changed.
y Is it necessary for your parents or carers totouch the private parts of your body? Why?
Why not? Explain that as children get older,
they can look after their bodies themselves.
If you are ill, injured or need help to look after
yourself, another person may need to touch
the private parts of your bodies.
When working with some students withdisabilities it will be important to discuss
the need for other people such as a School
Learning Support Officer (SLSO) to touch
the private parts of students’ bodies.
Teachers and SLSOs should be added to‘parents and caregivers’ as acceptablepeople to touch their private parts asthey care for them. Emphasise that thisshould only happen at the time of needfor example, when toileting or bathing.
Teachers should consider their context andthe appropriate information they need to
discuss with their class.

y Is it ok for an adult to look at the private partsof your body? Why? Why not? Emphasisethat if the private parts of your body are
injured or sore, a parent, carer or doctor may
need to look at the private parts of your body.
Remind students that the adults they haverelationships with will care for them in different
ways as they get older.
Inform students that the care they get should
respect their rights and make them feel safe,
protected, and comfortable.

Act and apply
Ask students what they can do if someone orsomething is making them feel uncomfortableor scared, or if a person wants to hurt their bodyor touch the private parts of their body.
Remind students that they can say No, they canGo, and they can Tell.
Read the following scenario to students anddiscuss the questions that follow:

Jack was 7 years old and was having asleepover at a friend’s house. Jack andDash were excited about the sleepoverand had been looking forward to it all
week. Jack and Dash had played lots ofgames, run around in the park next door,
and played with Dash’s dog. They were
happy, dirty, and hungry.

After dinner Jack and Dash were sent to have abath. While they were in the bath one of Dash’s
parents came to help Dash wash. Dash’s parent
then started washing Jack’s body including his
private parts.
y What might Jack be feeling when Dash’s
parent started to touch him?
y What do you think about Dash’s parent
coming into the bathroom while Jack and

152 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

4

My body is private, and I can look after it myself

Dash were in the bath? Emphasise that it
was ok for Dash’s parent to check on them,but it would not be ok for Dash’s parent totouch the private parts of their bodies.
y Did Dash or Jack need help washing theprivate parts of their body? Emphasise thatthey are old enough to wash their own
bodies and they weren’t sick or injured.
y Was it ok that Dash’s parent washed Jack’s
private parts? Emphasise that it wasn’t ok.
y How might you feel if this happened to you?
y What body signals might you get?
y Did Jack do anything wrong? Emphasisethat Jack did nothing wrong.
y What could Jack do? Examples include, sayno, tell Jack’s parent to stop, tell a trusted
adult about what happened.
y Do you think you could go from thissituation? Emphasise that it might not besafe to go from a sleepover but if you arefeeling uncomfortable or unsafe you could
ask your friend’s parents if you could gohome or if you could call your parents or
carers and you could ask them to pick you
up. It is still important to tell a trusted adultabout what happened and how you felt.
Use the fist to five strategy to gain feedback
from all students. It’s simple. It’s silent. It’s safe.
Ask the question below and students use theirfist or another method of communication
to show their level of understanding orcontribution to an activity or lesson. Students
demonstrate a closed fist for 0 (the lowest level)
through to 5 open fingers (the highest level).
y Question: How well do you think you
can recognise when it is ok or not ok forsomeone to touch the private parts of yourbody?
Ask students how they are feeling after thelesson. A feelings or mood meter or a thumbs
up/thumbs down method could be used toallow students to respond silently.
PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 153

NSW Department of Education

5

Safe and unsafe touch

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyy

Identify body signals that
help them recognise safeand unsafe situations (PD1-2)
Identify types of safe andunsafe touch (PD1-2)

Success criteria
Students will:ysuggest body signalsthat might come with
Yes and No feelings

yidentify whether situations
involve safe or unsafe touch

Switch on
Introduce the learning goals and discuss themwith the class.
Brainstorm different feelings. For example,
happy, sad, worried, scared, excited, surprised.
Revise body signals and yes/no feelings.
y What are Yes feelings? Feelings we get when
we feel safe and comfortable.
y What types of body signals might we getwhen we feel safe? Examples include, asmiley face, light body, relaxed muscles, open
eyes, butterflies, and anything else students
have identified.
y What are No feelings? Feelings that we getwhen we feel uncomfortable or unsafe.
y What types of body signals might we getwhen we feel unsafe? Examples include,butterflies in the tummy, squirmy tummy,
warm body, cold-shivery body, sweaty hands,

ResourcesyBody signals cardsySoft animal toy orimages providedySafe and Unsafe touch
situation cards

quick breathing, racing heart, shaky knees
and anything else students have identified.
Emphasise that different people will feeldifferent body signals when they feel safe andunsafe. We feel things differently because weare all unique. It is important to recognise thebody signals that you have when you feel safeand unsafe.

UnderstandHave students sit in a circle and introduce them
to a soft toy or use the images provided.
Ask students how they could touch the toy in a
way that wouldn’t damage it. Examples include
softly, calmly, gently, carefully, pat, hug.
Pass the toy around for all students to touch.
Ask students what it felt like to touch the toy.
Examples include nice, happy, loving, caring,kind, safe, comfortable.

154 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

5

Safe and unsafe touch

Explain to students that touches that makeyou feel safe, comfortable, or cared for are
called a safe touch.

As a class discuss each situation and work
together to sort the situations into safe andunsafe piles.

Display the heading ‘safe touch’.

For each situation ask students what bodysignals the people involved might have.

Brainstorm ways of touching or being touchedthat would be a safe touch. Examples include,
a hug, high five, fist bump, handshake, tickle,
kiss, massage.
Explain to students that touches that hurt ourbodies or make us feel upset, uncomfortable,
unsafe or give us a No feeling are unsafe
touches.
Display the heading ‘unsafe touches’.
Brainstorm kinds of touch that would makethem feel unsafe or uncomfortable or givethem No feelings. Examples include, punch,
hit, slap, squeeze, kick, pinch.
If students identify touches such as hug,kiss, or massage, acknowledge them andinclude them on the list. Explain thatsometimes a hug, kiss or massage could
make you feel uncomfortable. This will be
addressed further in the following lesson.

Explain to students that unsafe touch isa type of abuse. Abuse is when someone
does something on purpose to makesomeone else feel hurt or harm or to put
them in danger.

What can you do if someone touches you
in a way that makes you feel unsafe?
Examples include, say no by asking themto stop, go somewhere else if you can,and tell a trusted adult.

Act and apply
Read through the safe and unsafe
situation cards.

Read through the unsafe touch situations andask students to suggest what someone could
do if that happens to them or if there was a way
to avoid the unsafe touch. Strategies should
be related to No-Go-Tell. Examples for eachsituation are below.
Georgie likes to stay at her cousin’s housewith her little cousins. Georgie’s older
cousin loves playing soccer. When Georgie
plays too, her cousin kicks the ball reallyhard at her. Georgie asks her cousin tokick it softer, but her cousin keeps doing
it and says, “It’s part of the game and she
has to get used to it”.
Answer: Georgie has said no to the touchby asking her cousin to kick it softer, when
her cousin didn’t listen, she could havestopped playing and told an adult. To try
to avoid the same touch, the next time
Georgie’s cousin wants her to play soccer,
she could say she will only play if the ballis kicked softer.
Jesse catches the bus home from school
every day. When Jesse is waiting in line
to catch the bus another student stands
in the line in front of him. When Jesse
asks this student not to push in, they
push Jesse.
Answer: Jesse could say no by telling thestudent not to push him, Jesse could
move away from the student, Jesse could
go and tell a teacher on duty.
Zane’s uncle visits often. He makes
Zane sit on his lap and read his homereader. Zane doesn’t like sitting on his
uncle’s lap to read.

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 155

NSW Department of Education

5

Safe and unsafe touch

Answer: Zane could say no by telling his
uncle he wants to sit somewhere else;
Zane could tell his parents or carers hedoesn’t feel comfortable sitting on his
uncle’s lap. To try to avoid the same touch,the next time Zane’s uncle comes over
and asks him to sit on his lap, Zane couldsay ‘No, thank you. I’d like to sit on thefloor or chair next to you.’
Shaun’s sister is younger than him.
They were playing a game together but
when Shaun won the game his sister got
angry at him. She started kicking andpunching him.
Answer: Shaun could say no to his sisterand tell her to stop, Shaun could go by
moving away from his sister, Shaun could
tell a trusted adult. To avoid the same
touch, the next time Shaun wants to playa game with his sister he could play nearan adult.
Carly’s parents have their friends over forparties and barbecues all the time. She
doesn’t like one of her parent’s friends
that comes over. He makes her give him akiss goodnight. Carly only likes kissing her
Mum and Dad goodnight.
Answer: Carly could yell out no next time
he comes in, Carly could tell her parents
that she doesn’t like their friend kissing
her. To try to avoid the same touch, Carly
could say ‘I want to give you a high fiveinstead.’ if she was comfortable with ahigh five.
Sienna was playing with her friends at
school. Her friend Josie wanted Sienna to
only play with her and no one else. Josie
grabbed Sienna’s arm, squeezed it reallytight and tried to pull Sienna away fromthe group.

Answer: Sienna could say no to Josie
by asking her to stop or let go of herarm, Sienna could tell a teacher what
happened. To try to avoid the same touch
Sienna could ask Josie not to squeeze herarm like that again.

Conclude with a discussion using thefollowing questions:y Why do you think it is important to listen
to our body signals? Emphasise that they
can be warning signs of whether we aresafe or unsafe.
y Do we all have the same body signals forthe same feelings? Emphasise that because
we are all individuals sometimes we will
feel the same as others and sometimes wewill feel different.
y What should you do if you experience unsafe
touch? Emphasise the message to say no, go
if you can and always tell a trusted adult.
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly.
If a student discloses private information
publicly and the teacher does suspect a
student is at risk of significant harm theymust inform their principal or workplace
manager as per the Child Protection Policy:
Responding to and reporting students at
risk of harm. The Mandatory Reporter Guide(MRG) can assist in making an informed
decision regarding child protection
concerns. More information is available on
the Child Protection website.

156 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

6

Confusing touch

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Distinguish between
appropriate and inappropriate
touch (PD1-2)

Success criteria
Students will:ydescribe a safe touch
and an unsafe touch

Switch on
Introduce the learning goals and discuss themwith the class.
Revise the types of safe and unsafe touch fromthe previous lesson and record on the board.
Have students demonstrate a safe touch on thesoft toy or image used in the previous lesson.

UnderstandExplain to students that sometimes touch canbe confusing. Ask students: Why might thesame type of touch be both a safe touch andan unsafe touch? Emphasise with students
that sometimes safe touches start to give us
no feelings because of how the touch is given,
where it is given or who is giving it.
Display the words how, what and who.
Explain that sometimes a safe touch feels
good to start with but might start to feel
uncomfortable.
Discuss the following ‘what if’ situations:

ResourcesySoft animal toy orimages providedy

Touch flashcards – who,
touch, what, how and wheny Someone is tickling you on your feet. Is thisa safe touch or an unsafe touch? Emphasisethat this is safe. What if this person kept
tickling your feet and it tickled so much you
couldn’t breathe properly, and they wouldn’tstop? Emphasise that this is unsafe. What
made this touch become unsafe? How it wasgiven. Highlight the heading how.
y Your parents give you a kiss goodnight.
Is this a safe touch or an unsafe touch?
Emphasise that this is safe. What if astranger tried to kiss you? Emphasise that
this is unsafe. What made this touch become
unsafe? Emphasise that it is who it was given
by. Highlight the heading who.
y You and your friend give each other ahigh five when you see each other. Is
this a safe touch or an unsafe touch?
Emphasise that this is safe. What if yourfriend gave you a really hard high five andit hurt your hand? Emphasise that this isunsafe. What made this touch become
unsafe? Emphasise that it is how it wasgiven. Highlight the heading how.

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 157

NSW Department of Education

6

Confusing touchy Someone you know is massaging your feetand it feels really good. Is this a safe touch oran unsafe touch? Emphasise that this is safe.
What if they start to massage the private
parts of your body? Emphasise that thisis unsafe. What made this touch become
unsafe? Emphasise that this is unsafe
because of what was touched. Highlight theheading what.

Act and apply

y Your uncle always picks you up and spins
you around when you see him. Is this a safe
touch or an unsafe touch? Emphasise that
this is safe. What if your uncle touches theprivate parts of your body when he does
this? Emphasise that this is unsafe. What
made this touch become unsafe? Emphasisethat it is what was touched. Highlight theheading what.

Demonstrate how to create a sentence about
an unsafe touch using the cards. Someone atschool (who) punches (touch) my arm (what)very hard (how).

Remind students that an unsafe touch thathurts them, harms them, or puts them indanger on purpose is called abuse.
Explain to students that when someone istouching them and they feel confused, unsafe,or uncomfortable they should say no by asking
the person to stop touching them. If they won’t
stop, they should try to go somewhere safe ifthey can and always tell a trusted adult about
what happened.
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly.
If a student discloses private information
publicly and the teacher does suspect a
student is at risk of significant harm theymust inform their principal or workplace
manager as per the Child Protection Policy:
Responding to and reporting students at
risk of harm. The Mandatory Reporter Guide(MRG) can assist in making an informed
decision regarding child protection
concerns. More information is available on
the Child Protection website.

Display the Touch Flashcards. These include
who, touch, what, how and when.
Demonstrate how to create a sentence abouta safe touch using these cards. For example,
Mum (who) kisses (touch) my cheek (what)softly when she says goodnight to me.

Build a word bank for some of the cards.
For example, who: Mum, Dad, brother, sister,
stranger, friend, uncle, aunty, cousin, someone,
Grandad, Grandma; Touch: Hug, high five,
fist bump, handshake, tickle, kiss, massage,
punch, hit, slap, squeeze, kick, pinch; What:feet, arm, head, legs, chest, penis, vagina,
private parts, tummy; How: gently, softy,
hard, strong, light, roughly.
Explain to students that they are going tocreate a sentence about safe touch and asentence about unsafe touch using the Touchcards. Explain that they don’t have to use all
the cards, but the sentences must describe asafe and unsafe touch.
Observe or collect student work to check forunderstanding of safe and unsafe touch but
avoid sharing with other students.
Formative assessment opportunity.
Observing or collecting this work allows
students to demonstrate evidence towards
outcome PD1-2, demonstrating knowledgeof appropriate and inappropriate touch.
Exit ticket: If you started feeling confusedor uncomfortable about a touch, what could
you do?

158 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

7

Happy and unhappy secrets

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyRecognise safe choices for avariety of situations related
to secrets (PD1-7)
Describe actions they can
use to seek help (PD1-7)

Success criteria
Students will:yyidentify secrets that theyshould tellydescribe actions they cantake when they have beenasked to keep a secret but
should seek help

Switch on
Introduce the learning goals and discuss themwith the class.

Play secret leader
Students form a circle and 1 person is chosen
to be the guesser and stands in the middleof the circle with their eyes closed. Without
speaking, choose a secret leader in a way thateveryone knows who it is except the guesser.
The guesser must not know who the chosen
person was, everyone is to keep it a secret. The
secret leader is to perform movements thatthe rest of the class must copy. Once the secretleader gets started the guesser can open theireyes. The guesser has 3 guesses to pick who thesecret leader is. The people following the leader
must not give away the identity of the leader

Resources
Secrets cards

on purpose. Once the guesser has had threeguesses the game is over, and the secret leader
is identified. The game can be replayed with a
new guesser and leader if time permits.
After the game ask students the following
questions:y What were we keeping secret in that game?
Answer is the identity of the leader.
y How did you feel when you had to keep
the secret?
y How did you feel when the secret was told?
y What is a happy secret? Answer is a secretthat gives you a happy feeling.
y What types of body signals do you get witha happy secret?
y Was it a happy secret or an unhappy secretin our game? Answer is happy.

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 159

NSW Department of Education

7

Happy and unhappy secrets

UnderstandExplain a happy secret to students.

One that gives us happy feelings when
we keep it. Happy secrets are secrets that
other people are meant to find out about
eventually and they’ll usually feel happy
about them.

Ask students for examples of a happy
secret. Examples include a surprise party
or birthday presents.
Explain an unhappy secret to students.

y You put snails in someone’s lunch box
this morning. Don’t tell anyone. Answer isunhappy.
y My sister is dressing up as a clown for theparty. Don’t tell anyone. Answer is happy.
y I bought a vase for Mother’s Day. Don’t tellmy Mum. Answer is happy.
y You’re going to get hit after school. Don’t tellanyone. Answer is unhappy.
Ask students which secrets they would keep
and which ones they would tell.

Act and apply
As a class, read the Secrets cards and sort theminto either a secret you should keep or a secret
you shouldn’t keep pile.

One that gives us an unhappy,
uncomfortable or no feeling. An
unhappy secret is one that you might
be threatened to never tell. Emphasisethat a secret which makes them feel sad,unhappy, confused or a no feeling, is anunhappy secret and should not be kept.
It is important to tell a trusted adult about
an unhappy secret.

Discuss the body signals and warning signs
they might have with each secret and why eachsecret should or should not be kept.

Read the following situations to students andask them to indicate whether the secret is
happy (for example, smile and put a finger on
their lips) or unhappy (for example, wave hands
around, shake their head).

y Card 3: This is abuse. You have been told
never to tell anyone. You should tell a trusted
adult about it.

y Two students stay in for recess to help
decorate the classroom for a surprise party
in the afternoon. The teacher asked thestudents to keep the surprise a secret.
Answer is happy.
y Dad’s present is a nice, woolly jumper.
Don’t tell him. Answer is happy.
y Someone has filled the toilet with toilet
paper and it’s flooding. Don’t tell. Answer
is unhappy.

Points to highlight during the discussion:y Card 1: Everyone will find out about thebaby soon. They will probably be happy andsurprised when they know.
y Card 2: A lot of people know about the party.
The teacher will probably be surprised andhappy when he finds out.

y Card 4: The lady next door is not making
anyone unhappy or hurting anyone. Your
whole family know about it. Your friends
might think it was a bit unusual, but theywould not be upset if they found out.
y Card 5: Your friend will receive the card soonand be surprised and happy.
y Card 6: Your Grandad’s favourite drink is not
hurting anyone or making anyone unhappy.
Your whole family know about it. Other
people might think it was funny, but theywould not be angry or upset if they knew.

160 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

7

Happy and unhappy secretsy Card 7: This is physical abuse. You havebeen threatened not to tell. You should tell atrusted adult about it so the abuse can stop.
y Card 8: This is abuse. You and your friends
have been threatened not to tell. Even
though a number of children are involved inthis secret it is still not ok. Someone shouldtell a trusted adult.
Ask students to describe actions they could
take if they have been asked to keep anunhappy secret.
Exit ticket: When should you tell a secret?
Examples include, when it is an unhappy
secret, gives you no feelings, makes you feelunsafe or uncomfortable.

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 161

NSW Department of Education

8

What is bullying?

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Understand how bullying canpromote certain feelings andactions (PD1-3)

Success criteria
Students will:ycreate and distribute a
poster describing how
bullying makes people
feel and why it is important
to stop

Switch on
Introduce the learning goals and discussthem with the class.
Watch The Tank Gang – A Say No to Bullies
Story from the Bullying. No Way! website.
Brainstorm some examples of bullying.
Have students draw, record, or create a scenariothat shows bullying. Explain to students thatthey are not to include anyone in the class intheir scenario.
Select volunteers to share their scenarios.
Ensure students understand not to use
anyone’s name when sharing.

UnderstandAsk students to recall emotions that don’t feelvery good or feel uncomfortable. You could
use the yes and no feelings images to support
this. The emotions could include sad, worried,scared, angry and confused.

Resourcesy

The Tank Gang – A say
no to bullies storyyYes and no feelings cards

Have students recall emotions that feel goodor safe. You could use the yes and no feelings
images to support this. The emotions could
include happy, excited, calm, and peaceful.
Explain to students that words and actions ofothers can make us feel different emotions andcause us to act in different ways because of
those emotions.
Ask the following questions:y When you watched The Tank Gang,
how do you think Sam felt when Jack
told him to go away?
y How do you think Sam felt when Isabel
and the other fish stood up for him?
y How do you feel when someone shares
something with you?
y What might you do or say when
this happens?

162 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

8

What is bullying?

y How do you feel if someone always takes
something in the classroom and won’t let
you have a turn? Items could include: afavourite classroom book, a popular chair orspace in the classroom, sports equipment.
y What might you do or say when
this happens?
y How might you feel when someone tells
you they think you’re good at something?
y What might you do or say when thishappens?
y How might you feel when someone
says they don’t like you or that you’re
bad at something?
y What might you do or say when
this happens?
Explain to students that all feelings are normal
and acceptable, and that different people
feel different things in the same situation,and this is also normal. However, how webehave and act because of those feelings isimportant. Some actions and behaviours are
not acceptable.
Ask students what they think bullying is. This
may include definitions of bullying, examplesof bullying or opinions on bullying.
Explain to students that bullying isn’t when
you have a fight with someone. Bullying isn’t
when you get angry with someone and callthem a name. Bullying is something thatsomeone does to someone else on purpose to
make them feel bad and does it over and overagain. It’s when someone picks on the same
person all the time or when someone is always
leaving another person out of the groupor when someone is always trying to hurt
another person.
Create a shared definition of bullying.

Bullying is when someone’s behaviour
hurts or harms someone on purpose andit keeps happening. It can include hurt
to our bodies and hurt to our thoughts
and feelings.

Brainstorm behaviours that could be bullying.
Examples include, hitting, punching, pinching,slapping, pushing, threatening, namecalling, leaving someone out, teasing, tellinglies about someone, stealing things fromsomeone, saying things that make someone
feel unimportant, texting or typing horrible
messages.
Ask students whether bullying is acceptablebehaviour. Emphasise that it is not.
Ask students: How do you think someone
might feel if they are bullied? Examples include,sad, angry, scared, upset.
Ask students: How might someone react when
they are bullied? Examples include, cry, getangry, hurt someone, feel sad, and have badthoughts about themselves.
Discuss places that bullying can happen.
Examples include, at school, at home, during
sport, in the playground, on the way to or fromschool, online, on the phone, on the bus, at the
shops, almost anywhere.
Ask students to explain why bullying is wrong.
Explain that bullying can hurt or harm people’sbodies, the way people feel and the way they
think, and it doesn’t respect their right to besafe. Bullying can continue to hurt people for along time after it has happened.
Ask students to suggest what they could do
if they were being bullied. Examples include:
say no by asking the person to stop what they
are doing, go by moving away from the person
who is bullying, find a teacher or an adult andtell them what has happened.

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 163

NSW Department of Education

8

What is bullying?

Act and apply
Students work in pairs to design and create
a poster to distribute throughout the school
promoting how bullying makes people feel
and why it is important to stop bullying. Where
appropriate, students could use their picturesfrom the Switch on activity and just add words
and images to create their poster. Students
could create this using a device which could
include images and animation.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD1-3, demonstrating knowledge of theeffects of bullying.
Provide opportunity for students to share theirwork with the class.
Use the fist to five strategy to gain feedback
from all students. It’s simple. It’s silent. It’s safe.
Ask the question below and students use theirfist or another method of communication
to show their level of understanding orcontribution to an activity or lesson. Students
demonstrate a closed fist for 0 (the lowest level)
through to 5 open fingers (the highest level).
y How well do you think you know how
bullying affects others?

164 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

9

What can I do about bullying?

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyySuccess criteria

Identify effective ways inwhich they could respondwhen they or someone
else is being bullied or
hurt (PD1-9)

Students will:ysuggest ways to respondto bullying from different
perspectives

Demonstrate actions they
can use to seek help for or
support others in different
situations, for example,
bullying (PD1-7)

ydemonstrate strategies
based on No-Go-Tell to
respond to a bullying
situation through role play

Switch on
Introduce the learning goals and discuss themwith the class.
Read the following scenario to students:

Jack was playing basketball after schoolwith Sam. They had been playing one
on one when Jack’s friend, Ali, turned up
with some friends. Ali asked if they could
all play together and Jack and Sam said
yes. As they were playing Ali bumped
into Sam and Sam fell to the ground. Ali’s
friends laughed. The game continued andJack noticed that Ali wouldn’t pass theball to Sam. When Sam did get the ball,Ali teased Sam about not being good at
passing. Ali said things like ‘Do you callthat a pass?’ and ‘You’re too slow, give me
the ball’. Ali would pretend to throw theball to Sam really hard and really close,
which seemed to frighten Sam. Jack
noticed Sam wasn’t smiling anymore.
It didn’t look like Sam was having a goodtime. When Sam started to leave thebasketball courts, Ali ran over and took
Sam’s hat. Ali put the hat on and ran
off when Sam tried to get it back. Alithen threw Sam’s hat up in a tree where
it got stuck.

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 165

NSW Department of Education

9

What can I do about bullying?

Discuss the following questions:y Who was being bullied and how
do you know?
y How do you think the person beingbullied was feeling?
y What body signals might they be having?
y How would you feel?

Understand
Revise the definition of bullying created in theprevious lesson.

Bullying is when someone’s behaviour
hurts or harms someone on purpose andit keeps happening. It can include hurt
to our bodies and hurt to our thoughts
and feelings.

go to the person being bullied to support themor go and find an adult to help. Anyone who
is bullied or who sees or knows about bullying
can tell someone about it.

Act and apply
Give each student in each group a number
starting from 1. Students then form new groups
based on their number, all 1s are together, 2s
together and so on. This aims to ensure thatall groups have members that have looked atbullying from different perspectives.
In their new groups, students role play, orpresent ways that the characters in the
scenario above could respond to bullying
in a way that helps.
Ask volunteers from the audience to give
feedback to each group on the strategies theyused to respond to the bullying.

Split the class into 6 groups.
Give each group one of the following
characters: Person being bullied, Person doing
the bullying, and Person who sees or knows
about the bullying.
Explain to students that they are to discuss
how their character in the scenario above
might be feeling and record those feelings.
They may even wish to draw something toshow body signals.
Ask students to identify things that theircharacter could do to respond to the bullying.
Allow time for groups to present to the classand suggest ways to respond to bullying.
Emphasise to students that it is important touse safe strategies such as No-Go-Tell when
responding to bullying. Anyone who feels safeenough can stand up to bullying and say no.
People being bullied can try to go from thesituation and people who see the bullying can

166 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

10

My strategies

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Practise a range of protective
strategies for responding tovarious situations (PD1-9)

Success criteria
Students will:ydemonstrate actions andhelp-seeking strategies theywould use to stay safe in agiven scenario

ResourcesyDefinition matchyWhat would you do? Cards

Switch on

Ask students to recall what they know about
each concept.

Introduce the learning goals and discuss themwith the class.

Revise the No-go-tell strategy.

Definition matchy As a class use the Definition match cards
to match the words to their definitions.

Understand
List the following child protection conceptson the board.

When we are feeling unsafe or havewarning signs that we are unsafe we cansay no in a strong way if we feel safe to
do so, we can go if we are able to and weshould always tell someone about what
happened.

y Support networks

Act and apply

y Safe and unsafe touch

Organise students into groups of 2 or 3.

y Body signals

Read the scenario on each What would you
do? Card. After each card, ask students to think
about the strategies they have learnt, that
could help them to respond in each situation.

y Happy and unhappy secretsy Seeking help
y Bullying and abusey Ways to respond to bullying.

In their groups, students present a scenario andhow they would respond to the scenario.

PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety | 167

NSW Department of Education

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I needto revisit to ensure understanding?
y When will I/can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence
will I need to adapt to ensure my learning
goals are achieved next time?

168 | PDHPE Stage 1: Child Protection Education | Unit of work Strengths and strategies for safety

NSW Department of Education

PDHPE

Stage 1: Child Protection Education
Resources

Strengths andstrategies for safety

NSW Department of Education

Contents
Teacher notes: Strengths cards........................................................................................................................................................... 171
Cards: Strengths........................................................................................................................................................................................... 172
Cards: How does it rate? (Labels)...................................................................................................................................................... 176
Images: Same but different.................................................................................................................................................................. 178
Worksheet: See, Think, Wonder.......................................................................................................................................................... 181
Worksheet: Number cards (1 – 10)..................................................................................................................................................... 182
Images: Different types of families.................................................................................................................................................. 185
Images: Support network templates.............................................................................................................................................188
Cards: Yes, sometimes, no and uncertain.................................................................................................................................... 191
Images: Babies............................................................................................................................................................................................... 193
Cards: Body signals..................................................................................................................................................................................... 195
Images: Soft animal toy........................................................................................................................................................................... 197
Cards: Safe and unsafe touch situations...................................................................................................................................... 199
Cards: Touch flashcards.......................................................................................................................................................................... 202
Cards: Secrets................................................................................................................................................................................................ 203
Cards: Yes and no feelings.................................................................................................................................................................... 205
Teacher notes: Definition match......................................................................................................................................................208
Cards: Definition match.........................................................................................................................................................................209
Cards: What would you do?...................................................................................................................................................................212
Copyright register.........................................................................................................................................................................................213

170 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Teacher notes

Strengths cards
Strengths

Definition

Honest

You tell the truth even when it is not easy.

Funny

You try to cheer people up by making them laugh.

Forgiving

You accept your friends’ apologies.

Kind

You help others and use kind words.

A leaderYou help your group work well together.

Brave

You are able to do what is important even when you feel scared.

Self-control

You can do what is important even if you don’t want to.

Notice others

You think of how others might be feeling.

Assertive

You are able to say things in a strong, clear and fair way.

Fair

You include everyone and you follow the rules.

Determined

You keep trying even when it gets hard.

Curious

You like to learn new things and ask questions.

Patient

You can wait for your turn even if it takes a while.

Generous

You are good at sharing and giving.

Creative

You like to come up with new ideas and new ways of doing things.

Persistent

You keep trying even if you fail.

Notice myself

You notice how you are feeling and how that makes you behave.

Good listener

You listen to others ideas and how they feel.

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 171

NSW Department of Education

Cards

Strengths

Honest

Fair

Funny

Determined

Forgiving

Curious

Kind

Patient

A leaderGenerous

172 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards: Strengths

Brave

Creative

Self-control

Persistent

Noticeothers

NoticemyselfAssertiveGoodlistener

HonestFair

You tell the truth evenwhen it is not easy.

You include everyone
and you follow the rules.

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 173

NSW Department of Education

Cards: Strengths

Funny

Determined

You try to cheer people
up by making themlaugh.

You keep trying evenwhen it gets hard.

Forgiving

Curious

You accept others’
apologies.

You like to learn newthings and ask questions.

Kind

Patient

You help others and use
kind words.

You can wait foryour turn even if it takes
a while.

A leaderGenerous

You help your group
work well together.

You are good at sharing
and giving.

174 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards: Strengths

Brave

Creative

You are able to do what
is important even when
you feel scared.

You like to come up
with new ideas and new
ways of doing things.

Self-control
You can do what is
important even if you
don’t want to.

Notice others
You think of how others
might be feeling.

Assertive
You are able to saythings in a strong,clear and fair way.

Persistent
You keep trying even
if you fail.

Notice myself
You notice how you arefeeling and how thatmakes you behave.

Good listener
You listen to others
ideas and how they feel.

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 175

NSW Department of Education

Cards

How does it rate? (Labels)

1

Love it2

Like it
176 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards: How does it rate? (Labels)

3

Unsure4

Don’t like it

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 177

NSW Department of Education

ImagesSame but different

27

Going to the movies

28

Broccoli

29

Chocolate

Cleaning

178 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Images: Same but different

30

Eating ice cream

31

Homework

32

Lego

33

Patting a dog

34

Playing online

SchoolPDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 179

NSW Department of Education

Images: Same but different

26

Stuffed toys

35

Swimming at the pool

180 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Worksheet

See, Think, Wonder

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 181

NSW Department of Education

Worksheet

Number cards (1 – 10)

5

1 bike62 pets7

3 shoes8

4 balls

182 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards: Number cards (1 – 10)

9

5 hoodies10

6 beanies

11

7 family members

8 awards

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 183

NSW Department of Education

Cards: Number cards (1 – 10)

12

9 toys13

10 books

184 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

ImagesDifferent types of families

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 185

NSW Department of Education

Images: Different types of families

186 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Images: Different types of families

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 187

NSW Department of Education

ImagesSupport network templates

188 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Images: Support network templates

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 189

NSW Department of Education

Images: Support network templates

190 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards

Yes, sometimes, no and uncertain

2

Yes

14

Sometimes
PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 191

NSW Department of Education

Cards: Yes, sometimes, no and uncertain

4

No

3

Uncertain

192 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

ImagesBabies15

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 193

NSW Department of Education

Images: Babies16

194 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards

Body signals

3

Butterflies in your tummy

4

Quick breathing

5

Racing heart

6

Shaky knees

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 195

NSW Department of Education

Cards: Body signals

7Cold-shivery body

8

Squirmy tummy

9

Sweaty hands

10Warm body

196 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

ImagesSoft animal toy

25

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 197

NSW Department of Education

Images: Soft animal toy

26

198 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards

Safe and unsafe touch situations
As a class read through the safe and unsafe situation touch cards. Work together tosort the situations into safe and unsafe.

Georgie likes to stay at her
cousin’s house with her little
cousins. Georgie’s older
cousin loves playing soccer.
When Georgie plays too, hercousin kicks the ball reallyhard at her. Georgie asks her
cousin to kick it softer but
her cousin keeps doing it andsays it’s part of the game andshe has to get used to it.

Jenson loves reading books.
Every night he reads to his
Dad. He sits on his Dad’s lap
as he reads, and his Dad puts
his arm around him. Jenson
loves reading time.

Jesse catches the bus homefrom school every day.
When Jesse is waiting in line
to catch the bus anotherstudent stands in the line infront of him. When Jesse asks
this student not to push in,they push Jesse.

Zane’s uncle visits often. He
makes Zane sit on his lap
and read his home reader.
Zane doesn’t like sitting on
his uncle’s lap to read but his
uncle won’t let him go.

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 199

NSW Department of Education

Cards: Safe and unsafe touch situations

Shontelle fell over in theplayground and hit her head.
Her friends help her to thesick bay. The teacher there
checks Shontelle’s head andapplies an icepack.

Maya goes to tennis coaching.
Her coach shows her how
to hold her tennis racquet.
Sometimes her hands arein the wrong place on theracquet and her coach needs
to move them.

Shaun’s sister is younger
than him. They were playing
a game together but when
Shaun won the game his
sister got angry at him. She
started kicking and punchinghim.

Xavier’s friends have a special
greeting they use when theysee each other. It includes ahigh five, fist pump and a paton the back.

Sebastion and his Mum areplaying together. His Mum
grabs him and starts ticklinghim. He laughs and tries totickle her back.

Carly’s parents have theirfriends over for parties andbarbeques all the time.
She doesn’t like one of herparent’s friends that comesover. He comes into her roomand makes her give him a kissgoodnight. Carly only likes
kissing her Mum and Dad
goodnight.

200 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards: Safe and unsafe touch situations

Sienna was playing with her
friends at school. Her friend
Josie wanted Sienna to only
play with her and no one else.
Josie grabbed Sienna’s arm,squeezed it really tight andtried to pull Sienna away fromthe group.

Meeka goes to her Dad’s
three nights a week. She
misses her Dad when she
doesn’t see him. When she’s
there she gets as many hugs
from her Dad as she can.

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 201

NSW Department of Education

Cards

Touch flashcards

who
touch
what
how
when
202 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards

Secrets
As a class read the secrets cards and sort them into either a secret you should keep
or a secret you shouldn’t keep.

Card 1
Mum and Dad find out that
Mum is going to have a baby.
Everyone is very happy. They
don’t want you to tell anyone
yet. They have told you not totell anyone until just before
the baby is born.

Card 3You stay at your friend’s
house. The older brother asks
you to take your clothes off
and have a bath with him. He
tells you that you must nevertell anyone or you’ll be introuble.

Card 2The music teacher at school
is leaving. Everyone will misshim. Your class is planninga farewell party for him.
They don’t want him to findout yet.

Card 4
Everyone in your family likes
the lady next door. She is kindand gives your family lemonsfrom her tree. Mum and Dad
say that she is a bit strange
because she talks to her tree.
They have told you not to tell
your friends about this.

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 203

NSW Department of Education

Cards: Secrets

Card 5Your friend from school issick. You all make a card andthe teacher sends it in themail. If you see your friend
before he gets it, you can’ttell him about the card.

Card 6Your Grandad’s favourite
drink is pink lemonade.
Everyone in your family thinks
this is funny. Your Grandadlaughs about it too. When itis ‘pink’ day at school yourfamily asks you not to talkabout it at news time.

Card 8
Card 7
When your Dad gets angry,
he often hits you. Mum andDad have told you neverto tell.

Your coach often touches
the private parts of yourbody when you are training.
The coach does this to yourfriends too. The coach has
threatened to stop coaching
your team if anyone ever tells
about this.

204 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards

Yes and no feelings
No feelings

36

37

38

Angry

Confused

Disgusted

39

40

41

Frightened,
afraid, scared

Frustrated

GrumpyPDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 205

NSW Department of Education

Cards: Yes and no feelings

42

43

44

Hurt

LonelyNervous

45

46

47

ShockedUnhappy, sad

Worried

48

49

50

Peaceful, calm

ExcitedHappy

Yes feelings

206 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards: Yes and no feelings

51

52

53

Loved, safe

Proud

Shy

54

Surprised

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 207

NSW Department of Education

Teacher notes

Definition match
As a class match the words to their definition.
abuse

When someone does something on purpose to make someone else
feel hurt or harm or to put them in danger.

body signals

A message our body gives us when we feel safe or unsafe.

bullying

When someone’s behaviour hurts or harms someone on purpose
and it keeps happening.

harm

Injury or damage to someone or something.

No-Go-Tell

Steps children can use when they feel No feelings or are feelingunsafe.

No feelings

Feelings we get when we feel unsafe or uncomfortable.

respect

Being caring and kind and thinking and acting in a way that showsothers you care about them and their feelings

secrets

Something that not everyone knows.

strengths

Tasks or actions that you do really well and find easy to do.

support network

People that we trust will help us when we need it.

Yes feelings

Feelings we get when we feel safe and comfortable.

208 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards

Definition match
Match the word with its meaning.

abuse

no feelings

body signals

respectbullying

secretsharmstrengths

no-go-tell

supportnetwork

yes feelings
PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 209

NSW Department of Education

Cards: Definition match

When someone does
something on purpose
to make someone else
feel hurt or harm or to
put them in danger.

Steps children canuse when they feel No
feelings or are feelingunsafe.

A message our body
gives us when we feelsafe or unsafe.

Feelings we get when
we feel unsafe or
uncomfortable.

When someone’s
behaviour hurts orharms some-one on
purpose and it keeps
happening.

Being caring and kindand thinking and acting
in a way that showsothers you care about
them and their feelings

Injury or damage tosomeone or something.

Something that not
every-one knows.

210 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Cards: Definition match

Tasks or actions that you
do really well and findeasy to do.

Feelings we get when
we feel safe andcomfortable.

People that we trust will
help us when we need it.

PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 211

NSW Department of Education

Cards

What would you do?
Read the scenario on each card. After each card ask students to think about thestrategies they have learnt that could help them to respond in each situation.

Oliver’s parents are goingout for dinner and Oliver’s
babysitter is coming overto look after him. Last time
his parents went out thebabysitter touched Oliver’s
private parts. What would you
do if you were Oliver?

You are staying at yourfriend’s house. After dinner
you and your friend go tohave a bath. Your friend’s
older brother comes in andwatches you. He tells you thatyou must never tell anyone or
you will be in trouble. Whatwould you do?

Stella was hiding in her room.
Her mum was very angry andwas screaming bad words.
Stella’s mum had hit her hardacross the face and told her
she wished she wasn’t there.
What would you do if you
were Stella?

Bindi and Charli are online
gaming friends. They havebeen chatting for a while.
Charli notices that Bindi has
been saying really mean
things to another online
friend. This starts to happen
every time they are online.
One day Bindi tells theirother friend that they can’t
play the game with them
today because they can’t playproperly. What would you do
if you were Charli?

212 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

Copyright register
1.

Love it boy: Children photo created by freepik – www.freepik.com

2. Like it boy and girl: Children photo created by freepik – www.freepik.com
3. Don’t like it girl: Background photo created by freepik – www.freepik.com
4. Unsure boy: Children photo created by freepik – www.freepik.com
5. Red bike: Background vector created by freepik – www.freepik.com
6. Pet food bowl: Food vector created by stories – www.freepik.com
7. 3 shoes – Banner vector created by pch.vector – www.freepik.com
8. Various sports balls: Sport vector created by macrovector – www.freepik.com
9. Various kids clothes: Winter vector created by freepik – www.freepik.com
10. Beanies: Fashion vector created by macrovector – www.freepik.com
11. Ribbons: Certificate vector created by freepik – www.freepik.com
12. Toys: Kids vector created by freepik – www.freepik.com
Shelves: Book vector created by freepik – www.freepik.com
13. Books and shelves: Book vector created by freepik – www.freepik.com
14. Sometimes: Camera photo created by drobotdean – www.freepik.com
15. Babies: People photo created by master1305 – www.freepik.com
16. Single baby: Background photo created by freepic.diller – www.freepik.com
17. Butterflies in your tummy butterflies: Background photo created by freepik – www.freepik.com
butterflies in your tummy girl: Woman vector created by freepik – www.freepik.com
18. Quick breathing boy: Food photo created by diana.grytsku – www.freepik.com
19. Racing heart girl: People photo created by wayhomestudio – www.freepik.com
20. Shaky knees: Shaky knees boy: Cute photo created by drobotdean – www.freepik.com
21. Cold shivery body girl: Winter photo created by freepik – www.freepik.com
22. Squirmy tummy boy: Background photo created by freepik – www.freepik.com
Worms: Food photo created by freepik – www.freepik.com
23. Sweaty hands boy: School photo created by jcomp – www.freepik.com
Droplets: Water vector created by pch.vector –www.freepik.com
24. Warm body girl: Designed by jcomp – www.freepik.com
25. Girl hugging bear: Love photo created by drobotdean – www.freepik.com
26. Teddy bear in box: Christmas photo created by Racool_studio – www.freepik.com
27. Kids at movies: Designed by serhii – www.freepik.com
28. Broccoli: Food photo created by jcomp – www.freepik.com
29. Kids cleaning (picking up rubbish): Kids photo created by freepik – www.freepik.com
30. Kids eating ice cream: Kids photo created by freepik – www.freepik.com
31. Boy doing homework: Background photo created by photoroyalty – www.freepik.com
PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resources | 213

NSW Department of Education

32. Lego blocks: Baby photo created by Kireyonok_Yuliya – www.freepik.com
33. Girl hugging dog: Dog photo created by master1305 – www.freepik.com
34. Gaming console: Business photo created by Racool_studio – www.freepik.com
35. Family in a pool: People photo created by rawpixel.com – www.freepik.com
36. Angry: Education photo created by freepik – www.freepik.com
37. Confused: People photo created by cookie_studio – www.freepik.com
38. Disgusted: Woman photo created by cookie_studio – www.freepik.com
39. Frightened: Kids photo created by freepik – www.freepik.com
40. Frustrated: Girl photo created by freepik – www.freepik.com
41. Grumpy: Designed by Freepik – www.freepik.com
42. Sad/hurt: Girl photo created by freepik – www.freepik.com
43. Lonely: People photo created by jcomp – www.freepik.com
44. Nervous: Designed by pressfoto – www.freepik.com
45. Shocked Designed by Freepik – www.freepik.com
46. Unhappy: Designed by jcomp – www.freepik.com
47. Worried: Designed by jcomp – www.freepik.com
48. Peaceful/calm: Woman photo created by cookie_studio – www.freepik.com
49. Excited: People photo created by jcomp – www.freepik.com
50. Happy: Designed by Asier_Relampagoestudio – www.freepik.com
51. Loved/safe: Family photo created by master1305 – www.freepik.com
52. Proud: Designed by jcomp – www.freepik.com
53. Shy: For websites: Designed by cookie_studio – www.freepik.com
54. Surprised: People photo created by drobotdean – www.freepik.com

214 | PDHPE Stage 1: Child Protection Education | Strengths and strategies for safety resource

NSW Department of Education

PDHPE

Stage 2: Child Protection Education
Unit of work

My right to be safe

NSW Department of Education

Contents
Unit description ........................................................................................................................................................................................... 217
Lesson 1: Respect in the classroom................................................................................................................................................. 220
Lesson 2: My rights and responsibilities in the classroom and at home...............................................................223
Lesson 3: My support network of adults .....................................................................................................................................225
Lesson 4: Changes to my body.......................................................................................................................................................... 228
Lesson 5: Warning signs...........................................................................................................................................................................231
Lesson 6: No-Go-Tell...................................................................................................................................................................................233
Lesson 7: Secrets...........................................................................................................................................................................................237
Lesson 8: Strength to say no...............................................................................................................................................................240
Lesson 9: What is bullying?.................................................................................................................................................................. 243
Lesson 10: My strategies......................................................................................................................................................................... 246
Evaluation.........................................................................................................................................................................................................248

216 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

Unit description
Through this unit, students will identify andsupport the rights of themselves and others
and use this knowledge to question any
behaviours or actions that impact on their rightto be safe. They will recognise the importanceof trust in relationships and identify sourcesof support to manage the changes associatedwith puberty. Students will build health literacy
through identifying people and sources of
information to learn about change and to seek
help and advice.
Students will build their understanding of
emotional and behavioural warning signs
associated with unsafe situations. They willconsider the impact abuse and bullying canhave on someone and explore positive ways torespond when abuse has occurred. Students
will apply interpersonal and self-management
skills to practise responses and strategies that
promote personal health, safety and wellbeing.
This unit provides teaching and learning
activities around child protection education.
Students will investigate the essential question:
How can I support my right to be safe?

Skills in focus
Self-management
Strengthening personal identity
y perseverance
Self-awarenessy awareness of rights and responsibilities
Emotion and stress management
y recognising emotions
Help-seeking

Propositions
Throughout this unit, the propositions areembedded as follows:

Educative purpose
Students are provided with opportunities todevelop the knowledge and skills required torecognise emotional and behavioural warning
signs of unsafe situations and react in safe andpositive ways. They will create, apply, practiseand evaluate strategies to keep themselves safe.

Strengths-based approach
Activities in this unit are designed to allow
students to demonstrate their strengths
and capabilities when exploring ways torespond to unsafe situations. This is achievedby encouraging students to draw on theirknowledge and understanding of feelings andbody signs to help them make decisions aroundstaying safe and reacting to unsafe situations.

Develop health literacy
Students are provided with opportunities todevelop knowledge and understanding of therights of a child and to apply this knowledge
to their own lives to recognise abuse and seek
help when needed. Opportunities are provided
for students to apply the skills and knowledge
they have developed to recognise and respondwhen rights are being abused.

Critical inquiry
Students are supported to question andchallenge the actions of others that impact
on their own health and safety. They haveopportunities to develop skills to recognise
their rights, question unsafe secrets and makechoices to respond to these interactions inassertive ways.

y recognising when help is needed
y accessing support and support networks.

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 217

NSW Department of Education

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PD2-1

y

explores strategies to manage
physical, social and emotionalchangePD2-2

explains how empathy,
inclusion and respect
can positively influence
relationships

PD2-9
demonstrates selfmanagement skills to
respond to their own
and others’ actions

PD2-10demonstrates a range ofinterpersonal skills that buildand enhance relationships andpromote inclusion in various
situations

Students will:ychoose up to 5 trusted
adults to add to a support
network and add additional
places to seek supportyExplore strategies tomanage physical changeyIdentify people or sourcesof information to learn
about change and to seek
help and adviceydescribe changes
associated with pubertyyrecord help-seeking
information

Recognise emotional andbehavioural warning signs
associated with unsafe
situations

Students will:y

explains and uses strategies todevelop resilience and to makethem feel comfortable and safe

PD2-3

Identify people and places
they could seek help andadvice fromEvidence of learningyDescribe behaviours thatshow empathy and respect
for the rights of othersyIdentify rights andresponsibilities in different
relationshipsypractise responses andstrategies that promotepersonal safety in unsafe
situations

ychoose an action based onchanging or mixed feelings

yidentify the difference
between a secret theyshould keep and a secretthey should not keep

Students will:yshare ways to show respectyrecord rights andresponsibilities inrelationships at school andat homeStudents will:ypractise assertive behaviour
using unsafe scenariosyrecognise bullying
behaviour and identify
protective strategiesydemonstrate actions andhelp-seeking strategies tostay safe

yidentify and practise a
range of strategies topromote health, safety andwellbeingypractise asking for help in
different situationsydemonstrate how to
respond to bullying in apositive way

demonstrates actions that
support the rights andfeelings of others

Students will:yy

218 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

practise a way of showing
respect during a gameNSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus content

How can we managechange?

yExplore strategies to manage physical, social and emotionalchange, for example (ACPPS034):‫ ݖ‬identify people or sources of information to learn about change
and to seek help and advice, eg family members, a trusted
adult S‫ ݖ‬describe changes associated with puberty, eg menstruation,body hair, feelings, attraction to others and identify strategies tomanage these changes, eg talking to parents/carers I

Why are empathy,
inclusion and respect
important in our
relationships?

yDescribe and practise ways respect, empathy and valuing diversity
can positively influence respectful relationships, for example(ACPPS037):‫ ݖ‬identify roles, rights and responsibilities in different
relationships S‫ ݖ‬describe behaviours that show empathy and respect for therights of others S

How can I contribute topromote healthy, safe andactive communities?

yHow can I take action
to enhance my own
and others’ health,safety, wellbeing andparticipation in physicalactivity?

yWhat skills and strategies
do we need to be healthy,safe and empowered?

yRecognise their responsibility to contribute to a healthy, safe andactive environment for themselves and others, for example:‫ ݖ‬research people and places that offer advice and support tothemselves and others and share this information with peers
using ICT tools, eg online collaboration tools, multimedia
presentations S I
Identify and practise strategies to promote health, safety andwellbeing, for example (ACPPS036):‫ ݖ‬practise responses and strategies that promote personal safetyin unsafe situations, eg No-Go-Tell, seek assistance I

Analyse physical and emotional responses that indicate when theyand others feel safe or empowered, for example:‫ ݖ‬compare feelings they experience in a variety of safe and unsafe
situations S I‫ ݖ‬recognise emotional and behavioural warning signs associatedwith unsafe situations, eg secrets, bribes, threats, jealousy,
power and control, negative feelings I‫ ݖ‬predict and reflect on how other students might feel in a rangeof challenging or unsafe situations and discuss how they can
respond to support others to feel safe and empowered S I

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 219

NSW Department of Education

1

Respect in the classroom

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyDescribe behaviours thatshow empathy and respect
for the rights of others(PD2-3)
Demonstrates actions that
support the rights andfeelings of others (PD2-10)

Success criteria
Students will:

Resourcesyyshare ways to show respectypractise a way of showing
respect during a game

Large sheet of paper or
cardboard to create a poster

Switch on

Stop the class after a few minutes and ask thefollowing questions:Introduce the learning goals and discuss themwith the class.

y How did your group help each other tocomplete the challenge?

Helium Stick (or another collaborative activity)y What made it harder for the group tocomplete the challenge?

In groups of 4 – 6, students stand in two lines
opposite each other (it doesn’t matter if group
numbers are odd.)
Students point their index fingers and holdtheir arms out towards each other.
Place an object like a long thin rod, broomstickor even a hula-hoop on the group’s extended
fingers. All group members must always betouching the object.
The group must try to lower the object to theground without dropping it or losing contact
with it. If either of these two things happen, thegroup must start again.

y How did you feel when you got through thechallenge?
y How did you feel when there was a break in
the group, or you dropped the object andyou had to start again?
y How could you make sure everyone felt safe,
respected, and included during the activity?

Understand
Display the word respect.
Provide students with post it notes and ask
them to write a definition of respect. Once

220 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

1

Respect in the classroom

written each student adds their post it notes
under the word respect.
Read through definitions and create a shared
meaning.

Respect is treating people the way you
want to be treated. It means being caring
and kind and thinking and acting in a waythat shows others you care about themand their feelings.
Respect is acknowledging that everyone
has different thoughts and feelings andthat is ok.

Explain to students that they are all going tocontribute to creating a poster on how to showrespect to each other in the classroom.
In groups students brainstorm ways to show
other people in the class that you care about
them and their feelings.
Have groups share their ideas with the classand record appropriate ideas on the poster.
Display the poster in the classroom for futurereference. Ideas might include:
y taking turns to talky listening to others’ ideas

Introduce the Question Box to the class.
The question box allows for anonymity
and establishment of student priorknowledge in relation to PDHPE concepts.
Allowing students to ask questions in ananonymous manner will increase student
access to reliable information. Even thoughanonymous, it is expected that teachers
will reasonably be able to work out theidentity of a student should a disclosure be
made, so a child protection response can beprovided. If it is a large group or the teacher
is not familiar with students’ work, they
could invite students to add their name, ifthey wish, saying it will not be shared withthe group. Although not all students will,
this should assist with identification, if it isneeded. The box should be a material item
such as a shoe box, bowl, or hat.
Explain to students:y

The question box can be used to ask
questions that they want to know but
don’t want to ask in front of everyone.

yThe question box is anonymous, but you
might choose to add your name if you
wish.

y

Everyone will be given a blank piece of
paper at the end of each lesson.

yEveryone must record something
on their piece of paper whether it
is a question or something else, forexample, last night’s dinner to ensure
the questions remain anonymous or adrawing.

yThey must place their own paper into thequestion box.

y

Questions will be answered at the next
lesson.

y no put downs or teasingy using kind words
y including others
y being fairy being kindy helping others
y sharing ideas
This could be contextualised to school values.

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 221

NSW Department of Education

1

Respect in the classroom

Act and apply
Tell students that they are going to repeat theHelium Stick activity, but they need to choose
at least one way of showing respect from therespect poster to practise during the activity.
Repeat the Helium Stick activity before asking
the following questions:y How did your group help each other tocomplete the challenge?
y How did people in your group show respect
to each other?
y How did people react if there was a breakin the group or you dropped the object andyou had to start again?
y Was there any behaviour you would change
to make sure everyone felt safe, respected,
and included during the activity?
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record the answer to the following
question:y How could you show respect to others inyour class?

222 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

2

My rights and responsibilities in
the classroom and at home

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Identify rights andresponsibilities in different
relationships (PD2-3)

Success criteria
Students will:yrecord rights andresponsibilities inrelationships at school
and at home

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Watch a video on children’s rights such as What
are Child Rights? produced by UNICEF Australia
or What are Children’s Rights? produced by theAustralian Human Rights Commission.
Facilitate a discussion with students to unpack
the following:

What is a right?
Rights are things all children should have.
There is no ‘question’ or ‘maybe’ about it –children should have these things.

Resourcesy

Y ChartyWilly and Hugh by Anthony
BrowneyWhat are Child Rights? videoyWhat are Children’s Rights?
video

Explain to students that they all have the rightto be safe, to have their bodies, thoughts andfeelings respected and to be treated fairly.
Construct a two-column chart and record theserights on the left-hand side of a chart.
Ask students to brainstorm examples of things
that children should have so their rights aremet? List students’ responses alongside eachright on the chart.
Examples could include:y Right to be safe/Children should haveprotection, peace.
y Right to have their bodies respected/
Children should have food, medical care,housingy Right to have their thoughts and feelings
respected/Children should have love, care,friendshipy Right to be treated fairly/Children should haveeducation, play, equal chance, help if needed.

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 223

NSW Department of Education

2

My rights and responsibilities in the classroom and at home

UnderstandBrainstorm: What does the right to be safe, theright to have your body respected, and the rightto have your thoughts and feelings respected,
look like in the classroom? How can we makesure that students have their rights met in theclassroom? Responses could be added to thechart created in Switch on.
In small groups students create a Y chart todemonstrate what these rights look like, feel
like, and sound like.
Groups report back to the class. Record
responses for students to see.
Rights are what all students should have.
Explain to students that it is their responsibility
to ensure that students’ rights are being met in
the classroom.
Read the story Willy and Hugh by Anthony
Browne.
Discuss the following questions with students:y What were Willy and Hugh’s rights and how
were they respected? Emphasise that they
had the right to be safe and to have their
feelings respected.
y When Willy felt unsafe with Buster Nose how
did Hugh carry out his responsibility?
y When Hugh felt unsafe in the library how did
Willy carry out his responsibility?

Display and read the following story:
Samira was nine. Many people lived at herhouse including Samira’s Mum, her Mum’s
friend, her Aunty, and her two younger
brothers and sister.
If none of the adults were at home, it was
Samira’s responsibility to take care of her
younger brothers and sister. Samira had
to make their breakfast and cook theirdinner. Samira was expected to clean up
all the mess the children made. On theweekends she had to wash and iron theclothes for all the family. Samira never hadtime to play and was often hungry.
Samira had no one at home to talk to. Her
Mum was never around.
Her Aunty always told Samira that she was‘stupid’ or ‘lazy’ and said she was ‘painful
to have around’. Samira felt sad, tired, andvery alone.

Discuss and record answers to the following
questions:y What were Samira’s responsibilities athome?
y How do you feel about Samira’s
responsibilities?
y What did you notice about Samira’s rights?
y What actions or behaviours took away
Samira’s rights?
y How would you describe the way Samira isbeing treated?

y How did carrying out their responsibilities
make Willy and Hugh’s relationship better?

y What part or parts of the situation would
have to change for Samira’s rights to berespected?

Act and apply

Students work in pairs and discuss their
responsibilities at home.

Explain to students that they have theserights and responsibilities inside andoutside school. They also have rights andresponsibilities at home.

Have students share one of their partner’s
responsibilities.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What is one of your rights as a child?

224 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

3

My support network of adults

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Identify people and places
they could seek help andadvice from (PD2-1)

Success criteria
Students will:ychoose up to 5 trusted adults
to add to a support network
and add additional places toseek support

Switch on

Resourcesy

My Support network ofadults flower and hand
templatesy‘Dan’s Grandpa’ by
Sally Morgan

Ask questions such as:

Introduce the learning goals and discuss themwith the class.
Play a trust building game such as The Zipper.
y Students line up in two parallel lines with
their arms extended toward the opposite
line.
y Choose one student to walk through thepath between the two lines.
y The walker yells out “Zipper ready?” with thegroup responding, “Ready!”y The walker then chooses to walk slowly or
quickly towards the line.
y As they move through the line, eachmember of the group will drop their arms
just before the walker gets there.
y The goal is to get to the end of the line but
if a member of the group doesn’t drop theirarms the walker must stop and that is theend of their turn.

y How did you feel when you had to rely on
someone else to drop their arms in time,
so you were safe to move through the line?
y Did you trust the other people to help
you move through the line safely?
Why/Why not?
y How would you feel if someone didn’t movetheir arms in time? Would it be easy to trustthem again? Why/Why not?
Revise the term trust and its meaning.
Trust is when you believe that anotherperson will act in a fair way and do theright thing.

Students suggest some examples of thepeople they trust and give reasons why
they trust these people. Ask students how
they would feel about trusting someone
they didn’t know and why.

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 225

NSW Department of Education

3

My support network of adults

UnderstandDiscuss the concept of support networksof trusted adults by posing the following
statements and included questions:

Which groups of adults could be part of yoursupport network? Examples include:y parents or carers
y relatives
y neighbours

From the time you were born you had
people around you to care for you andkeep you safe. Babies’ first support
networks are made up of the people whocare for them and who are around themsuch as their mother, father, other family
members, friends, or carers.

y Who are some adults that were part of yoursupport network when you were a baby?

As you grew older (and became a toddler)
this support network might have also
included more people such as babysitters,neighbours, or special carers from daycare or play groups.

y Which other adults might have become
part of your support network when you
went to school?
When you started school, you met
many more adults. You made many new
relationships. More adults had a role inlooking after you and keeping you safe.

y When you started school who were somenew people who looked after you and had arole in keeping you safe?
Now you are older there are more people
around you who could be part of your support
network?

y parents of friends
y teachers
y elders
y shop keepers
y babysitters
y sports group leaders.
We need to identify up to five adults who are
our most important support network people.
y If we feel unsafe, we need to have people wefeel we could go to for help.
y If we feel unsafe, we might feel confusedor upset at the same time.
y If we have up to five people in our
support network, it is easy to remember
who they are.
y If we had lots of people in our support
network it is more difficult to remember
the people and we could go to someone
who might not be able to help.
Create a shared meaning for support
network people.

Support network people are adults wesee or talk to regularly, we trust, and who
listen to us because they care about us.
They should also be in a position where
they will be able to help us.

Explain to students that in addition to support
network people, there are people and places
within the community that can also offer
support and advice.

226 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

3

My support network of adults

Brainstorm local community services thatstudents could contact for support or advice.
For example:
y doctors
y hospitals
y youth centres
y community centres
y community health centres
y neighbourhood centres.

Act and apply
Students identify up to five trusted adults thatthey can go to when they need help (or when
they are worried that a friend or family member
needs help). Have students record the namesof these adults in some way. This could include
a support network poster with drawings oftheir support people, on a bookmark, inside thepetals of the flower template provided, along
the fingers of the hand template provided orusing ICT tools.

to contact or are not accessible would beinappropriate as support network adults.
It may be very upsetting for students not
to include these people on their support
networks. In such situations acknowledge
students’ close links with these people andsuggest that they are important people forstudents’ emotional networks. Such people
may not be able to take action to keep thestudent safe, however communicating withthem can help keep their emotions andthoughts safe and well.
The story ‘Dan’s Grandpa’ by Sally Morgan
deals with this issue and may be useful toread to the class group or to smaller groupsof students.
When students have recorded their support
network adults, have them research someof the local community services and record
information using ICT tools. Information could
include the name of service, address, contact
details, and a brief description of what theservice offers.

Encourage students to identify adults who
are from a variety of settings, for example
not all living in the same house or from thesame family.

All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:

Some students may have difficulty
nominating up to five support network
adults. It may require sensitive support andliaison with parents or carers, the school
counsellor, or other members of the schoolcommunity to ensure a suitable support
network can be put in place for the student.

y Why do we have support network adults?

Some students may wish to include adults
with whom they feel a very strong link but
do not see regularly. These might include
adults who live in another country, thosefamily members living separately, or adults
who have died. Young children need to beable to access their support network adults
independently. People who are difficult

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 227

NSW Department of Education

4

Changes to my bodyCreating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyExplore strategies tomanage physical change(PD2-1)
Identify people or sources of
information to learn aboutchange and to seek help andadvice (PD2-1)

Success criteria
Students will:ydescribe changes associatedwith pubertyyrecord help-seeking
information

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Display a large copy of body outlines of a front
and back view of a girl and a boy. Ask students
to identify private parts of the body andhighlight them. You may wish to use the bodyparts cards to label the parts.
Remind students about the importanceof showing respect for the private parts ofthe body – just as we would with the otherparts of our bodies. Where relevant it isimportant to discuss other parts of the bodywhich are considered private for some andResourcesyBody outlinesyBody parts cardsyBody parts imagesyhttps://kidshelpline.com.au/
kids/issues

not others including for cultural reasons, forexample, some Muslim women and young
girls choose to cover their hair with a hijab inpublic. In some countries, people must cover
their shoulders and knees when visiting
churches and temples.
Once labelled, ask students to give the correct
anatomical name each of the body parts
highlighted. These should include:
y vagina
y penisy testicles
y bottomy breasts
y nipplesy vulvay anus228 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

4

Changes to my body

It is important to include the lips and mouth
as private parts of the body. Oral sexual
contact is frequently a component of sexual
abuse of young children.
If inappropriate terms are included posequestions such as “Do you think thateveryone would feel comfortable with thatword? Can you think of another word thatshows that we respect these special parts ofour bodies?”
Inform students that some people may use
inappropriate or ‘swear’ words instead of using
the correct names for private body parts. This
is often because they are not familiar with thecorrect names or they have heard other people
use inappropriate names.
Have a class discussion based on the following
questions:y Why is it important to know and use thecorrect names for the private parts of the
body? Emphasise that it is important thatpeople can understand exactly what wemean, and these are their correct names.
y When is it ok to talk about or name private
body parts? Emphasise that it is always ok
to use the correct names. Some people may
feel a little embarrassed when they hearthese words. The embarrassment is not
because of the words we have used – thesewords are ok.

UnderstandDirect students to look at the labelled bodyoutlines.
Ask students to identify changes that might
happen to boys and girls as they get older
and record changes on the body outlines.
Suggestions could include bodies get bigger,
grow taller, grow body hair (under arms, legs,
face, genitals), breasts grow, get pimples,
attraction to other people, menstruation,

penis and vulva become larger, emotions
feel stronger.
Explain to students that these changes comewith puberty and are a normal part of growing
older. Puberty happens at different times, indifferent ways for different people.
Discussion based on the following questions:y How might you feel when you experience
these changes to your body?
y How would you feel if you were the first one
in your group of friends to experience thesechanges?
y What could you do if you felt worried, scared,
confused or unsure of what was happening
to your body? Examples include talking to afriend, talking to parents/carers, talking to atrusted adult, talking to a teacher.
Discuss the Kids Help Line with students.
Explain that it is a free, private and confidential
24/7 phone and online counselling service foryoung people aged 5-25 and they can accessthis service any time they need help or support
or even have a question about the changes
happening to their bodies. As a whole class, orin pairs if resources are available, explore the
FAQ’s and the Kids 5-12 pages of the website.

Act and apply
Help seeking information
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD2-1, demonstrating knowledge ofstrategies for seeking help.
Brainstorm other services that students could
access if they need help or support.
Ask students to research some of the services
listed to find out more about them. Remind
students of the importance of using reputablewebsites.

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 229

NSW Department of Education

4

Changes to my body

Provide students with paper or an ICT tool torecord the details of a support service andhow they could help them. Ask students toalso record people that they feel comfortable
talking to about puberty.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What could you do if you had questions
about the changes happening to your body?

230 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

5

Warning signs

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Recognise emotional andbehavioural warning signs
associated with unsafe
situations (PD2-2)

Success criteria
Students will:yResourcesyVariety of music withdifferent tempo –Vocal Ease MOREyFeelings can change activity

choose an action based onchanging or mixed feelings

Switch on

Display the heading Warning signs.

Introduce the learning goals and discuss themwith the class.

Ask students: Which body signals could
be warnings about being unsafe? Add any
suggestions under the heading Warning Signs.

Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.

UnderstandPlay musical statues with students. Ask
students to move within a designated area tothe beat of the music.
y Call out an emotion and students must movein a way that reflects their interpretation ofthat emotion, for example, if sad is called,students might drag their feet, move slowly,
and hang their heads.
y When the music stops students must freeze
in a position that shows the given emotion.
y Ask students to name some body signals
they might feel with that emotion, forexample, heavy chest.
y Keep playing until several emotions havebeen demonstrated.

Discuss how changing and mixed feelings canbe warning signals by posing the following
questions:y What is it called when you are feeling good
one minute and then suddenly feel worriedand sad? Emphasise that these are changing
feelings.
y When you trust someone and suddenly that
person does something that isn’t ok, whatmight happen to your feelings? Examples
include feeling let down and confused about
the relationship. Your feelings may change
about that person. Your trust might bebroken. Explain to students that changing
feelings can be warning signals and addchanging feelings under the heading
Warning signs.

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 231

NSW Department of Education

5

Warning signs

y Sometimes you can really like a person but
there are things that they do sometimes thatyou really dislike. When you have feelingsof ‘like’ and ‘dislike’ about the same person
what is this called? Emphasise that these are
mixed feelings.
y What are two different feelings you might
have at the same time? Excited but nervous,
lucky but worried, loving but jealous. Whenyou have two very different feelings at thesame time this can be a warning signal totake care. Add mixed feelings under theheading Warning Signs.

y What could another person do to help thischaracter?
Groups explain or act out their situation andinclude the action taken by the character. All
students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What could you do if you have changing or
mixed feelings?

Ask students to suggest times when theymight have changing feelings or mixed
feelings.
Explain to students that when we get warning
signs, we must decide whether we really areunsafe. If we are unsafe, we need to decide on
an action that will help us to become safe.

Act and apply
Provide each student with a copy of the
Feelings can change activity.
Students are to identify the changing or mixed
feelings the character may be feeling in eachsituation and indicate whether they think thecharacter is safe or unsafe.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD2-2, demonstrating knowledge ofemotional warning signs that may be
associated with unsafe situations.
Sort students into groups and provide eachgroup with a Feelings can change scenario.
Groups discuss the following questions:y What warning signs might the characters
have?
y Do you think they are safe or unsafe?
y What do you think they should do?
232 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

6

No-Go-Tell

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals

Success criteria

Practise responses andstrategies that promotepersonal safety in unsafe
situations (PD2-9)

Students will:ypractise asking for help in
different situations

Resourcesy

No-Go-Tell imageyHelp-seeking situation cards

Switch on

body signals, changing feelings, mixed feelings.

Introduce the learning goals and discuss themwith the class.

Revise the No-Go-Tell strategy with students
using the image provided

Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.

Discuss each part of the strategy and somesuggested ways of using each part of thestrategy. Talk about ways of using the strategies
for unsafe situations such as being bullied orteased, as well as situations of potential abuse.

Brainstorm situations where students may feelunsafe, for example:
y walking homey being at home alone
y being online alone
y opening the door when alone
y meeting a stranger
y being threatened by someone
y being expected to give a favour when
receiving a gifty someone touching their private or sexualparts when it is not necessary.
What are some warning signs we might getthat might mean we are unsafe? For example,

No: If someone acts in a way that does
not respect your right to be safe and haveyour body respected you can say “No.”“Stop that.” “You shouldn’t do that.” “I
don’t want you to do that.”
Go: If you can, you should go from thesituation or plan how you can go. You
should go to a place or to people where
you feel safe.
Tell: If you have been harmed or still feelunsafe you should always tell a trusted
adult about the situation. Telling as soon
as possible can make telling easier.

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 233

NSW Department of Education

6

No-Go-Tell

UnderstandWhat might make it hard to tell a trusted
adult about something that you have felt
uncomfortable or unsafe about? Examples
include, you might be worried you could get
into trouble; you might be embarrassed; you
might have been threatened not to tell.
Create a shared explanation about the purposeof telling a trusted support network adult about
abuse. Emphasise that the purpose of tellingis to receive protection and help to stop theunsafe or abusive behaviour.
Explain to students that the sooner we tell thebetter. Although it is difficult, the sooner wetell the easier it can be. When children keep asecret for a long time, they might start to thinkthat they are somehow to blame. This is nottrue. The person who started the secret is toblame. It is never too late to tell a secret whichshould not be kept.
Provide each student with a piece of paper tofold in half.
y On one side of the paper students write
the heading ‘Things I can do without help’
and record, for example, ride a bike, dress
themselves, feed themselves, walk, tie
shoelaces.
y On the other side of the paper students write
the heading ‘Things I need help with’ andrecord things that they still need help with.
Examples might include washing clothes,
travel to school, making lunch, walking a pet,reading a book.
Have students share some of the things they
can do without help. Ask them how they learnt
to do these things and who helped them.
Have students share some of the things they
still need help doing. Ask them how theydecide if they need to ask for help. Ask students
who they would ask for help.

It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.
y Ask students to share a time when theyneeded help and they asked for it. What
happened?
y Ask students to share a time when theyneeded help but didn’t ask for it. What
happened?
Remind students that sometimes it can be
hard to ask for help and there are different
parts of asking for help that can each bedifficult. These parts include:y Deciding when you need help. When we
have uncomfortable, unsafe, or no feelings
it’s a good idea to ask someone to help youwith those feelings.
y Deciding who to ask. Remind studentsof the trusted adults they identified from
the My Support Network of adults’ lesson.
y Working out what to say.
y Taking action.
Explain that students will be practising working
out what to say and how to take action. They
can use the steps below to help them figureout what to say or how to say it. (Adapted from
Resilience, Rights and Respectful Relationships
Level 3-4 p88)

234 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

6

No-Go-Tell

Display the following steps:

Situations include:y Tell the person you need help.
y Tell them the problem.
y Tell them how the problem makes you feel.
Demonstrate how to follow the steps on theboard with the following:
Dad, I need help. I can’t figure out myhomework and it’s making me angry
OR Can you help me Annie? I had afight with my friends, and I was lonelyat school today.

Display the following problem and ask
volunteers to demonstrate how to ask for help.
You were playing at the local park and agroup of older kids from school turned up
and started teasing you. Some of them
have been calling you names at school.

Act and apply
Explain to students that in pairs they are going
to practise asking for help using the steps
discussed earlier. A situation will be given and
one person practises asking their partner forhelp with that problem. They can pretend theirpartner is one of their trusted adults. Then theyswitch roles for the next situation.
Read out each situation or provide students
with a copy of the situations from the Helpseeking situation cards and give students timeto practise how they are going to ask for help.
They can demonstrate their response to theclass or record it to share later.
Formative assessment opportunity.
Observing this activity or collecting thiswork allows students to demonstrateevidence towards outcome PD2-9,
demonstrating self-management skills bypractising responses that promote safety.

Scenario 1: Sandi was playing in his roomand his older brother keeps throwing
things in his room and constantly
annoying him. He has asked him to stop
but he won’t listen, and Sandi is getting
really annoyed.
Scenario 2: Alex catches the bus homefrom school every day. In the afternoons
some kids from another school shareAlex’s bus. One of these kids keeps
bumping into Alex, pushing Alex, andthrowing things at Alex from behind.
Scenario 3: Dani’s friend has told herthat someone in his family touches his
private parts. He has asked Dani not to tellanyone.
Scenario 4: Milla’s Aunty comes over tovisit regularly. When she sees Milla she
makes her kiss her and she squeezes
Milla’s bottom.
Scenario 5: Patrick lives with hisGrandparents and they fight a lot. One
day Patrick’s Grandfather got so angry
he hit Patrick’s Grandmother. Patrick’s
Grandfather told him if he said anything,
he would hit him too.
Scenario 6: Kane’s babysitter has beenbabysitting him since he was little. Hisbabysitter always gives him special
cuddles and touches his private parts.
Scenario 7: A neighbour in Mia’s street
stares at her when they ride past her. They
are older than Mia and when they are with
their friends they point at Mia and laugh.
Scenario 8: Archer got in trouble atschool for something he didn’t do. Oneof his friends let him get into trouble forsomething they did and now it’s Archer’sword against theirs.

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 235

NSW Department of Education

6

No-Go-Tell

Scenario 9: Two of Suni’s friends at school
have had an argument and won’t talk toeach other. They both want Suni to be
their friend and not be friends with theother person. Suni feels like she can’t playwith either of them without the other one
getting angry at her.
Scenario 10: Essie gets into trouble all thetime at home. Sometimes she doesn’t
even know what she’s done wrong, but
her Mum always hits her hard with anold broom handle. It hurts so muchsometimes she can’t sit down properly.

All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y When might you use the No-Go-Tellstrategy?

236 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

7

Secrets

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Recognise emotional andbehavioural warning signs
associated with unsafe
situations (PD2-2)

Success criteria
Students will:yidentify the difference
between a secret theyshould keep and a secretthey should not keep

Switch on
Introduce the learning goals and discuss themwith the class.
Students role play giving and receiving asurprise. In pairs students choose a surprise
and act it out. The first line of the act is ‘I
have a surprise for you!’ The partner mustthen act surprised and happy when theyfind out what it is.
Surprises could include:y a gifty a surprise party
y a new baby coming
y special news
y a surprise visitor
y unexpected cake or flowers
y a surprise holiday
y a new puppy.

ResourcesyBody signals imagesySecret scenariosySecret to keep or secret totell scenariosy‘Some secrets should never
be kept’ by Jayneen Sanders

Ask students to explain what a happy
secret is. Emphasise that a happy secret isa secret that is fun. A secret that gives you
a happy feeling.

Ask students: What types of body signals might
you get with a happy surprise?

UnderstandView the reading of the book ‘Some secrets
should never be kept’ by Jayneen Sanders (orread the book if available).
Ask the following questions:y How do you think Alfred felt about Sir
Henry when they played ‘catch-me-if-youcan’ through the castle gardens? Examples
include, Alfred was happy and liked
Sir Henry. Alfred enjoyed the game andthought it was fun.

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 237

NSW Department of Education

7

Secretsy What body signals did Alfred have when
Sir Henry started tickling him in a waythat was wrong? Examples include, he felt
uncomfortable and sick inside.
y What did Sir Henry say that made Alfred feellike he had to keep the secret? Emphasisethat Sir Henry said he must keep the ticklinga secret otherwise his mother wouldn’t beable to clean his castle anymore and theywould have no money and it would be all
Alfred’s fault.
y How do you think Alfred felt about Sir Henry
now? Examples include, his feelings hadchanged. He didn’t want Sir Henry to lookafter him anymore.
y What body signals told Alfred that the secrethe had was not a happy secret? Examples
include, he had a heavy heart, he felt sick in
his tummy, he was crying, he felt lonely, andfrightened.
y Why was it so hard for Alfred to tell his
mother the secret? Emphasise that Sir Henry
had made Alfred feel like it would be all his
fault if his mother lost his job because hetold the secret.
y Did Alfred do anything wrong? Emphasisethat Alfred did nothing wrong. Sir Henry
should not have touched Alfred’s private
parts.
y How do you think Alfred felt after he told his
mother about Sir Henry? Examples include,
relieved, safe, loved.

Remind students that sometimes,
keeping secrets can cause unhappy or
unsafe feelings. These secrets should
not be kept and should be shared with atrusted adult.

Create a shared definition for the term secret.

A secret is something that is hidden orconcealed from others, so they do notknow about it. Some secrets are fun to
keep. Other secrets can cause you tofeel worried or unsafe and you might beforced or pressured to keep these secrets.
These secrets should not be kept.

Ask students: How is a secret which is fun tokeep different from a secret which should
not be kept? Emphasise that a fun secret issomething pleasant and will usually makepeople happy when they find out.
y Often there is a special time when people
are supposed to find out about the secret.
y A secret which should not be kept can cause
you to feel unhappy or unsafe.
y You might be pressured or threatened not
to tell the secret and to keep it hidden for along time.
y Usually, a fun secret is shared by a few
people.
y Sometimes an unhappy secret is kept only
between two people.
Display the heading ‘If I feel unsafe my bodylets me know’. Using the body signal images
provided, brainstorm body signals that you
might have if a secret makes you feel bad.
Examples might include:
y heavy heart
y sweaty palms
y start crying
y sick in the tummy
y wobbly legs
y shaky body.
Ask students: What should you do if a secretmakes you feel sad, scared, or uncomfortable?
Emphasise that they should tell a trusted adult.

238 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

7

Secrets

Act and apply
Secret scenarios – see resources
Place students into pairs. Provide each pair witha scenario from the Secret scenarios resource
and ask them to read through it. Read thefollowing questions to students and allow themtime to record an answer:y What body signals might you feelwith this secret?
y Is this a happy secret or an unhappy secret?
y What might happen if you tell this secret?
y What might happen if you don’t tellthis secret?
y What would you do?
Discuss each pair’s scenario and the answers
they provided.
Provide each student with a copy of Secretto keep or secret to tell activity. Read thescenarios to students and ask them to record
whether each scenario is a secret that is safe
to keep or if it is a secret that they should tella trusted adult.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD2-2, demonstrating knowledge ofemotional and behavioural warning signsof unsafe situations.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y How is a happy secret different to an
unhappy secret?

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 239

NSW Department of Education

8

Strength to say no

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Practise responses andstrategies that promotepersonal safety in unsafe
situations (PD2-9)

Success criteria
Students will:yResourcesyPartly Cloudy film

practise assertive behaviour
using unsafe scenarios

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Discuss how people can communicate without
using any words.
Ask students to demonstrate, individually,some gestures or body language which
communicate a message, For example:

Discuss the message each gesture might
communicate.
Watch a short film that uses non-verbal
communication such as Partly Cloudy.
Pause the film at significant points to discuss
how the characters were feeling and how
we could tell. Focus on body language andgestures.

Understandy shaking fists (anger)

In pairs, students take turns to communicate
the following suggested messages, first using
no body language and then again with bodylanguage:y nodding (yes)y I like you.

y shaking head (no)y I don’t want you to do that.

y stamping foot (anger)y I forgot my lunch.

y crying (sadness)y What’s that horrible smell?

y hugging (glad to see someone)y Yes, I’d like to play with you.

y frowning (not pleased).

y I’ve lost my money.

y waving (goodbye or hello)

240 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

8

Strength to say no

Discuss how using body language affected
the message. Emphasise that body language
can strengthen the message and make themeaning clearer and easier to understand.
Body language gives you more information
about how the person is feeling.
Discuss or revise the term assertiveness andcreate a shared definition.

y When we say what we mean in a strong,clear way what is this called? Emphasise thisis being assertive.
y How is being assertive different to being
aggressive? Emphasise that being
aggressive is when you act in a forceful or
fierce way. Being assertive is when you arestrong and firm.
Display the words No-go-tell.

Assertiveness is saying what you mean ina strong and clear way.

Create a shared meaning for assertive and an
opposite meaning for passive.

Assertive is strong and clear, passive is
weak and unclear.

Remind students that being assertiveis a strength they can use when theyneed to say no.
In pairs students practise saying no without any
body language and then again using assertive
body language. You may need to demonstrate
this before students attempt it. Suggested
phrases could include:y No, I don’t want you to do that.
y No, stop that.
y No, that’s mine. Don’t touch it.
y No, I must go home.
Discuss the following questions with students:y What kinds of body language did you use
to say no assertively? Examples include,
standing straight, looking at the otherperson’s face or eyes, not moving away atfirst, having a stern facial expression.
y How did using body language affect themessage? Emphasise that it made themessage stronger and clearer.

Facilitate whole-class discussion using thefollowing questions.
y When might it be necessary to say no toothers or to go from a situation? Examples
include, if you feel threatened or unsafe, if
you have mixed up or confused feelings,
or experience body signals or externalsigns that tell you that you could be at riskof abuse. Examples of bullying might be
included.
y Why is it helpful to say no in an assertive
way? Examples include, saying no assertively
can make your message clearer. People areless likely to pressure or threaten you if you
respond to them assertively.
Explain to students that they are going topractise saying no and go in an assertive way inresponse to different situations.

Act and apply
Students in pairs, take turns to role playassertive or strong and clear no or go responses
to the situations listed below. Students areencouraged to reply, then ‘go’ (for example,
walk away) from their partners in a strong andassertive way. After one student has role playeda response the other student gives feedback
about how they ‘looked’ and ‘sounded’, andwhich gestures and words worked well.
Students may need to be reminded to give
specific feedback – instead of “Good!” or “Welldone.” Comments such as, “You stood up
straight and looked really strong” or “You spoke

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 241

NSW Department of Education

8

Strength to say noslowly. It made your voice sound very firm”,
should be encouraged. Some constructive
suggestions, such as, “Try standing a bit closer
next time”, might be encouraged if appropriate.
y Your babysitter wants you to come with her
and play in the park. It is getting dark andyou feel unsafe about going to the park.
y Someone wants you to keep a secret thatyou feel uncomfortable about.
y A friend is pressuring you to steal a gamefrom a shop.
y Your best friend wants to copy yourhomework and you think this is unfair.
y Your Uncle is insisting that you go outside
and play with your cousin. Your cousinalways teases you and plays roughly with you
when you are alone.
y Your neighbour wants to take you for a rideon his motorbike. He always drives very
fast and you are scared he might have an
accident.
Use the fist to five strategy to gain feedback
from all students. It’s simple. It’s silent. It’s safe.
Ask the question below and students use theirfist or another method of communication
to show their level of understanding orcontribution to an activity or lesson. Students
demonstrate a closed fist for 0 (the lowest level)
through to 5 open fingers (the highest level).
y Question: How assertive were your ‘no’ and‘go’ responses?
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What does being assertive look like andsound like?

242 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

9

What is bullying?

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Recognise bullying behaviour
and identify protective
strategies (PD2-9)

Success criteria
Students will:ydemonstrate how to respondto bullying in a positive way

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Watch a video on bullying such as Bullying is
NEVER OK! on the Bullying. No Way! Website.

UnderstandWhat is bullying?
Explain to students that bullying is morethan just physical actions and that it may also
include using words, threats, and non-physicalbehaviour such as looks, threatening actions or‘leaving a person out’. It can happen in personor online.
Revise the shared meaning of abuse created in
the lesson Types of Abuse.

ResourcesyBullying is NEVER OK! videoy

Cyberbullying clip from
KidsHelplineyShe’s Mean to me clipy

Y-ChartAbuse is actions that cause hurt, harm,or put someone in danger that are notaccidental.

Ask students the following questions:y Is bullying a form of abuse? Emphasise that
it is.
y What types of ways can we be hurt byabuse? Emphasise that we can be hurt
physically and emotionally or, our bodies,thoughts, and feelings can be hurt.
y Can someone be hurt by bullying in thesame way? Emphasise that they can be.
Bullying is abuse.
y How might bullying harm someone?
Examples include, their bodies could be
injured, they could feel sad, they might havebad thoughts about themselves, they might
believe what the person bullying is saying,
they might want to hurt themselves, theyPDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 243

NSW Department of Education

9

What is bullying?

might not be able to sleep, they might not
be able to concentrate at school, they might
be embarrassed or ashamed.
Create a shared meaning for the word bullying
by incorporating the following facts andstudent suggestions:

Bullying is the use of power in an unfairway.
It is repeated verbal, physical and/or social
behaviour that is done on purpose to hurt,
harm, or put someone in danger.
Bullying can be done by an individual or agroup.

Remind students that if they are abused orbullied, they can respond in ways that help
to make things better. They can make apositive choice in how they deal with what
has happened.
Watch the remainder of Cyberbullying fromthe Kids Helpline.
Ask the following question:y If someone bullies you, how could you
respond to the bullying in a positive way?
Examples include:‫ ݖ‬tell a trusted adult‫ ݖ‬tell the person who is bullying to stop

Bullying can occur in person or online.

‫ ݖ‬walk away

Single incidents, arguments, or fights,
between people (without an imbalance ofpower) are not considered to be bullying.

‫ ݖ‬ignore the person who is bullying

For further information refer to the Whatis bullying? Years 3-4 factsheet from the
Bullying.No Way website!

‫ ݖ‬go and stand near someone

Divide the class into groups.
Provide each group with a Y-Chart.
Watch a clip about online bullying such as:
Cyberbullying from Kids Helpline (watch
the first 55 seconds then pause).
Ask students to think about the online bullyingthat was occurring in the video that they
watched. Explain to students that they are torecord words or pictures to show what bullying
looked like, sounded like, and felt like in the clip.
Allow students to record their answers andshare them with the class.

What can someone do about
being bullied?
Ask students to recall what they know about
responding to accidents and abuse in waysthat might help.

‫ ݖ‬go and stand with someone‫ ݖ‬tell the person who is bullying to go away‫ ݖ‬stand up for yourself‫ ݖ‬block the person online‫ ݖ‬report online bullying to the game, site orapp you are using.
Remind students that whichever way theychoose to respond to the bullying, it isimportant to always tell a trusted adult about it,even if the bullying stops.

Act and apply
Show the first 1 minute and 20 seconds of theShe’s Mean to me clip from the Bullying. No
Way! Website.
In pairs or small groups, students create ascene to demonstrate how the girl beingbullied could respond in a positive way.
Emphasise that students are not allowed tophysically touch anyone else in demonstrating
the bullying scene.

244 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

9

What is bullying?

Allow time for students to present or record
their scene and ask the class to identify theprotective strategy that was demonstrated.
How did the person being bullied respondin a positive way to the bullying behaviour?
Formative assessment opportunity.
Observing this activity or collecting thiswork allows students to demonstrateevidence towards outcome PD2-9,
demonstrating protective strategies to
respond to bullying actions.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What could you do if someone wasbullying you? It is important that if
students give unrealistic responses thatthese be addressed, anonymously andsensitively with the class later that day,or as soon as possible.

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 245

NSW Department of Education

10

My strategies

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Identify and practise a range ofstrategies to promote health,safety, and wellbeing (PD2-9)

Success criteria
Students will:ydemonstrate actions andhelp-seeking strategies tostay safe

Switch on

UnderstandIntroduce the learning goals and discuss themwith the class.

Read a fairy tale or another well-known story
where the characters find themselves in unsafe
situations. Examples could include: Jack andthe Beanstalk, The Little Mermaid, Rapunzel,
Beauty and the Beast, Little Red Riding Hood,and Rumpelstiltskin.

Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Display the following Child Protection conceptson the board:

Rights and Responsibilities
Support network of adults
Warning Signs
No-Go-Tell

Have students indicate when they think thecharacters are unsafe with a method suitable
to your class. Examples could include waving,holding up a whiteboard with the word unsafe
or holding their knees to their chest. Ask
students to suggest the warning signs thecharacter might have and how the character
could respond to the unsafe situation.

Secrets
Being Assertive
Bullying and what to do
Ask students to recall what they know about
each concept and how it helps keep them safe.

Act and apply
In groups students choose an unsafe
situation from the story and rewrite it toinclude strategies to enhance the safetyof the character.

246 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

10

My strategies

Have groups present or record the new scenes.
After each scene discuss the strategy that wasused.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What is one thing you could do to respondto an unsafe situation?

PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe | 247

NSW Department of Education

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I need torevisit to ensure understanding?
y When will I/can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence will
I need to adapt to ensure my learning goals
are achieved next time?

248 | PDHPE Stage 2: Child Protection Education | Unit of work My right to be safe

NSW Department of Education

PDHPE

Stage 2: Child Protection Education
Resources

My Right to be safe

NSW Department of Education

Contents
Worksheet: Y-chart......................................................................................................................................................................................251
Worksheet: My support network of adults.................................................................................................................................252
Cards: Body parts........................................................................................................................................................................................ 254
Worksheet: Body outlines......................................................................................................................................................................255
Worksheet: Feelings can change..................................................................................................................................................... 259
Images: No-Go-Tell...................................................................................................................................................................................... 261
Cards: Help-seeking situations.......................................................................................................................................................... 262
Cards: Body signals....................................................................................................................................................................................264
Cards: Secret scenarios........................................................................................................................................................................... 266
Worksheet: Secret to keep or secret to tell .............................................................................................................................. 270
Copyright register....................................................................................................................................................................................... 272

250 | PDHPE Stage 2: Child Protection Education | My right to be safe resources

NSW Department of Education

WorksheetY-chartPDHPE Stage 2: Child Protection Education | My right to be safe resources | 251

NSW Department of Education

Worksheet

My support network of adults
Flower template

252 | PDHPE Stage 2: Child Protection Education | My right to be safe resources

NSW Department of Education

Worksheet: My support network of adults

Hand template

PDHPE Stage 2: Child Protection Education | My right to be safe resources | 253

NSW Department of Education

Cards

Body parts

arms

ear

neck

elbowseyes

thighsfacefeetnipples

fingers

hands

breasts

head

knee

anus

legs

lips

bottom

mouth

nose

testicles

shoulder

toes

penis

vulva

vagina254 | PDHPE Stage 2: Child Protection Education | My right to be safe resources

NSW Department of Education

Worksheet

Body outlines

PDHPE Stage 2: Child Protection Education | My right to be safe resources | 255

NSW Department of Education

Worksheet: Body outlines

256 | PDHPE Stage 2: Child Protection Education | My right to be safe resources

NSW Department of Education

Worksheet: Body outlines

Arms

Ear

Elbows

Eyes

Face

Feet

Fingers

Hands

Head

PDHPE Stage 2: Child Protection Education | My right to be safe resources | 257

NSW Department of Education

Worksheet: Body outlines

Knee

Legs

Lips

Mouth

Nose

ShoulderToes
1

258 | PDHPE Stage 2: Child Protection Education | My right to be safe resources

NSW Department of Education

Worksheet

Feelings can change
Highlight the changing or mixed feelings the character may be feelingin each situation. Next to each situation record whether you think thecharacter is safe or unsafe.
Ellen was at the park with her friends. They wereplaying a game of soccer. Ellen’s team was behind. In
the last minute Ellen kicked a goal and her team won.
It was time to go home. Ellen was feeling proud. She
said goodbye to her friends. She walked across the park.
A group of three older kids sitting around the swings
whistled and made fun of her.
Himal was at home by himself. His Father would behome soon. Himal let himself into the house andphoned his Mother at work to let her know he washome safely. Himal’s Mother told him she had a special
surprise for him tonight. Himal felt happy and started
to do his homework. Someone knocked loudly on thefront door. Himal looked outside and saw a neighbour.
His parents had told him not to open the door toanyone.
Kegan went to stay at his friend’s house. They were
having a great time playing until his friend had a fightwith him and started teasing him.
Natasha’s Mother is in hospital as she had a baby.
Natasha wonders if her Mother is ok and if she will likethe baby. When Natasha’s Mother brings the new baby
home, Natasha holds the baby and the baby seems tosmile at her. Natasha likes the new baby but her Motherspends so much time with the baby that she doesn’t
have time to play with Natasha anymore. Natasha starts
to think that her Mother likes the baby more than her.

__ Safe__ Unsafe__ Safe__ Unsafe__ Safe__ Unsafe__ Safe__ Unsafe

PDHPE Stage 2: Child Protection Education | My right to be safe resources | 259

NSW Department of Education

Worksheet: Feelings can change

Roland is laughing loudly. His Uncle is tickling him.
His Uncle keeps tickling him and starts to wrestle him.
Roland starts to feel uncomfortable. He wants thetickling and wrestling to stop. He asks his Uncle to stop
but his Uncle ignores him.
Tina is starting a new school. She meets the Principal
and her new teacher and then she goes to her newclass. She sits in her new seat. She sees that she issitting next to a boy that she has met before. They smileat each other. At lunch time Tina asks if she can playwith some girls from her class. One girl says she can’t
and that she should go and play with her boyfriend.
Some of the other girls laugh.

260 | PDHPE Stage 2: Child Protection Education | My right to be safe resources__ Safe__ Unsafe__ Safe__ Unsafe

NSW Department of Education

Images2

No-Go-Tell

PDHPE Stage 2: Child Protection Education | My right to be safe resources | 261

NSW Department of Education

Cards

Help-seeking situations

Essie gets into trouble all of
the time at home. Sometimes
she doesn’t even know what
she’s done wrong but her Mum
always hits her hard with an oldbroom handle. It hurts so muchsometimes she can’t sit down
properly.

Sandi was playing in his roomand his older brother keeps
throwing things in his room andconstantly annoying him. He
has asked him to stop but hewon’t listen and Sandi is getting
really annoyed.

Kane’s babysitter has beenbabysitting him since he waslittle. His babysitter always
gives him special cuddles andtouches his private parts.

Alex catches the bus homefrom school every day. In theafternoons some kids fromanother school share Alex’sbus. One of these kids keeps
bumping into Alex, pushingAlex and throwing things at
Alex from behind.

A neighbour in Mia’s street
stares at her when they ride
past her. They are older thanMia and when they are with
their friends they point at Mia
and laugh.

Dani’s friend has told her thatsomeone in his family touches
his private parts. He has asked
Dani not to tell anyone.

262 | PDHPE Stage 2: Child Protection Education | My right to be safe resources

NSW Department of Education

Cards: Help-seeking situations

Archer got into trouble atschool for something he didn’t
do. One of his friends let him
get in trouble for something
they did and now it’s Archer’sword against theirs.

Milla’s Aunty comes over to visit
regularly. When she sees Milla
she makes her kiss her and she
squeezes Milla’s bottom.

Two of Suni’s friends at school
have had an argument andwon’t talk to each other. Theyboth want Suni to be theirfriend and not be friends withthe other person. Suni feels
like she can’t play with eitherof them without the other one
getting angry at her.

Patrick lives with hisGrandparents and they
fight a lot. One day Patrick’s
Grandfather got so angry he hit
Patrick’s Grandmother. Patrick’s
Grandfather told him if he said
anything he would hit him too.

PDHPE Stage 2: Child Protection Education | My right to be safe resources | 263

NSW Department of Education

Cards

Body signals

3

Butterflies in your tummy

4

Quick breathing

5

Racing heart

6

Shaky knees

264 | PDHPE Stage 2: Child Protection Education | My right to be safe resources

NSW Department of Education

Cards: Body signals

7Cold-shivery body

8

Squirmy tummy

9

Sweaty hands

10Warm body

PDHPE Stage 2: Child Protection Education | My right to be safe resources | 265

NSW Department of Education

Cards

Secret scenarios
Read the scenarios and record your answer to the questions.

Dan was riding home from school when an older boy pushed
his bike as he rode past. Dan fell off his bike. The older boy
laughed and told Dan not to tell anyone or he would get him
again.
Discussion questions:
1.

What body signals might you feel with this secret?

2.

Is this a happy secret or an unhappy secret?

3.

What might happen if you tell this secret?

4. What might happen if you don’t tell this secret?
5.

What would you do?

Zara’s Mum was organising a special night out for Zara’s Dadfor his birthday. Zara’s Mum asked her to keep it secret.
Discussion questions:
1.

What body signals might you feel with this secret?

2.

Is this a happy secret or an unhappy secret?

3.

What might happen if you tell this secret?

4. What might happen if you don’t tell this secret?
5.

What would you do

266 | PDHPE Stage 2: Child Protection Education | My right to be safe resources

NSW Department of Education

Cards: Secret scenarios

Samuel was playing a game online when someone asked if
he could send them some photos of him. They said if Samuelsent a photo they would send him a new game for free.
Discussion questions:
1.

What body signals might you feel with this secret?

2.

Is this a happy secret or an unhappy secret?

3.

What might happen if you tell this secret?

4. What might happen if you don’t tell this secret?
5.

What would you do?

Freya caught the bus to school every morning. An older kid
from another school started to take her hat. When she told
them to stop they took her bag as well. When Freya got
off the bus the older kid told her if she said anything theywouldn’t give her stuff back next time.
Discussion questions:
1.

What body signals might you feel with this secret?

2.

Is this a happy secret or an unhappy secret?

3.

What might happen if you tell this secret?

4. What might happen if you don’t tell this secret?
5.

What would you do?

PDHPE Stage 2: Child Protection Education | My right to be safe resources | 267

NSW Department of Education

Cards: Secret scenarios

Zen’s neighbour asked him to come inside because he’dbought him a new toy and wanted to give it to him. The
neighbour said he couldn’t tell his parents that he hadbought him a toy because they would be upset that hedidn’t buy Zen’s sisters something as well.
Discussion questions:
1.

What body signals might you feel with this secret?

2.

Is this a happy secret or an unhappy secret?

3.

What might happen if you tell this secret?

4. What might happen if you don’t tell this secret?
5.

What would you do?

Koa was at the shops with his parents and saw a friend fromschool. His friend was buying a birthday present for one of
their classmates and asked Koa not to tell them what they
had bought.
Discussion questions:
1.

What body signals might you feel with this secret?

2.

Is this a happy secret or an unhappy secret?

3.

What might happen if you tell this secret?

4. What might happen if you don’t tell this secret?
5.

What would you do?

268 | PDHPE Stage 2: Child Protection Education | My right to be safe resources

NSW Department of Education

Cards: Secret scenarios

Emma’s dad is planning a surprise birthday party for her
Mum. He told her not to tell her Mum.
Discussion questions:
1.

What body signals might you feel with this secret?

2.

Is this a happy secret or an unhappy secret?

3.

What might happen if you tell this secret?

4. What might happen if you don’t tell this secret?
5.

What would you do?

Annie was playing with her friend Fran and noticed big
bruises on her arm. Fran told Annie that her Dad gets angry
sometimes and hurts her. She asked Annie not to tell anyone.
Discussion questions:
1.

What body signals might you feel with this secret?

2.

Is this a happy secret or an unhappy secret?

3.

What might happen if you tell this secret?

4. What might happen if you don’t tell this secret?
5.

What would you do?

PDHPE Stage 2: Child Protection Education | My right to be safe resources | 269

NSW Department of Education

Worksheet

Secret to keep or secret to tellRead each scenario and mark whether it is a secret that is ok to keep or
if it is a secret that you should tell a trusted adult.
Dan was riding home from school when an older boy
pushed his bike as he rode past. Dan fell off his bike. The
older boy laughed and told Dan not to tell anyone or hewould get him again.
Zara’s Mum was organising a special night out for Zara’s
Dad for his birthday. Zara’s Mum asked her to keep it
secret.
Samuel was playing a game online when someone
asked if he could send them some photos of him. They
said if Samuel sent a photo they would send him a new
game for free.
Freya caught the bus to school every morning. An older
kid from another school started to take her hat. When
she told them to stop they took her bag as well. When
Freya got off the bus the older kid told her if she said
anything they wouldn’t give her stuff back next time.
Zen’s neighbour asked him to come inside because he’dbought him a new toy and wanted to give it to him. The
neighbour said he couldn’t tell his parents that he hadbought him a toy because they would be upset that hedidn’t buy Zen’s sisters something as well.
Koa was at the shops with his parents and saw a friend
from school. His friend was buying a birthday present
for one of their classmates and asked Koa not to tellthem what they had bought.

270 | PDHPE Stage 2: Child Protection Education | My right to be safe resources__ Keep secret__ Tell secret__ Keep secret__ Tell secret__ Keep secret__ Tell secret__ Keep secret__ Tell secret__ Keep secret__ Tell secret__ Keep secret__ Tell secretNSW Department of Education

Worksheet: Secret to keep or secret to tellEmma’s Dad is planning a surprise party for her Mum.
He told her not to tell her Mum.

Annie was playing with her friend Fran and noticed big
bruises on her arm. Fran told Annie that her Dad gets
angry sometimes and hurts her. She asked Annie not totell anyone.

__ Keep secret__ Tell secret__ Keep secret__ Tell secret

PDHPE Stage 2: Child Protection Education | My right to be safe resources | 271

NSW Department of Education

Copyright register
1.

Body parts: Kids photo created by freepik – www.freepik.com

2. No girl: People photo created by master1305 – www.freepik.com
Go footprints: Background vector created by macrovector_official – www.freepik.com
Tell girl: People photo created by master1305 – www.freepik.com
Trusted people headshots: People vector created by freepik – www.freepik.com
3. Butterflies in your tummy butterflies: Background photo created by freepik – www.freepik.com
butterflies in your tummy girl: Woman vector created by freepik – www.freepik.com
4. Quick breathing boy: Food photo created by diana.grytsku – www.freepik.com
5. Racing heart girl: People photo created by wayhomestudio – www.freepik.com
6. Shaky knees: Shaky knees boy: Cute photo created by drobotdean – www.freepik.com
7. Cold shivery body girl: Winter photo created by freepik – www.freepik.com
8. Squirmy tummy boy: Background photo created by freepik – www.freepik.com
Worms: Food photo created by freepik – www.freepik.com
9. Sweaty hands boy: School photo created by jcomp – www.freepik.com
Droplets: Water vector created by pch.vector – www.freepik.com
10. Warm body girl: Designed by jcomp – www.freepik.com

272 | PDHPE Stage 2: Child Protection Education | My right to be safe resources

NSW Department of Education

PDHPE

Stage 2: Child Protection Education
Unit of work

Standing up forthe rights of myself
and others

NSW Department of Education

Contents
Unit description ...........................................................................................................................................................................................275
Lesson 1: Respect and empathy........................................................................................................................................................280
Lesson 2: My identity................................................................................................................................................................................. 283
Lesson 3: Power to help or harm? .................................................................................................................................................. 286
Lesson 4: Types of abuse......................................................................................................................................................................... 291
Lesson 5: Gender based discrimination......................................................................................................................................294
Lesson 6: What is sexual abuse?....................................................................................................................................................... 297
Lesson 7: Responding to accidents and abuse...................................................................................................................... 302
Lesson 8: Bribes and threats............................................................................................................................................................... 305
Lesson 9: How can I be an upstander?........................................................................................................................................308
Lesson 10: My strategies............................................................................................................................................................................311
Evaluation...........................................................................................................................................................................................................313

274 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

Unit description
Through this unit, students will investigate
whether the rights of others are being
respected in given scenarios and use thisinformation to identify behaviours that
constitute various types of abuse. They willrecognise that everyone has the right to be safe
and that they can use their personal power andstrengths to stand up for their own and others’
rights in a safe and positive way.
Students will explore how behaviour such asbribes, threats and the misuse of power can
indicate safe or unsafe situations. They willconsider the impact gender based violence canhave on people and explore ways to respondwhen this occurs. Students will discuss andidentify protective strategies that can be used
to support and keep themselves and otherssafe with a focus on upstander behaviour.
This unit provides teaching and learning
activities around child protection education.
Students will investigate the essential
question: How can I stand up for the rightsof myself and others?

Skills in focus
Self-management
Self-awarenessy developing greater control and responsibility
for our actions, feelings and behaviours
Decision-making and problem-solving
y finding solutions to problems
Help-seeking
y recognising when help is needed
y accessing support and support networks.

Interpersonal
Social awarenessy respecting difference and diversity

Propositions
Throughout this unit, the propositions areembedded as follows:

Educative purpose
Students are provided with opportunities todevelop the knowledge and skills required torecognise emotional and behavioural warning
signs of abusive behaviour and react in safe andpositive ways. They will create, apply, practiseand evaluate strategies to keep themselves andothers safe if abuse occurs.

Strengths-based approach
Activities in this unit are designed to allow
students to recognise their personal power
when exploring ways to respond to different
types of abuse. This is achieved by encouraging
students to draw on their knowledge andunderstanding of the skills and strategies they
can use to help them respond safely to unsafe
situations.

Develop health literacy
Students are provided with opportunities tofurther develop knowledge and understandingof the rights of a child and to apply thisknowledge to recognise behaviours associatedwith abuse. Opportunities are provided forstudents to apply the skills and knowledge they
have developed to recognise and respond when
their own or others’ rights are being abused.

Critical inquiry
Students are supported to question andchallenge actions that do not respect therights of themselves or others. They haveopportunities to develop skills to recognise theirrights, question unsafe bribes and threats andmake choices to respond to abusive behaviourin positive and safe ways.

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 275

NSW Department of Education

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PD2-1

y

explores strategies to manage
physical, social and emotionalchangePD2-2yexplains and uses strategies todevelop resilience and to makethem feel comfortable and safe
PD2-3
explains how empathy,
inclusion and respect
can positively influence
relationships

PD2-6
describes how contextual
factors are interrelated
and how they influence
health, safety, wellbeing
and participation in physicalactivityy

Recognise their own
emotional responses todifferent situations andhow these might differ toothersExplore ways to respondpositively to adversity

Describe behaviours thatshow empathy and respect
for the rights of othersyDemonstrate actions that
support the rights andfeelings of othersyIdentify forms of power indifferent relationshipsyPredict and reflect on how
other students may feel insituations of gender based
discriminationy

Explore factors that
influence the developmentof personal identity
including genderstereotypes andexpectationsyRecognise when power isbeing used to hurt or harmthemselves or others

Evidence of learning
Students will:ydiscuss different feelings
to a given situation withgroup members

Students will:ygive examples of positive
responses to an accident
or abuse

Students will:ysuggest ways to showrespect and empathyypractise a way of showing
respect during a gameyname ways people are
given powerydiscuss the feelingsof those involved in or
witnessing gender based
discrimination in a scenario

Students will:yidentify who and what
influences their identity

yidentify how genderstereotypes can affectidentityyidentify positive andnegative uses of power
in a given scenario

276 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

Outcomes

Unit learning goals

PD2-7

y

Recognise types of abuse

Students will:

describes strategies to makehome and school healthy, safeand physically active spacesyDefine sexual abuse andidentify some behaviours
that constitute sexual
abuse

y

identify a given situation
as an accident or abuseyidentify the abuse in agiven scenario as sexual
abuse

y

identify bribes and threats
as warning signs of unsafe
situations.

yidentify gender based
discrimination in a scenario.

yyPD2-10ydemonstrates a range ofinterpersonal skills that buildand enhance relationships andpromote inclusion in various
situationsyRecognise bribes andthreats are associatedwith unsafe situations
Recognise different
forms of gender based
discrimination
Demonstrate protective
and assertive ways ofdealing with bullying
Identify safe and supportive
upstander behaviour andprotective strategies

Evidence of learning

Students will:ysuggest behaviours
that support being an
upstanderycreate a message fora character that has
experienced abuse andsuggest some protective
strategies

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 277

NSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus content

How does who I am
influence others?

yexplore how success, challenge and overcoming adversity
strengthens identity, for example (ACPPS033):‫ ݖ‬explore factors that influence the development of personal
identity, eg parents/carers, family, friends, school, genderstereotypes and expectations, disability, culture, religion,
emerging world issues S‫ ݖ‬propose ways to respond positively to challenge andovercoming adversity, eg positive self-talk, optimistic
thinking and help-seeking behaviours, appropriate
expression of feelings S

How can we managechange?

yinvestigate how emotional responses vary in depth and strength,
for example (ACPPS038):‫ ݖ‬recognise their own emotional responses to different situations
and how these might differ to others, eg anxious, worried,
happy, excited S

Why are empathy,
inclusion and respect
important in our
relationships?

ydescribe and practise ways respect, empathy and valuing diversity
can positively influence respectful relationships, for example(ACPPS037):‫ ݖ‬identify roles, rights and responsibilities in different
relationships S‫ ݖ‬describe behaviours that show empathy and respect for therights of others S‫ ݖ‬predict and reflect on how other students might feel in a rangeof challenging situations and discuss what they can do tosupport them, eg tell an adult if someone is being bullied S

How can I contribute topromote healthy, safe andactive communities?

yHow can I take action
to enhance my own
and others’ health,safety, wellbeing andparticipation in physicalactivity?

ydescribe how their own and others’ skills and strategies contributeto healthy and safe outcomes in a variety of situations, for example:‫ ݖ‬recognise types of abuse and bullying behaviours and identify
safe and supportive upstander behaviour and protective
strategies S
identify and practise strategies to promote health, safety andwellbeing, for example (ACPPS036):‫ ݖ‬practise responses and strategies that promote personal safetyin unsafe situations, eg No-Go-Tell, seek assistance I

278 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

Key inquiry questions

Syllabus content

What skills and strategies
do we need to be healthy,safe and empowered?

ydiscuss the contextual factors influencing personal choices anddecisions around health, safety and physical activity, for example:‫ ݖ‬describe strategies to make home and school healthy, safe andphysically active spacesyanalyse physical and emotional responses that indicate when theyand others feel safe or empowered, for example:‫ ݖ‬compare feelings they experience in a variety of safe and unsafe
situations S I‫ ݖ‬recognise emotional and behavioural warning signs associatedwith unsafe situations, eg secrets, bribes, threats, jealousy,
power and control, negative feelings S‫ ݖ‬predict and reflect on how other students might feel in a rangeof challenging or unsafe situations and discuss how they can
respond to support others to feel safe and empowered S I

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 279

NSW Department of Education

1

Respect and empathy

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyySuccess criteria

Describe behaviours thatshow empathy and respect
for the rights of others(PD2-3)Students will:ysuggest ways to showrespect and empathy

Demonstrate actions that
support the rights andfeelings of others (PD2-3)

ypractise a way of showing
respect during a game

Resourcesy

1 blown up balloon per group

Switch on

Explain to students:

Introduce the Question Box to the class.

y

The question box can be used to ask
questions that they want to know but
don’t want to ask in front of everyone.

yThe question box is anonymous, but you
might choose to add your name if you
wish.

y

Everyone will be given a blank piece of
paper at the end of each lesson.

yEveryone must record something
on their piece of paper whether it
is a question or something else, forexample, last night’s dinner to ensure
the questions remain anonymous or adrawing.

yThey must place their own paper into thequestion box.

The question box allows for anonymity
and establishment of student priorknowledge in relation to PDHPE concepts.
Allowing students to ask questions in ananonymous manner will increase student
access to reliable information. Even thoughanonymous, it is expected that teachers
will reasonably be able to work out theidentity of a student should a disclosure be
made, so a child protection response can beprovided. If it is a large group or the teacher
is not familiar with students’ work, they
could invite students to add their name, ifthey wish, saying it will not be shared withthe group. Although not all students will,
this should assist with identification if it isneeded. The box should be a material item
such as a shoe box, bowl, or hat.

Questions will be answered in the next
lesson.

280 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

1

Respect and empathy

Explain to students that they are going topractise using the question box but with ananswer, not a question. Students are to write ananswer to the following question: What sorts
of words, actions or behaviours of others makeyou feel uncomfortable, upset, or unsafe whenworking in a group activity? For example:
y when someone laughs at my ideas
y when people don’t listen
y when someone talks over the topof my ideas
y when I don’t get to talk.
Allow students a few minutes to write theiranswer and place it in the question box.
Remind students that everyone must write
down something and put it in the question box.
If students can’t think of an answer, they canwrite down something that makes them feel
good when working in a group.

Understand
Display the headings Respect and Empathy.
Provide students with post it notes and ask
them to record a definition of what they thinkrespect is and what they think empathy is.
Once recorded each student adds their post
it notes under the Respect and Empathy
headings.
Read through definitions and create a shared
meaning for both respect and empathy.

Read through answers given in the question
box and ask students if any of them areexamples of ways of showing respect. If
student’s names have been used, remind
students of the expectation that no names
will be included.
Discuss answers and explain that as a class it
is not ok to make others feel uncomfortable,
upset, or unsafe.
Explain to students that they are all going tocontribute to creating a display on how to showrespect to each other in the classroom.
In groups students brainstorm ways to show
other people in the class that they care about
them and their feelings.
Have groups share their ideas with the classand record appropriate ideas on the Respect
display. Display in the classroom for futurereference. Ideas might include:
y taking turns to talky listening to others’ ideas
y no put downs or teasingy using kind words
y including others
y being fairy being kindy helping others
y and sharing ideas.

Respect is treating people the way you
want to be treated. It means being caring,and kind, and thinking, and acting in a
way that shows others you care about
them and their feelings.
Respect is acknowledging that everyone
has different thoughts and feelings andthat is ok.
Empathy is being able to put yourself insomeone else’s shoes and understanding
exactly how they are feeling.

This could be contextualised to school values.

Act and apply
Tell students they are going to play a gamecalled Balloon Up, but they need to choose
at least one way of showing respect from theRespect display to practise during the activity.
Explain that the object of the game is to keepa balloon from touching the ground but there
are a few rules.

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 281

NSW Department of Education

1

Respect and empathy

Explain the following rules:y Groups must stay in a circle throughout theentire challenge.
y Groups must count how many touches they
have with the balloon, aiming to get as many
as possible.
y If the balloon touches the ground or anyone
moves out of the circle, the group must startagain from zero.
y Not all members of the group need to bepart of the circle, but they cannot touch theballoon during the challenge, unless it is toretrieve a balloon, and they must somehow
still contribute to the group. Students canuse their imagination here, ideas might
include:y How did you feel when there was a breakin your group, or the balloon hit the groundand you had to start again? How did yourgroup react?
y Was there any behaviour you would change
to make sure everyone felt safe, respected,
and included during the activity?
y How could you make sure everyone felt safe,
respected, and included during the activity?
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y How could you show respect to others inyour class?

‫ ݖ‬keeping everyone focussed‫ ݖ‬counting the touches‫ ݖ‬calling the names of students to touchthe balloon‫ ݖ‬cheering the group on‫ ݖ‬motivating the group to keep going‫ ݖ‬ensuring all students are included‫ ݖ‬collecting the balloon if it touches
the ground.
y Each group is not to invade the spaceof another group.
Give each group a balloon and begin thechallenge. Continue the game for a lengthof time suitable for your class.
Ask the following questions:y How did your group help each other tocomplete the challenge?
y How did people in your group show respect
to each other?
y What made it harder for the group tocomplete the challenge?
y How did you feel when you got up to a highnumber of balloon touches?
282 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

2

My identity

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Explore factors that influence
the development of personal
identity including genderstereotypes and expectations(PD2-6)

Success criteria
Students will:yidentify who and what
influences their identity

yidentify how genderstereotypes can affectidentity

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.

Guess who?

Explain to students that all the clues given
were ways to identify that person. These
characteristics help make up our identity.
Display the heading Identity.
Brainstorm characteristics that make up ouridentity and record ideas under the Identity
heading. Examples might include:

Play a game of Guess Who? where you describea student in the class, and everyone tries toguess who you are describing. Descriptions
could include characteristics such as:

y our family structure

y hair colour

y things we are good aty height

y our strengths

y gendery what we believe iny interests

y what we look likey where we were borny the things we like to doy how we behave

y strengths

y groups we belong toy personality.

y how we feel about ourselves

Reinforce to students that they should only
describe people using positive characteristics.

y genderRepeat the game a few times.

y cultural background.

y religion

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 283

NSW Department of Education

2

My identity

Ask students:y all tall people are good at basketbally Do you think you can change your identity?
Explain that some parts of our identity canchange and will change as we grow older.
Use the class brainstorm to go throughparts of our identity that will, won’t, or
might change.

y boys like sport

UnderstandWho or what can influence
our identity?
Students work in groups to brainstorm who or
what influences different parts of our identity.
Give each group a characteristic such as:y Sports and hobbies
y clothes we wear
y what we look likey things we buy
y how we feel about ourselves
y diety beliefs
y jobs we have.
Students record who or what they think might
influence their choices for the characteristic
they have. For example: who or what might
influence what clothes we wear? Parents,
friends, weather, shops, advertising, our likes,
and dislikes.
Have groups present their ideas.

Gender stereotypes
Display the word stereotype. Ask students what
they think it means.
Give examples such as:y old people are slow and weaky people with tattoos are dangerous
y all people who wear glasses are very smart

y girls like playing with dollsy Mums are good at cooking
y Dads are good at building things
y girls are quiet and gentle
y boys are loud and rough.
Define stereotypes.

Stereotypes are a simple idea about alarge group of people that many people
think is true, but it is not true for everyonein that group.

Explain that a gender stereotype is an idea thatpeople have about being a boy or a girl or awoman or a man and that these stereotypes
can influence what we think we should or
shouldn’t be or do.

Act and apply
Game: fact or stereotype?
Remind students that a stereotype is an idea
people have about a group of people that isn’t
true for everyone in that group.
Explain to students that they are going toread through each statement, and they are toindicate whether they think each statement is afact or a stereotype.
Students can indicate by standing up if it’s astereotype and sitting down if it’s a fact or use
another indicator such as a sign, or hand signal.
After each stereotype, ask students how they
think this belief might change how someone
acts, choices they make, or how they feel about
themselves.

284 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

2

My identity

Statements could include:y Everyone in year 3 is 8 years old.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Girls like to wear dresses.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Some boys like to draw.
y Boys like to play soccer.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Only boys are good at sport.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y All of the good netball players are girls.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Teachers are all girls.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Doctors are men.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Nurses are all girls.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Some of the (students’ year level) like playing
tag.
y Some boys like to play with trucks.
y Girls like reading.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?

y Girls like dolls.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Some girls like to play with Lego.
y All children like to draw.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Girls like the colour purple.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Boys hate the colour pink.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
y Some children like the colour yellow.
y Some boys like the colour pink.
y Some (students’ year level) like to dance.
y Boys like video games.
‫ ݖ‬How might this change how someone
acts, the choices they make, or how they
feel about themselves?
Explain that sometimes these genderstereotypes make people stop doing anactivity they really like, or they make it harderfor people to be themselves, and to like what
they like. This can influence how someone sees
themselves, their identity.
Emphasise that gender should not limit
anyone’s choices in what they can and can’t do.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What is an example of a gender stereotype?
Listen or dance to a song to allow students todispel any tension after this lesson.

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 285

NSW Department of Education

3

Power to help or harm?

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.
Prior to this lesson it may be beneficial to brainstorm a list of superheroes and supervillainsthat are popular amongst your students and create a list more relevant to your class.

Learning goalsyy

Identify forms of power indifferent relationships(PD2-3)
Recognise when power isbeing used to hurt or harmthemselves or others (PD2-6)

Success criteria
Students will:

ResourcesySuperpowers cardsyname ways people are
given poweryScenario: Using Power –Alex and Uncle Dannyyidentify positive andnegative uses of power
in a given scenarioyWhat are Children’s Rights?
video

Switch on

y right to have somewhere safe to live

Introduce the learning goals and discussthem with the class.

y right to have love

Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Watch What are Children’s Rights? by theAustralian Human Rights Commission.
Display the heading ‘Your rights are yoursuperpowers!’

y right to have their bodies respected
y right to have their thoughts andfeelings respected
y right to an education
y right to be heard.
Explain to students that knowing their rights
gives them power to keep themselves andothers safe and protected.

Ask students to recall some of their rights
and record. Examples could include:
y right to be safe and healthyy right to have food286 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

3

Power to help or harm?

UnderstandSuperpowers
Provide Superpowers cards to groups orcomplete as a whole class. Students match thesuperpower to the hero or villain. Note: selectthe superheroes and supervillains from theSuperpowers cards that are most relevant toyour class if you haven’t created your own.
Ask students to identify what superheroes use
their powers for. For example, to fight crime,
save or help people, protect people fromvillains.
Ask students to identify what supervillains
use their powers for. For example, to take over
the world, to hurt or harm innocent people, tocontrol people.
Ask students to identify which characters use
their power in a positive way.
Explain that when villains use their power, they
are often using it in a way that doesn’t respect
the rights of others. They are using their power
in a negative way.
Ask students ‘What is power?’ and createa shared meaning.
Power is being able to do something or
make something happen, or to makeother people do something.

y A coach choosing where players will play in agame. The coach has the power because of
their knowledge and position in the club.
y A taller student demanding money from ayounger student. The taller student has thepower because they are bigger.
y A police car racing to an emergency andcars having to move off the road. The police
have the power because of the law and theirposition in society.
y An older sibling helping a younger sibling tocross a road. The older sibling has the power
because they are older and maybe stronger.
y Parents taking children to the dentist.
Parents have the power because of positionin the family.
y A group of students exclude someone
because they are different. The group has
the power because of the size of the group.
y After each role play ask students to suggest
what the role play was about, who had thepower in the situation; what gave them thatpower and did the power respect the rights
of others?
Remind students that everyone has powerin some way, and that each person also hasa responsibility to use power in a way that
respects the rights of others.

Role playStudents sit in a circle.
Choose students to create a role play about aperson in a position of power using that power.
Role plays could include:y A music teacher getting students to practise
playing their instruments. The teacher has
the power because of their position in theschool.

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 287

NSW Department of Education

3

Power to help or harm?

Act and apply
Scenario
Read through the Using Power – Alex andUncle Danny scenario, and discuss thequestions at the end of the scenario.

Part 1
Alex was eight. Uncle Danny was older
and bigger than Alex. Sometimes Uncle
Danny looked after Alex when Alex’s
parents went out, like tonight. Alex liked it
when Uncle Danny was around because
they had lots of fun together.
Uncle Danny told Alex to go and have a
shower because it was close to bedtime.
Alex didn’t want to shower but Uncle
Danny had been left in charge and Alex’s
parents had said to be good and do what
Uncle Danny said.
Uncle Danny said if Alex had a quick
shower it would be ok to stay up a little
bit later and watch television. Uncle
Danny said this would be their little secretbecause they would both be in trouble if
Alex’s parents found out.
Alex was excited about staying up past
bedtime to watch television and quickly
got in the shower.

Questions:y Who is using their power?
‫ ݖ‬Emphasise that Uncle Danny has thepower.
y Why does Uncle Danny have power?
‫ ݖ‬Emphasise that Uncle Danny is older, andAlex’s parents left Uncle Danny in charge.
y What is Uncle Danny using power for?
‫ ݖ‬Emphasise that he is using the power to
get Alex to shower before bedtime.

y Did Uncle Danny use power to help or harm?
‫ ݖ‬Emphasise that Uncle Danny used power
to help Alex get ready on time.
y How do you feel about the way Uncle Dannyused power?
y What might Alex be feeling?
‫ ݖ‬Examples include excited, happy, andspecial – Uncle Danny is letting Alex stayup later.
y Is the secret about staying up late a secretAlex should keep or tell?
‫ ݖ‬Answers may vary but the following
explanation should be given: Alex mightfeel happy about the secret because itmeans staying up and watching television
which is something fun. However, a
happy secret is one that other people aresupposed to find out about at a special
time and it makes them happy. Uncle
Danny is asking Alex to keep the secretbetween them so they won’t get into
trouble. Alex’s parents wouldn’t be happy
if they found out about it so it isn’t a secretthat Alex should keep. Alex should tell.
Part 2
While Alex was showering, Uncle Dannywalked into the bathroom and waswatching Alex. Alex didn’t like Uncle
Danny watching and asked Uncle Dannyto leave. Uncle Danny said it was gettinglate and Alex needed to hurry up or there
would be no television. Uncle Dannystarted to wash Alex’s private parts sayingthat it would be quicker. Alex got a funnyfeeling in her tummy and told Uncle
Danny to stop (No).

Questions:y Who is using their power?
‫ ݖ‬Emphasise that Uncle Danny and Alex areusing their power.

288 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

3

Power to help or harm?

y What is Uncle Danny using power for?
‫ ݖ‬Emphasise that Uncle Danny is using
power to touch Alex’s private partsy Did Uncle Danny use power in a way that
respected Alex’s rights?
‫ ݖ‬Answers may vary but the following
explanation should be given: Uncle Dannyused the power of being in charge towash Alex’s private parts so Alex would
be ready quicker. Uncle Danny did notrespect Alex’s rights. Uncle Danny should
not have touched Alex’s private parts.
y How do you feel about the way Uncle Dannyused power?
y How do you think Alex might be feeling?
‫ ݖ‬Examples include: uncomfortable,
confused, scared, angry and worried.
y Does Alex have power?
‫ ݖ‬Emphasise that Alex does have power
as she has rights. All children have theright to be safe and to have their body’s
respected and adults have a responsibility
to care for and keep children safe.
Children’s rights are their superpowers.

Extension questions:y Do you think Alex has mixed or changing
feelings? Why?
‫ ݖ‬Emphasise that Alex did have mixed andchanging feelings. Alex felt happy at firstabout getting to stay up late and watch
television. Alex liked Uncle Danny but got
a funny feeling in her tummy when Uncle
Danny touched her private parts. Thismight mean Alex’s feelings about Uncle
Danny begin to change.
y What behaviours of Uncle Danny’s might bea sign that the situation is unsafe?
‫ ݖ‬Examples include Uncle Danny asking
Alex to keep a secret from his parents,
watching Alex in the shower and touchingAlex’s private parts.
y Would it make a difference if Alex was a girlor a boy?
‫ ݖ‬Emphasise that it wouldn’t matter if Alex
was a girl or a boy. Most children of Alex’s
age are able to wash their own bodies.
Other people need permission to touch
private areas whether you are a girl or aboy.

y When and how did Alex use part of the NoGo-Tell strategy?

y Why should Alex tell someone about what
Uncle Danny did?

‫ ݖ‬Emphasise that Alex told Uncle Danny toleave and then to stop (No).

‫ ݖ‬Emphasise that it is important to always
tell a trusted adult if someone looks ator touches your private parts without
permission. Telling someone can help tomake sure it doesn’t happen again.

y What else should Alex do?
‫ ݖ‬Answers may vary but the following
explanation should be given: Alex shouldtell a trusted adult about what Uncle
Danny did. Even if Uncle Danny listenedand stopped touching Alex’s private parts,
a trusted adult such as a parent, an adultfamily member or a teacher should always
be told.

y What might make it hard for Alex to tell?
‫ ݖ‬Examples include, Alex liked Uncle Dannyand didn’t want to get either of them introuble.

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 289

NSW Department of Education

3

Power to help or harm?

It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What should you do if someone usedtheir power over you in a way that was
not fair and ok?

290 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

4

Types of abuse

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Recognise types of abuse(PD2-7)

Success criteria
Students will:yIntroduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.

yswim between the
flags

y

cross the road at
the crossingyriding on the pathydon’t talk to
strangersyyrules in sports

Accident or abuse activity

Display the heading Protection. Add thesubheadings items, safety rules, laws, andpeople.
Brainstorm items, safety rules, laws and people
that help to keep us safe.
Examples include:

Laws

PeopleItems

ywearing seatbeltsyparentsyhelmetsyobeying traffic
signalsypoliceysunscreensmall children
must sit in car
seats

y

teachersyseatbeltsyyfamily

y

shoes

y

nursesy

clothingydoctors

y

hats

y

lifeguards

ylife jackets

yparamedics

yoven mittsycoachesyshin padsyrefereesyelbow guardsymouthguards

ydon’t get in a carwith someone you
don’t knowyidentify a given situation
as an accident or abuse

Switch on

Safety rules

Resources

children must
attend school

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 291

NSW Department of Education

4

Types of abuse

Discuss: What are these things keeping us safe
from? Encourage students to name specificsources of harm such as the sun, drowning,
being run over, being threatened, burning
ourselves, getting sick, being teased, or bullied.
Create a shared meaning for the word
protection.

Emphasise to students that invisible hurt
can be hurt to our bodies, our feelings, or ourthoughts.
Explain that sometimes even with items, safety
rules, laws, and people around to help to keep
us safe we can still have accidents.
Have students share information about an

Protection is being kept as safe as
possible from harm or danger.

accident they have had and who or what
helped them.
Create a shared meaning for the word accident.

Ask students what they think the opposite ofprotection is. For example, being hurt, harmed,
or put in danger.

Something unplanned or not expected tohappen that causes injury or damage.

UnderstandAsk students to suggest ways we can see hurt.
For example:
y scratches

Read the following scenario to students anddiscuss the questions that follow:

y bruises
y bumpsy cutsAsk students what kinds of hurt are invisible(hurt that they can’t see). For example:

Stephie was walking home from school
and tripped on something. Stephie
bumped into Jax who then fell over andended up with a broken arm.

y broken bones
y internal bleedingy headachesy Do you think Stephie planned on tripping?
Emphasise that it was an accident.

y sore stomachy Do you think Stephie meant to knock Jax

y hurt feelings

over? Emphasise that it was an accident.

y hurt thoughts such as feeling bad about
yourself because of what others have said ordone
If students have not suggested psychologicalhurt (such as hurt feelings and thoughts) it isimportant to include some examples such as:
y feeling sad or upset
y not being able to sleep
y thinking they are to blame for being hurty What if Stephie pretended to trip just to
bump into Jax? Would it still be an accident?
Emphasise that it wouldn’t be an accident
as it was done on purpose. Even if Stephie
didn’t plan for Jax to break an arm the bumpwas still planned.
Explain to students that when someone’s body,thoughts or feelings are harmed or injured and
it is not accidental, this is called abuse.

292 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

4

Types of abuse

Create a shared meaning for the word abuse.

Actions that cause hurt, harm, or
put someone in danger that are notaccidental.

Ask students what they think physical abuse is.

Abuse to our bodies. Hitting, kicking,pinching, punching, biting, pushing.

Ask students what they think emotional
abuse is.

Abuse of our thoughts and feelings. Namecalling, teasing, excluding, yelling at, put
downs.

Act and apply
Accident or abuse?
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD2-7, demonstrating knowledge of typesof abuse.
Students complete the Accident or Abuse
activity by sorting situations under theheadings: accident or abuse. Read thesituations to students.

Situations include:

Another student pushes open the door
when Harry is in the toilet and tries totouch Harry’s private parts. (Abuse)
Sid falls off his bike as his younger sisterruns in front of him. (Accident)
Ellen is regularly told she is ‘dumb’ and‘ugly’ by people on social media. (Abuse)
Sam is knocked over by a classmate
running past. (Accident)
Ted is often yelled at by his mother andhit with a hairbrush which leaves big welt
marks all over his back. (Abuse)
Pat is burnt with a cigarette by an angry
adult. (Abuse)
Mick is chased and kicked by an older
student on his way home. (Abuse)
May falls over when she is bumped by her
father when they are playing a game on aslippery floor. (Accident)
Anne is hit in the face with a basketball
thrown from another game. (Accident)
Someone opens the door to the toilet
thinking it is empty when Pam is in there.
They quickly close the door. (Accident)

Discuss answers and explain to students thateven though our bodies might not feel hurtor harm, if our feelings or thoughts are hurt orharmed on purpose, this is still abuse.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What is the difference between an accident
and abuse?

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 293

NSW Department of Education

5

Gender based discrimination

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyRecognise different forms ofgender based discrimination(PD2-7)Predict and reflect on how
other students may feel insituations of gender based
discrimination (PD2-3)

Success criteria
Students will:yidentify gender based
discrimination in a scenarioydiscuss the feelings of those
involved in or witnessing
gender based discrimination
in a scenario

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.

Gender stereotypes
y Watch the short commercial Run like a girl.
y Revise the meaning of gender stereotypes.

An idea that people have about being aboy or a girl or a woman or a man.

ResourcesyGender stereotype cardsyGender based discrimination
scenarios (adapted from
Resilience, Rights andRespectful Relationships
Level 3-4 p79)y

Run like a girl commercial

y Have students form a circle and choose one
person to select a Gender stereotype card.
The student reads the card to the class andprovides a response. Choose two or threeother students to also respond to the card.
y Use the teacher card to stimulate further
discussion if required.
Ask students: How can gender stereotypes
affect people? Examples include: they might
think they have to act a certain way or dress acertain way. Gender stereotypes might makesomeone not do something they like or choosea different activity because of what others
expect them to do as a girl or as a boy.

y Ask students: What message do you think
the commercial was trying to send? For
example, gender should not determine how
people act or limit how a person does things.
294 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

5

Gender based discrimination

Understand(adapted from Resilience, Rights andRespectful Relationships Level 3-4 p76)
Explain to students that sometimes people will
be mean to others because they don’t thinkthey are acting, dressing or making choices
the same as other girls or boys. For example,
a girl might be teased because she dresses‘like a boy’ or a boy might be teased because
he likes ‘dancing like a girl’. When someone
targets others and is mean to them, based ona gender stereotype, it is called gender based
discrimination. Gender based discrimination
can be physical, verbal, or emotional.
Write the headings physical abuse, verbal
abuse, and emotional abuse on the board.
Brainstorm behaviour that might fall undereach heading.

Physical abuse: when a person slaps,
pushes, kicks, throws objects, or uses
objects to hurt a person; or when a person
damages property or possessions, forexample smashing, throwing, stealing,hiding;Verbal abuse: saying, writing, posting or
texting mean, hurtful or untrue things
about a person so as to put them down
Emotional abuse: deliberately excluding
people, making rude or threatening
facial expressions or gestures, stalking
people, threatening or scaring people,
humiliating, shaming, or embarrassing
people.

Explain to students that they will be listening
to a scenario about a student who has
experienced gender based discrimination. They
will think about how this experience might
have made the student feel, and about how thepeople watching might have felt.

Read the following scenario to students:
Kellie and the sports day
It was ‘sports day’ at school, and thestudents were asked to come in theclothes they wear to play sports or active
games. Many of the girls wore their netballuniforms, and some wore ballet costumes,
or karate uniforms. Kellie arrived with her
skateboard, wearing her helmet, knee
pads, and elbow pads. Several of theboys were talking to Kellie, looking at her
skateboard and asking if they could try itout. She showed them a few of the tricks
she had perfected. In the playground,
Aisha whispered something to Megan
while pointing and laughing at Kellie. This
continued in class during group work,
Aisha kept whispering, ‘Boy. Boy. You’rea boy. You should go sit with the boys’.
When they had to go to the bathrooms
to wash hands before snack time, Aisha
stood in the doorway, blocking Kellie’s
entry, and said, ‘This toilet is only for girls!
Skatey Kellie is a boy! Go and use the boy’s
toilets!’ Megan said nothing, just looked
away even when Kellie looked straight at
her. Several other younger students who
were leaving the toilets witnessed this too.

Ask the following questions:y Who was being picked on/who was thetarget? Emphasise that Kellie was the target.
y Who was the perpetrator – the one doing themean things? Emphasise that Aisha was theperpetrator.
y What were the mean things that were doneor said? Examples include, whispering,
pointing, and laughing at Kellie, stopping
Kellie going into the toilets.
y Who were the observers or witnesses?
Examples include, Megan and the younger
students.

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 295

NSW Department of Education

5

Gender based discriminationy What made this gender based discrimination– rather than just discrimination? Emphasisethat this is gender based discrimination
as the discrimination is directed at Kellie
because she doesn’t look or act like Aisha
thinks a girl should look and act.
y What message might this discrimination
send to Kellie? Examples include, thatshe shouldn’t like skating, that she is not
accepted as she is, that something is wrong
with her, that she doesn’t belong.
y What do you think Megan was feeling or
thinking about this discrimination?
y How do you think the younger students felt
about this discrimination?
Explain to students that gender based
discrimination doesn’t just affect the people
who are targeted, it can also affect the people
who witness it or hear about it by scaring themor making them think that they cannot enjoycertain things just because they are a boy orjust because they are a girl.

Act and apply
Use a Think, Talk, Open Exchange to allow
all students to reflect on gender based
discrimination scenarios.
y Inform students that this activity is designed
to encourage everyone to contribute to thegroup discussion and for all group members
to be heard. Students will have time tothink about a scenario and consider somequestions. After a given cue, the students
will each have a turn to share their thoughts
and answers with the group without being
interrupted. Once everyone has had a turnsharing, the group can openly discuss what
was shared during the talk time, and makeconnections between ideas, and ask anyquestions to clarify meaning. The group willthen record answers to the questions to bepresented to the class.

y Students form groups of 3-4 students. Reada scenario to students from Gender based
discrimination scenarios.
y Think (2-3 minutes)
Formative assessment opportunity.
Collecting or observing student responses
allows students to demonstrate evidence
towards outcome PD2-7, demonstratingknowledge of types of gender based
discrimination.
Students independently answer the following
questions after they are read to the class. The
questions could include:‫ ݖ‬What do you notice in this scenario?
‫ ݖ‬Who were the perpetrators – the ones
doing the mean things?
‫ ݖ‬What were the mean things that weresaid or done?
‫ ݖ‬What made this gender based
discrimination – rather than justdiscrimination?
‫ ݖ‬How do you think each character in the
scenario would feel?
‫ ݖ‬What could you do if this happened
to you?
‫ ݖ‬What could you do if you witnessed
this happening?
y Talk (1-2 minutes each):‫ ݖ‬Each member of the group discusses
their answers to the questions without
being interrupted.
y Open exchange (5 minutes):‫ ݖ‬Groups discuss the ideas sharedin talk time.
Have groups present their answers to the class.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What is an example of gender based
discrimination?

296 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

6

What is sexual abuse?

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Define sexual abuse andidentify some behaviours that
constitute sexual abuse (PD2-7)

Success criteria
Students will:yidentify the abuse in a given
scenario as sexual abuse

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Revise the meaning of the term abuse anddisplay.

Actions that cause hurt, harm, or
put someone in danger that are notaccidental.

Display the words physical abuse andemotional abuse under the abuse definition.

ResourcesyBody outlinesyBody part cardsyAlex and Uncle Dannyscenario

Ask students to recall the types of abuse they
have learnt about in the last lesson.
Physical abuse: harm to our bodies.
Emotional abuse: harm to our feelings
and thoughts.

Introduce students to an action to indicate
physical abuse and emotional abuse. Examples
include:y physical abuse: curl up in a ball.
y emotional abuse: one hand on their heartand one hand on their heads.
Read through the following scenarios and ask
students to use the actions to indicate whether
the abuse is physical or emotional:

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 297

NSW Department of Education

6

What is sexual abuse?

Jan’s Mother got very angry after Jan
broke a glass. Jan’s mother hit her. Answer
is physical.
Aria was being chased through the houseby her older brother. When Aria’s brothercaught her, he punched her hard. Answer
is physical.
Lulu was getting called mean names byother people playing an online game.
Answer is emotional.
Leila’s Dad is always telling her she isstupid, and life was better without her.
Answer is emotional.
Esha was followed by another student
from school every afternoon. One day
this student started calling Esha horrible
names and would then laugh. Answer isemotional.
Sandy was grabbed by the arm andshaken so hard that it caused a bruise.
Sandy’s Dad said he was sorry he got so
angry. Answer is physical.
Remind students that even if our bodies are nothurt or harmed, if our feelings or thoughts are
hurt or harmed on purpose, this is still abuse.

Understand
Display large copies of Body outlines that showa front and back view of a girl and a boy andhave students recall and label private areas of
the body with correct anatomical terms. These
could include:
y
y
y
y
y
y
y
y
y

vulva
vaginapenis
testicles
bottomanus
breasts
nipplesthighsy neck.

Most people also consider the mouth to be a
private part of the body as it can be used forkissing other people. People have the rightto say no to a kiss if they feel uncomfortableor experience No feelings. Oral sexual
contact is frequently a component of sexual
abuse of young children.
Remind students that:yTouching or looking at these private
parts should occur only when it isappropriate or when permission is given
to do so.

y

We can touch our own private parts inprivate.

yParents and caregivers, carers, andsupport workers need to touch theprivate parts of babies and small children
when they care for them.

y

As children get older, they can look after
their bodies themselves.

y

If you are ill, injured or need help to lookafter yourself, another person may need
to touch the private parts of your bodies.

When working with some students withdisabilities it will be important to discuss
the need for other people such as a School
Learning Support Officer (SLSO) to touch
the private parts of students’ bodies.
Teachers and SLSOs should be added to‘parents and caregivers’ as acceptablepeople to touch their private parts asthey care for them. Emphasise that thisshould only happen at the time of need,for example, when toileting or bathing.
Teachers should consider their context andthe appropriate information they need to
discuss with their class.
Remind students that some parts of the
body will be considered private for somepeople and not others for various reasons
including different cultural expectations.
Explain that these differences are normal,
and it doesn’t mean that one person is right,
and one isn’t, they are just different andshould be respected. Some Muslim womenand young girls choose to cover their hairwith a hijab in public. In some countries,
people must cover their shoulders andknees when visiting churches and temples.

298 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

6

What is sexual abuse?

Explain to students that there are some partsof the body that are commonly accepted by
all people to be private. These parts can bereferred to as our sexual body parts.
Point to, name and highlight, the sexual partsof the body on the body outlines. These should
include mouth, vulva, vagina, penis, testicles,
scrotum, bottom, anus, breasts and nipples.
Discuss the following questions:y Who can touch the sexual parts of our body?
Emphasise that we can touch our own
sexual parts in private. If we have a rash, aresore or injured, or need help to look after
ourselves, another person may need to touch
the sexual parts of our bodies.
y Can anyone touch the sexual parts of ourbody without our permission? Emphasisethat it is not ok for anyone to touch children
in this way – even if it doesn’t hurt and it
is not uncomfortable. If anyone touches
children in this way it is sexual abuse.
Refer students to the meaning of abusepreviously recorded.
Display the heading sexual abuse and its
definition. Explain to students that sexual
abuse includes:

Looking at, showing, or touching
the sexual parts of the body without
permission. This includes showing or
taking photos, pictures, or videos, and canalso be online.

Act and apply
Scenario
As a class read through the Alex and Uncle
Danny scenario and discuss the questions at
the end of the scenario.

Part 1Alex’s parents owned their own businessand they had been really busy lately. It
was good that their business was doing
well because Alex’s parents seemed a lot
happier, but it also meant that they had
to work late sometimes. On these nights
Uncle Danny would come to look afterAlex.
Uncle Danny would make Alex something
to eat, help with homework, play games,
and help get Alex to bed on time.
Alex liked hanging out with Uncle
Danny. Often Uncle Danny would bringsomething special for Alex like a new toy
or a movie to watch.
Every night when it was time for bed
Uncle Danny would read a book to Alex
before saying goodnight. Uncle Dannyalways gave Alex a kiss goodnight on theforehead, just like Alex’s parents did.
One night, instead of reading a book,
Uncle Danny showed Alex a magazine
with pictures of naked men and women.
Uncle Danny said it was ok to show Alex
these pictures because they were special
friends. Alex hadn’t seen a magazine likethat before and thought it was funny. Thatnight Uncle Danny kissed Alex goodnighton the lips before saying goodnight. Alex’s
body felt a funny kind of hot.

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 299

NSW Department of Education

6

What is sexual abuse?

Questions:y How do you think Alex might be feelingabout Uncle Danny? Examples include,
confused, angry, scared, worried, mixed
feelings, happy, special feelings, cared for,loved. Acknowledge that Alex might nothave bad feelings about Uncle Danny.
Different people will feel different ways inthe same situation and that is ok.
y What did Uncle Danny do that was wrong?
Emphasise that Uncle Danny showed Alex
pictures of naked men and women andkissed Alex on the lips without permission.
y Did Alex do anything wrong? No.
y What were the warning signs that might
indicate Alex was in an unsafe situation?
Emphasise that a child being shown picturesof naked men and women is sexual abuse.
Alex’s body also felt ‘a funny kind of hot’
which is a body signal.
y How could Alex use No-Go-Tell? Emphasisethat Alex could say no, I don’t want you tokiss me and Alex could tell a trusted adultabout the magazine and about the funnyfeeling from the kiss.

Part 2
Uncle Danny came to look after Alex again
the next week. Uncle Danny showed Alexthe magazine again, but this time Alex’s
tummy felt squirmy. Uncle Danny said
goodnight and kissed Alex on the lips, but
Uncle Danny then reached inside Alex’s
pyjama pants and touched Alex’s bottom.
Alex felt uncomfortable about Uncle
Danny doing this.
Alex told Uncle Danny to stop. Uncle
Danny got angry and told Alex that thisgame was special, and Alex shouldn’t
be so selfish. Uncle Danny then said
goodnight, kissed Alex on the lips again
and got up to leave. Uncle Danny told Alex
that the game and the magazine werea secret, and if anyone found out Uncle
Danny wouldn’t be able to bring Alex
special toys anymore.

Questions:y What type of abuse is this? Emphasise that
this is sexual abuse.
y What do you think about Uncle Dannytouching Alex’s bottom? Emphasise that it is
not ok. Even though it didn’t hurt Alex, it isnever ok for an adult to touch a child’s sexualparts this way.
y Did Alex do anything wrong? Emphasisethat Alex didn’t do anything wrong.
y In what ways could this abuse affect Alex?
Emphasise that this could affect Alexemotionally. Alex could feel bad about what
happened and worry about it.
y What should someone do if something
like this happens to them? Emphasise thatpeople should keep saying no and tell themto stop. Tell their parents or another trusted
adult and keep telling until someone listens.
Emphasise that even though Uncle Dannystopped and left the room, Alex should stilltell someone about what happened.

300 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

6

What is sexual abuse?

y Why might it be hard for Alex to tellsomeone? Emphasise it could be hard as
Uncle Danny threatened not to bring Alex
special toys anymore. Uncle Danny told Alexit was a secret. Alex still liked Uncle Danny.
Alex might have mixed feelings about Uncle
Danny and about what happened.
Discuss answers and explain to students thateven though our bodies might not feel hurtor harm, if an older person shows sexual bodyparts to a child or stares at or touches a child’s
sexual parts, it is sexual abuse.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What could you do if someone made you
feel uncomfortable?
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.
It is recommended to follow this lesson witha fun and active game to dispel any tension
students might be feeling after the discussions
about sexual abuse.

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 301

NSW Department of Education

7

Responding to accidents
and abuse

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyExplore ways to respondpositively to adversity(PD2-2)
Recognise their own
emotional responses todifferent situations and how
these might differ to others(PD2-1)

Success criteria
Students will:yygive examples of positive
responses to an accident or
abuse

y

discuss different feelings toa given situation with groupmembers

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.

Body language charades
Have a set of Body language charade cards
for students to choose from that list pairs ofchanging feelings. These could include happy
then sad, sad then excited, excited then scared.

Resources
Body language charades

Acknowledge that some people might show
emotions in different ways. For example,
someone who is excited might jump up
and down but someone else might clench
their fists and shake their arms. Also explainthat different people might use similar
body expressions for different emotions. For
example, some people cry when they aresad, and some people cry when they are
happy. Reinforce that differences like thisare normal and are what make us all special
and unique.

Have a student choose a card and demonstrate
the two feelings to the class. The rest of theclass tries to name the emotions they think
were being expressed. Repeat with a different
student and a different card.

302 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

7

Responding to accidents and abuse

UnderstandCreate and display a table with the headings:
y event
y harm or loss
y emotions
y responses
Brainstorm recent local, state, national orworld events where people have experienced
loss or harm (these events could include bushfires, floods, extreme weather events or healthepidemics). Research a few events prior to thislesson to use as examples in case students areunable to name any). Add these suggestions
under the heading ‘event’.
For each event listed discuss the following
and add suggestions under the appropriate
heading:y What harm or loss have some people
experienced in this event?
y What emotions might these people have felt
or might still be feeling?
y What things have people done during andafter the event to help deal with the harmor loss they or others have experienced?
Ideas might include: helping to clean
up damage, rebuilding, fundraising,starting support groups, talking to others
about their experience, improving safetymeasures, rescuing wildlife, rescuing people,
encouraging change.

Explain to students that even when bad things
happen, we can respond in positive ways that
help to make things better. We might feel sad,angry, upset, scared or other emotions, and it
is normal to feel these emotions, but we canmake a positive choice in how we deal withwhat has happened.
Brainstorm ways to respond when someone
has been harmed, either by accident or on
purpose. Ideas could include:
y staying with someone
y telling an adulty moving away
y standing up to bullies
y saying noy getting others to help
y telling the harmed person you will help themy creating safe places to playy reporting unsafe areas to teachers.

Act and apply
Explain to students that they will be working
in groups to discuss a scenario and how
they would feel if they were in that situation.
Students then suggest ways to respond thatmight help the person involved. Use one
scenario as an example if necessary and havethe whole class provide suggestions before
completing in small groups.

Ask students what they think about how
people have dealt with the bad things thathave happened.

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 303

NSW Department of Education

7

Responding to accidents and abuse

Scenarios (from previous lesson) include:
Another student pushes the door open
when Harry is in the toilet and tries totouch Harry’s private parts. Suggestions
should include: Harry could tell thestudent to stop, try to run away, tell ateacher or his parents/carers or talk to acounsellor.
Sid falls off his bike as his younger sisterruns in front of him. Suggestions should
include: Sid could decide whether hewas hurt or not and keep riding if it’s not
too bad, he could go inside and play afavourite game, tell an adult, ask for help
with any injuries, ask his sister if she isalright, Sid’s sister could check he is ok,
she could go and tell an adult, she could
help Sid get back on his bike.
Ellen is regularly told she is ‘dumb’and ‘ugly’ by people on social media.
Suggestions should include: Ellen could
block people on social media, she could
stop using the app, she could turn her
device off, she could report the abuse via
the app, she could tell an adult, she could
talk to her friends.
Sam is knocked over by a classmate
running past. Suggestions should include:
Sam could check for injuries and get backup if she is ok, she could tell a teacher
she was hurt, she could tell a friend to
get a teacher if she can’t move, she could
talk with a friend until she felt better.
The classmate could stop and ask if Sam
is ok, they could ask Sam if they could
help her, they could get help if Sam wasbadly injured, they could be careful whenrunning near other people from now on.
Ted is often yelled at by his mother andhit with a hairbrush which leaves big
welt marks all over his back. Suggestions
should include: Ted could tell a trusted
adult about what has been happening,
he could show a trusted adult the welt
marks, he could listen to some music tocalm down, he could draw a picture about
what happened and give it to an adult.
Pat is burnt with a cigarette by an angry
adult. Suggestions should include: Pat
could run the burn under some cold

water, Pat could tell a trusted adult, Pat
could call Kids Helpline.
Mick is chased and kicked by an older
student on his way home. Suggestions
should include: Mick could try to run
away, he could find someone to walk with,he could tell an adult, he could find adifferent way home if possible.
May falls over when she is bumped by
her Father when they are playing a gameon a slippery floor. Suggestions should
include: May could ask her Dad for a
hug if she wanted one, she could play
somewhere that isn’t slippery, she could
stop playing, she could check for injuries
and keep playing if she was ok. May’s Dad
could comfort her, he could tell her a joke
to make her laugh again, he could find adifferent game to play.
Anne is hit in the face with a basketball
thrown from another game. Suggestions
should include: Anne could get some icefor her face, she could tell an adult aroundher, she could move from the area to asafer place.

Give each group a different scenario and allow
time for discussion and suggestions.
Each group is to present or record theirsuggestions to their scenario.
Formative assessment opportunity.
Observing this activity allows students todemonstrate evidence towards outcome
PD2-2, demonstrating skills to respond to
accident and abuse in a positive way.
Remind students that if we are hurt or harmed,
it is important to seek help and tell a trusted
adult.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y If you saw someone being bullied what could
you do to help?

304 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

8

Bribes and threats

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Recognise bribes and threats
are associated with unsafe
situations (PD2-7)

Success criteria
Students will:yResourcesyidentify bribes and threats
as warning signs of unsafe
situations

Bribes – Alex andUncle Danny

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Ask students to define the terms bribe andthreat.
Provide the definition of a bribe and threat:

A bribe is a gift given or promised on
the condition that a favour is required inreturn and often must be kept secret. The
favour is often something that you would
not normally be expected to do. A bribe isdifferent to an incentive – this is when you
are promised a reward for something thatyou would normally be expected to do –such as a treat for cleaning your bedroom.

A threat is words or actions which aremeant to force another person to do,or not do, something. A threat often
suggests that something harmful may
happen if the person does not obey.

Use the following examples to assist with
unpacking the language used in bribes andthreats.

Give me your money or I’ll hurt you.
(Threat)If you video chat with me, I’ll get you
through the next level of your game.
(Bribe)If you don’t let me take a photo of you, I’ll
stop buying you presents. (Threat)
If you let me kiss you, I’ll take you to themovie you want to see. (Bribe)

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 305

NSW Department of Education

8

Bribes and threatsy Look at the language of the threat examples(If you don’t ... I will, you will ...) and highlightthat a threat will often suggest that if
someone doesn’t do something, something
bad will happen.
y Look at the language of the bribe examples(If you … I will, you will …) and highlight thatin these examples it is suggested that if
someone does something, they will be given
something they want.

UnderstandRead through the examples of bribes below
and have students identify what feelings andbody signals they might have in each situation.
Emphasise that different people can havedifferent feelings in the same situation and that
this is normal and ok.

Send me a photo of you and I’ll give yousome money.
If you video chat with me, I’ll get you
through the next level of your game.
If you keep what happens when I lookafter you a secret, I will buy you a new
game every month.

Explain to students that threats and bribes areused to make someone act in a way that they
don’t want to act. Threats and unsafe bribes areoften warning signs that a situation is not safeor that a relationship is not safe.

Act and apply
Read the following scenario to students:

Uncle Danny had bought a gift for Alex.
Uncle Danny often bought Alex a gift forno reason and Alex felt excited, happy,
and special. Alex couldn’t wait to see what
it was, but Uncle Danny said they had to
wait until after dinner.
When dinner had been eaten andeverything was cleaned up Uncle Dannysaid Alex could watch some television.
While Alex was watching a really greatshow, Uncle Danny came over withthe gift. Alex’s body was all jumpy withexcitement.
Uncle Danny told Alex to come closer andUncle Danny put an arm around Alex.
Uncle Danny asked Alex for a kiss before
opening the gift. Alex quickly kissed Uncle
Danny on the cheek, but Uncle Dannysaid the kiss had to be on the lips. Alex
had a funny feeling, but they were friends,
so Alex kissed Uncle Danny on the lips.
Alex opened the gift and it was a toy that
Alex had been wanting for a long time.
Alex felt so happy. Uncle Danny said that
because Alex had opened the gift they
had to kiss again. This time Uncle Dannyheld Alex tight and kissed Alex for longer.
Alex’s tummy began to feel all lumpy. Alexpushed away from Uncle Danny and told
Uncle Danny to stop. Uncle Danny said
that Alex was being selfish, and the gifts
would go to someone else if Alex wasn’t
going to kiss Uncle Danny.

As a whole class students complete thefollowing (these tasks are written at the bottomof the resource Bribes – Alex and Uncle Danny).
306 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

8

Bribes and threats

Highlight any warning signs in the scenario.
These could include behaviours such as:
y threatsy bribes and secrets
y body signals
y emotional warning signs
Discuss the following questions:y Was Uncle Danny’s behaviour ok? No
y What do we call Uncle Danny’s request that
Alex kiss Uncle Danny on the lips? Why?
Emphasise that this is a bribe. Uncle Dannywanted a kiss in return.
y Was this an ok bribe? No.
y What body signs did Alex have that might
help her know that this was an unsafe
situation? Examples include feeling funny,changing feelings, lumpy tummy.
y What threat did Uncle Danny make? Uncle
Danny told Alex that if Alex wasn’t goingto kiss Uncle Danny the gifts would go tosomeone else.
y Is this behaviour ok? Emphasise that Uncle
Danny is trying to force Alex to do somethingthat is not ok.
y What should Alex do? Emphasise that Alexshould tell a trusted adult what happened.
Ask students: What they would do if Alex was
their friend and told them what had happened
with Uncle Danny? Ensure students recognisethat it is important to tell a trusted adult whensomeone is asking us to do something thatis not ok. Friends can be a source of support,
but adults are often in a better position to takeaction on a child’s behalf.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What should you do if someone tries to bribeor threaten you?

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 307

NSW Department of Education

9

How can I be an upstander?

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Demonstrate protective andassertive ways of dealing withbullying (PD2-10)

Success criteria
Students will:ysuggest behaviours that
support being an upstander

ResourcesyBullying cards.

yUpstander cardsy

Be an Upstander –Prevent Bullying videoy

Our Special Superpower
video

y

Y chartSwitch on

y What did you notice about the way different
people felt in the same situation?

Introduce the learning goals and discuss themwith the class.

y Is it ok for different people to feel differently
in the same situation? Emphasise that it isnormal for people to be affected by the same
situation in different ways.

Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Revise the meaning of bullying.
Ask students to sit in a circle with the Bullying
cards in the middle.
Choose students to select a card and readthe bullying situation to the class. Students
volunteer explanations of how they would
feel if they were the person being bullied,someone witnessing the bullying or the
person doing the bullying.
Repeat with more cards.
Ask students the following questions:

UnderstandExplain to students that how we feel in abullying situation can affect the actions wemight take when bullying is occurring. Just
like feeling differently, there will be people
experiencing the same situation but reacting
differently.
Ask students the following questions:y What is a bystander? Someone who seesor knows that bullying is happening.
y What have some bystanders done when
they have seen or have known about

308 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

9

How can I be an upstander?

bullying? Examples include: ignored it,
joined in with the bullying, gone and told
someone about it, stood up to the person
doing the bullying, walked away, stood
beside the person being bullied, pretended
they didn’t see it or know about it, laughed,asked the person being bullied if they wereok, filmed the bullying, pushed the person
doing the bullying.
y Do all children have a right to safety?
Emphasise that they do.
y Do all children have a right to havetheir feelings and thoughts respected?
Emphasise that they do.
y Do all children have a right to be protected?
Emphasise that they do.
y How does bullying affect these rights?
Emphasise that it takes a person’s rights
away. It does not respect someone’s rights.
y When is bullying ok? Emphasise that itis never ok, even if someone has bullied
someone else before, it is not ok to bully
them back.
Watch a video about being an upstander suchas Be an Upstander – Prevent Bullying by The
NED Shows or Our Special Superpower on the
Bullying. No Way! Website.
Display the word upstander and a Y chartunderneath.
Ask students to suggest what being an
upstander looks like, sounds like, and feels likeand add suggestions to the Y chart.
y Looks like: going over to someone beingbullied and standing next to them, finding
an adult to tell about the bullying, walking
with someone that has been bullied,leaving an online chat space where bullying
is happening, taking a screenshot, andreporting online bullying.

y Sounds like: telling someone who is bullying
to stop or go away, asking the person beingbullied if they are ok, saying ‘Leave themalone’, reporting the bullying to an adult who
can help, telling a teacher.
y Feels like: support, strength, kindness,
respectful, braveness, courageous, caring.
Create a shared definition of the word
upstander.
An upstander is someone who takes
action against bullying behaviour to keep
someone safe who is being bullied. They
stand up to bullying.
Ask students: Why can it be difficult for a
bystander to stand up to bullying? For example:
y fear of being bullied themselves
y unsure what to do or how to helpy might be friends with the person doing thebullying
y worried about what others will thinky thinking everyone else agrees with thebullying and they don’t want to stand out
y feeling unsafe.
Explain to students that there are somestrategies that upstanders use when theysee or know about bullying. These strategies
include:y Say things like stop, just go away, that’s
enough, in a calm way.
y Standing with or walking beside someonethat is being or has been bullied.
y Reporting the bullying to a teacher oranother adult or reporting online.
y Challenging the person doing the bullying
and tell them it is not ok. They might say‘This is bullying, and you need to stop’,‘Bullying is not ok’, or ‘We all have the rightto be safe here, just stop’.

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 309

NSW Department of Education

9

How can I be an upstander?

y Talking to the person that was being bullied
when it is happening or at a later time.
Asking them how they are feeling and if theywant you to go with them to tell an adult.
Telling them they don’t agree with what theperson bullying said or did.
y Distracting the person doing the bullying by
getting them to go somewhere else or dosomething else. They might say ‘Come on,
let’s go play’, ‘This isn’t fun, do you want to…’ or ‘Hey, can you help me …’ This can stop
the person from continuing to bully andtake them away from the person they werebullying.
Remind students that they should only use oneof these strategies if they feel safe doing so, andbullying should always be reported to a teacher
or another adult who can help.

Act and apply
In groups students discuss a strategy that canbe used to stand up to bullying and suggest
ways to demonstrate being an upstander basedon a situation.
Provide each group with an Upstander card.
Students discuss the situation and answer thequestions with their group.
Groups present or record their solution to thesituation for the class. All students are given apiece of paper for the question box. If students
don’t have a question, they can write theanswer to the following question:y What action can you take as an upstander?

310 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

10

My strategies

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Identify safe and supportive
upstander behaviour andprotective strategies (PD2-10)

Success criteria
Students will:yycreate a message fora character that has
experienced abuse andsuggest some protective
strategies

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Provide small groups with a copy of theDefinition match cards. Each group is to match
the words with their definitions. Check answers
as a whole class.

UnderstandResources
Definition match cards
and answer sheet

Ask students to recall what they know about
each concept and record. This could be
conducted with post it notes so students cancontribute silently. Collate post it notes for eachconcept and share student ideas with the class.
Revise the No-Go-Tell strategy.
When we are feeling unsafe or have warning
signs that we are unsafe we can say no in astrong way if we feel safe to do so, we can go
if we are able to and we should tell someone
about what happened.

Display the following Child Protection concepts:
y Rights of a childy Ways of using powery Physical abusey Emotional abusey Sexual abusey Gender based discriminationy Positive response to abusey Bribes and threatsy Upstander behaviour.

Act and apply
As a class read through the child protection
scenarios and discuss some protective
strategies that could be used to keep thecharacters in the scenario safe.
Students imagine they know the characters in
one of the scenarios from school. Ask students
to take on an upstander role and explain thatthey are going to create a message for the

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 311

NSW Department of Education

10

My strategies

character being bullied in the scenario. The
message must include suggestions of some
protective strategies the character could use to
keep themselves or others safe.
Scenarios include:
Scenario 1: Shandhi is in the toilets
at school. There are a small group of
students calling out insults and horrible
names to Shandhi. Shandhi hears theseinsults and name calling often and isstarting to believe what is being said.
Shandhi is very upset.
Scenario 2: Michael has started a newschool and doesn’t know many people
yet. One day he goes to the toilets andan older student is in there. The older
student shows Michael his private parts
and tells Michael if he doesn’t show him
his private parts, he will hurt him.
Scenario 3: Denver was walking homefrom school and two high school students
started to follow him. They came up closeand one grabbed his arm and twisted it.
The older students told Denver to givethem some money and threaten to hurt
him if he didn’t. There was no one elsearound.
Scenario 4: Mahlia’s parents work longhours and Mahlia is often dropped toschool late by her babysitter. Mia notices
that Mahlia’s arms often have bruises onthem. One day Mahlia tells Mia that herbabysitter hurts her and calls her horrible
names.
Scenario 5: May saw one of her friends,
Ash, steal a classmate’s bag and hide
it around the back of a classroom. Ashthen starts to tell everyone that theclassmate is a nerd and not to play withthe classmate.

Scenario 6: Each morning when moving
into lines, one student often elbows Zac,
takes his hat, and runs off with it. Zac thengets into trouble for being late for lines.
Zac never explains to the teacher thereason for being late. Other students see
this happen and say nothing.
Scenario 7: Zian loves to play his Xboxand often plays against friends online.
Sometimes Zian joins a chat group. One
time, Zian was chatting online he noticed
that one online friend kept typing mean
things to another person in the chatgroup. Other people started to join in. The
next time Zian joined in the same online
friend kept telling Zian he was bad at thegame and he shouldn’t play. Other people
agreed. Zian was upset because he loved
playing the game.
Scenario 8: Sally is 8 years old and a
student in her class always calls her
names and makes fun of her when theteacher is not looking. Today this student
has written notes about her and they arebeing passed around the class. The bellhas just gone for recess.
Scenario 9: A teenager who lives acrossthe street makes rude signs at Bindi,stares at her if she plays outside, andblocks her way if she tries to walk down
the street alone. She is sure that theteenager would hurt her if she tried tostand up for herself.

Have students present their message andprotective strategies for the scenario.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What is the most important thing you havelearnt about being an upstander?

312 | PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others

NSW Department of Education

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I need torevisit to ensure understanding?
y When will I/ can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence will
I need to adapt to ensure my learning goals
are achieved next time?

PDHPE Stage 2: Child Protection Education | Unit of work Standing up for the rights of myself and others | 313

NSW Department of Education

PDHPE

Stage 2: Child Protection Education
Resources

Standing up for therights of myself andothersNSW Department of Education

Contents
Teacher notes: Super powers cards (answers)......................................................................................................................... 316
Cards: Super powers.................................................................................................................................................................................. 318
Worksheet: Using power – Alex and Uncle Danny scenario.......................................................................................... 326
Worksheet: Accident or abuse?........................................................................................................................................................ 328
Teacher notes: Gender stereotype cards.................................................................................................................................... 329
Cards: Gender stereotype...................................................................................................................................................................... 330
Worksheet: Gender-based discrimination scenarios...........................................................................................................331
Cards: Body parts.........................................................................................................................................................................................333
Worksheet: Body outlines..................................................................................................................................................................... 334
Teacher notes: What is sexual abuse? Alex and Uncle Danny scenario................................................................ 336
Cards: Body language charades....................................................................................................................................................... 339
Worksheet: Bribes – Alex and Uncle Danny..............................................................................................................................340
Cards: Bullying.............................................................................................................................................................................................. 342
Cards: Upstander Cards.......................................................................................................................................................................... 345
Worksheet: Y-chart....................................................................................................................................................................................348
Teacher notes: Definition Match cards answer sheet........................................................................................................349
Cards: Definition match...........................................................................................................................................................................351

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 315

NSW Department of Education

Teacher notes

Super powers cards (answers)
HeroesSuperman

He is strong enough to lift almost anything and he can fly. He can run andmove faster than a bullet. He has X-ray vision (he can see through walls), andheat vision (he can shoot heat from his eyes). He can freeze things with his frost
breath and his super-breath (which allows him to blow super hard). He uses his
superpowers to save a lot of people.

BatmanSuperpowers aren’t his real superpowers but he learned many different ways tofight as he grew up. He wears a costume to scare criminals so that there is lesscrime in Gotham. He uses many different tools to fight dangerous criminals andvillains.

Spiderman

His powers are that of super strength and agility, the ability to cling to almost
every surface, the ability to shoot spider-webs using a device that he invented
which he calls "web-shooters," and reacting to danger quickly with his "spidersense". He fights criminals and saves people because he knows it is the rightthing to do.

Hulk

He was exposed to Gamma radiation. When he gets mad, he turns into avery strong superhero. He is big and green skinned. When he changes into asuperhero all his clothes except his purple shorts rip. He is really, really, strong
and is almost invincible. His actions save people and defeat villains.

Iron Man

When he wears his suit he has special superpowers. He can fly and shootbeams from his hands using special technology called "repulsors" in his bootsand gloves. There are many versions of his suit, because he keeps making
improvements. He often battles to save the world.

Mr Incredible

All this superhero wants to do is save the world but he wants to do it on his
own. His superpowers include super strength, super speed, ability to jump toincredible heights, he is not hurt by most things and very sharp senses. He ismarried to Elastigirl who also has superpowers.

Batgirl

Before she was a superhero she saved Batman from being kidnapped. Fromthen on she helped fight crime as a masked superhero. She helps all thesuperheroes in Gotham City using her super smartness and her computerhacking skills. She also uses her amazing martial arts skills and her ability toremember and recall anything and everything.

Wonder Woman

She is the one of the first and most famous female superheros. She fights forpeace and justice. She can run very fast, is very strong, and she can fly. She also
fights crime using special things such as: a lasso of truth that makes people tell
the truth; indestructible bracelets that block bullets; a tiara to knock out or trip
enemies; and an invisible plane that can fly into outer space.

316 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Teacher notes: Super powers cards (answers)

Storm

This superhero has power over the weather, can fly and can see in the dark. Sheis part of the X-men team and uses her abilities to help fight evil mutants andevil people. She fights for peace and equality between humans and mutants.

Elastigirl

She can stretch any part of her body to great lengths and mould it into
different shapes and sizes. She has three children, Violet, Dash and Jack-Jack
who all have their own superpowers. At one point it was illegal for her to use
her superpowers and she spent this time raising her children. She eventually
returned to help defeat a supervillain that planned to destroy all superheroes so
he could take over the world as the one and only superhero.

Villains
Lex Luthor

He uses kryptonite capable of injuring Superman. He has no natural
superpowers but his suit gives him super strength and makes it hard to injure
him. He wanted to defeat Superman and take over the world but never achieved
this. He is the biggest enemy of Superman.

Joker

He fell into a vat of chemical waste, which bleached his skin and turned his hairgreen and his lips bright red, giving him the appearance of a clown. He uses his
venom which causes his victims to laugh uncontrollably. He is the main enemy
of Batman.

Syndrome

He wanted to be a superhero but was rejected by his idol so decided to becomea supervillain instead. He dedicated his life to defeating super-heros and to
get revenge on Mr Incredible. His goal was to take over the world as the only
superhero. He has no superpowers but uses his intellect and engineering skills
to create advanced technologies.

Harley Quinn

She works with the Joker and Poison Ivy. She does whatever she wants.
Sometimes she battles Batman and robs jewellery stores and other times she’ll
battle the bad guys. She is very strong and extremely smart. Her friend Poison
Ivy injected her with a toxin that made her immune to poison and gave herhealing powers.

Cat Woman

She has mastered Dragon Style Kung Fu and Karate and has used these skills
to defeat Batman more than once. She has the ability to befriend cats and train
them and on occasion they have come to her defence. She is sometimes called
Batman’s girlfriend and has worked alongside him but also against him. She is amysterious burglar and jewel thief.

Poison Ivy

She threatens to suffocate all of Gotham City unless she is given what she
wants. She has the physical appearance of a plant with the power to talk plants
into doing evil things. Her crime-partner is Harley Quinn. She has a deadly touchand is immune to all toxins and diseases.

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 317

NSW Department of Education

Cards

Super powers

Superman
BatmanSpiderman
Hulk
318 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Cards: Super powers

Iron manLex LutherJoker
Syndrome

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 319

NSW Department of Education

Cards: Super powers

Mr Incredible
Batgirl
Wonder Woman
Storm

320 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Cards: Super powers

Elastigirl
Harley Quinn
Cat Woman
Poison Ivy

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 321

NSW Department of Education

Cards: Super powers

He is strong enough to lift
almost anything and he canfly. He can run and movefaster than a bullet. He has
X-ray vision (he can see
through walls), and heatvision (he can shoot heatfrom his eyes). He can freeze
things with his frost breathand his super-breath (whichallows him to blow superhard).

Superpowers aren’t his real
superpowers but he learned
many different ways to fightas he grew up. He wears a
costume to scare criminals
so that there would be lesscrime in Gotham. He uses
many different tools to fightcriminals.

His powers are that of superstrength and agility, theability to cling to almost every
surface, the ability to shootspider-webs using devices
that he invented which hecalls “web-shooters,” andreacting to danger quickly
with his “spider-sense”.

He was exposed to Gamma
radiation. When he gets
mad, he turns into a verystrong superhero. He is big
and green skinned. Whenhe changes into a superhero
all his clothes except his
purple shorts rip. He is really,
really, strong and is almost
invincible.

322 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Cards: Super powers

When he wears his suit hehas special superpowers.
He can fly and shoot beams
from his hands using special
technology called “repulsors”
in his boots and gloves. There
are many versions of his suit,
because he keeps making
improvements.

He uses kryptonite capable ofinjuring Superman. He has nonatural superpowers but his
suit gives him super strengthand makes it hard to injure
him. He wanted to defeat
Superman and take over theworld but never achieved this.
He is the biggest enemy ofSuperman.

He fell into a vat of chemical
waste, which bleached hisskin and turned his hairgreen and his lips bright red,giving him the appearance ofa clown. He uses his venom
which causes his victims tolaugh uncontrollably. He is
the main enemy of Batman.

He wanted to be a superhero
but was rejected by his
idol so decided to becomea supervillain instead. He
dedicated his life to defeatingsuperheros and to get
revenge on Mr Incredible.
His goal was to take over theworld as the only superhero.
He has no superpowers
but uses his intellect andengineering skills to create
advanced technologies.

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 323

NSW Department of Education

Cards: Super powers

All this superhero wants to
do is save the world but hewants to do it on his own.
His superpowers include
super strength, super speed,
ability to jump to incredible
heights, he is not hurt
by most things and very
sharp senses. He is married
to Elastigirl who also has
superpowers.

Before she was a superhero
she saved Batman frombeing kidnapped. From thenon she helped fight crime asa masked superhero. She
helps all the superheroes in
Gotham City using her supersmartness and her computerhacking skills. She also uses
her amazing martial arts skills
and her ability to remember
and recall anything andeverything.

She is the one of the firstand most famous female
superheros. She fights forpeace and justice. She canrun very fast, is very strong,and she can fly. She also
fights crime using special
things such as: the lasso of
truth that makes people
tell the truth; indestructible
bracelets; a tiara to knockout or trip enemies; and aninvisible plane that can fly
into outer space.

This superhero has powerover the weather, can fly andcan see in the dark. She ispart of the X-men team anduses her abilities against evilmutants and evil people.
She would like peace andequality between humans
and mutants.

324 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Cards: Super powers

She can stretch any part ofher body to great lengths
and mould it into different
shapes and sizes. She has
three children, Violet, Dashand Jack-Jack who all havetheir own superpowers. At
one point it was illegal for her
to use her superpowers andshe spent this time raising
her children. She eventually
returned to help defeat asupervillain that planned todestroy all superheroes so hecould take over the world as
the one and only superhero.

She works with the Joker andPoison Ivy. She does whatever
she wants. Sometimes shebattles Batman and othertimes she’ll battle the badguys. She is very strong andextremely smart. Her friend
Poison Ivy injected her witha toxin that made her
immune to poison andgave her healing powers.

She has mastered Dragon
Style Kung Fu and Karateand has used these skills to
defeat Batman more thanonce. She has the ability to
befriend cats and train themand on occasion they havecome to her defence. She issometimes called Batman’s
girlfriend and has worked
alongside him but also
against him.

She threatens to get rid of allof Gotham City unless she isgiven what she wants. She
has the physical appearanceof a plant with the power totalk plants into doing evil
things. Her partner is Harley
Quinn. She is immune to all
toxins and diseases.

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 325

NSW Department of Education

Worksheet

Using power – Alex and Uncle Dannyscenario
Scenario part 1
Alex was eight. Uncle Danny was older and bigger than Alex.
Sometimes Uncle Danny looked after Alex when Alex’s parents
went out, like tonight. Alex liked it when Uncle Danny was aroundbecause they had lots of fun together.
Uncle Danny told Alex to go and have a shower because it was close
to bedtime. Alex didn’t want to shower but Uncle Danny had beenleft in charge and Alex’s parents had said to be good and do what
Uncle Danny said.
Uncle Danny said if Alex had a quick shower it would be ok to stayup a little bit later and watch television. Uncle Danny said thiswould be their little secret because they would both be in trouble if
Alex’s parents found out.
Alex was excited about staying up past bedtime to watch televisionand quickly got in the shower.
1.

Who is using their power?

2.

Why does Uncle Danny have power?

3.

What is Uncle Danny using power for?

4. Did Uncle Danny use power to help or harm?
5.

How do you feel about the way Uncle Danny used power?

6.

What might Alex be feeling?

7.

Is the secret about staying up late a secret Alex should keep or tell?

326 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Worksheet: Using power – Alex and Uncle Danny scenario

Scenario part 2
While Alex was showering, Uncle Danny walked into the bathroom
and was watching Alex. Alex didn’t like Uncle Danny watching andasked Uncle Danny to leave. Uncle Danny said it was getting lateand Alex needed to hurry up or there would be no television. Uncle
Danny started to wash Alex’s private parts saying that it would
be quicker. Alex got a funny feeling in her tummy and told Uncle
Danny to stop (No).
1.

Who is using their power?

2.

What is Uncle Danny using power for?

3.

Did Uncle Danny use power in a way that respected Alex’s rights?

4. How do you feel about the way Uncle Danny used Power?

5.

How do you think Alex might be feeling?

6.

Does Alex have power?

7.

When and how did Alex use part of the No-Go-Tell strategy?

8.

Alex told Uncle Danny to leave and then to stop. What else should Alex do?

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 327

NSW Department of Education

Worksheet

Accident or abuse?
Read the situations below and sort into the correct column in the table.
Accident

Abuse

Another student pushes open thedoor when Harry is in the toilet andtries to touch Harry’s private parts.

Pat is burnt with a cigarette byan angry adult.

Sid falls off his bike as his younger
sister runs in front of him.

Mick is chased and kicked by anolder student on his way home.

Ellen is regularly told she is ‘dumb’and ‘ugly’ by people on social media.

May falls over when she is bumpedby her father when they are playing
a game on a slippery floor.

Sam is knocked over by a classmate
running past.

Anne is hit in the face with abasketball thrown from anothergame.

Ted is often yelled at by his motherand hit with a hairbrush which leaves
big welt marks all over his back.

Someone opens the door to the toilet
thinking it is empty, when Pam is in
there. They quickly close the door.

328 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Teacher notes

Gender stereotype cards
Possible discussion points for card 1

Possible discussion points for card 2

1. What do you think it means whensomeone tells a boy ‘you throw likea girl’?

1. What message does this send a boy
if he likes Lego friends?

It is meant as an insult and thatgirls can’t throw as well as boys.
2. Do girls and boys throw differently?

2. What message does this send a girlif she prefers original Lego?
3. Why do you think the 5 main Legofriends characters are all girls?

No, different people might throw
differently but it is not determinedby what gender you are.
3. What message do you think this issending girls? They can’t throw.
4. What message do you think this issending boys? They should be able tothrow.
5. Do you think these messages aretrue or fair?
Possible discussion points for card 3

Possible discussion points for card 4

1. Who decides which boys are strong
and which boys aren’t?

1. Is this meant as an insult?

2. Why are the ‘strong’ girls not included?
3. What message might this send toboys?
That they should be strong and toughenough to do the hard jobs.
4. What message might this send togirls?
That boys are strong and tough andgirls can’t lift heavy things.

Yes, it is said to make the male feelbad about not beating a female atsomething.
2. What message might this send to aboy or man?
That they should be better, stronger or
faster than a girl or a woman and theyshould feel bad if they aren’t.
3. What message might this send to agirl or woman?
That their gender determines whether
they should be good at something ornot.

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 329

Someone at a sports
carnival is laughing attheir friend and says
‘Oh how do you feel,
you got beaten by a
girl?’ What do you
think this means?

Lego Friends is often
considered as being
Lego for girls. Tell us
what you think about
that.

Card 2

Show me how you
would ‘Throw like a girl’
and then ‘Throw like aboy’.

You hear a teacher ask
for 4 ‘strong’ boys tocarry something. How
do you feel about this?

Card 4

Card 1

Card 3NSW Department of Education

Cards

Gender stereotype

330 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Worksheet

Gender-based discrimination scenarios
Scenario 1
Some Year 1 students were playing a game in the sandpit which
included building sandcastles then destroying them with toy cars.
Some Year 1 girls started building a sand sculpture. The boys told
them to leave because this was their play space and it was not forgirls. When the girls said no, the boys came over and jumped on
their sculptures and chased them away.

Scenario 2
Some boys were playing football at lunch time. Two girls decided
that they wanted to join in. They both kicked some goals quite
quickly. One of the boys got annoyed that the girls were getting lotsof kicks. He was getting hardly any. He grabbed a few of his friends
and told them not to kick to the girls anymore. When the girls
complained, he told them to go and play on the equipment with theother girls. It was his football and he did not want any girls to play.

Scenario 3
John and Matteo were teasing Gavin because he was drawing a
picture of rainbows and butterflies with some new sparkly pens that
he had. They called him a girl and told him he would not get invited
to John’s birthday party – because it was only for boys. Some of theother boys thought that Gavin was really good at drawing and theyalso liked his sparkly pens and the colourful card he was making. But
they kept quiet when John and Matteo were teasing Gavin.

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 331

NSW Department of Education

Worksheet: Gender-based discrimination scenarios

Scenario 4
It was Maria’s first day at school. She and a new friend went toplay on the adventure playground. Some older boys ran up to themyelling, ‘This is our fort! Girls can’t play here!’ Then they grabbed themand pushed them out.

Scenario 5
Jacinta told Melanie that she could not sit with her anymore because
she did not wear a dress to school, and never wore anything pretty inher hair. Her group was for proper girls who know how to look pretty.

Scenario 6
When Amira was standing in the canteen queue to buy an icecream,
a boy behind her told her it was the boy line and pushed in front ofher. Other boys then did the same.

Scenario 7
When the students got a choice during sports to do football or
gymnastics, Campbell chose gymnastics straight away. He was the
only boy and one of the girls said, ‘You can’t do gymnastics, it’s forgirls’.

Scenario 8
Three older girls saw that some Year 2 boys were playing handballon the part of the school ground where the older girls liked to play.
They chased them away, saying the place was not for boys. A groupof older boys were nearby and saw what had happened.

332 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Cards

Body parts

arms

ear

neck

elbowseyes

thighsfacefeetnipples

fingers

hands

breasts

head

knee

anus

legs

lips

bottom

mouth

nose

testicles

shoulder

toes

penis

vulva

vaginaPDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 333

NSW Department of Education

Worksheet

Body outlines

334 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Worksheet: Body outlines

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 335

NSW Department of Education

Teacher notes

What is sexual abuse? Alex and Uncle
Danny scenario
As a class read through the Alex and Uncle Danny scenario and discuss the questions
at the end of the scenario.

Part 1Alex’s parents owned their own business and they had been really busy lately.
It was good that their business was doing well because Alex’s parents seemeda lot happier, but it also meant that they had to work late sometimes. On thesenights Uncle Danny would come to look after Alex.
Uncle Danny would make Alex something to eat, help with homework, playgames, and help get Alex to bed on time.
Alex liked hanging out with Uncle Danny. Often Uncle Danny would bringsomething special for Alex like a new toy or a movie to watch.
Every night when it was time for bed Uncle Danny would read a book to Alex
before saying goodnight. Uncle Danny always gave Alex a kiss goodnight on
the forehead, just like Alex’s parents did.
One night, instead of reading a book, Uncle Danny showed Alex a magazine
with pic-tures of naked men and women. Uncle Danny said it was ok to show
Alex these pic-tures because they were special friends. Alex hadn’t seen amagazine like that before and thought it was funny. That night Uncle Dannykissed Alex goodnight on the lips before saying goodnight. Alex’s body felt afunny kind of hot.

Questionsy How do you think Alex might be feeling about Uncle Danny? Examples include,
confused, angry, scared, worried, mixed feelings, happy, special feelings, cared for,loved. Acknowledge that Alex might not have bad feelings about Uncle Dan-ny.
Different people will feel different ways in the same situation and that is ok.
y What did Uncle Danny do that was wrong? Emphasise that Uncle Danny showedAlex pictures of naked men and women and kissed Alex on the lips without
permission.
y Did Alex do anything wrong? No.

336 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Worksheet: What is sexual abuse? Alex and Uncle Danny scenario

y What were the warning signs that might indicate Alex was in an unsafe situa-tion?
Emphasise that a child being shown pictures of naked men and women is sexual
abuse. Alex’s body also felt ‘a funny kind of hot’ which is a body signal.
y How could Alex use No-Go-Tell? Emphasise that Alex could say no, I don’t want you
to kiss me and Alex could tell a trusted adult about the magazine and about the
funny feeling from the kiss.

Part 2
Uncle Danny came to look after Alex again the next week. Uncle Dannyshowed Alex the magazine again, but this time Alex’s tummy felt squirmy.
Uncle Danny said goodnight and kissed Alex on the lips, but Uncle Dannythen reached inside Alex’s pyjama pants and touched Alex’s bottom. Alex felt
uncomfortable about Uncle Danny doing this.
Alex told Uncle Danny to stop. Uncle Danny got angry and told Alex that thisgame was special, and Alex shouldn’t be so selfish. Uncle Danny then said
goodnight, kissed Alex on the lips again and got up to leave. Uncle Danny told
Alex that the game and the magazine were a secret, and if anyone found out
Uncle Danny wouldn’t be able to bring Alex special toys anymore.

Questionsy What type of abuse is this? Emphasise that this is sexual abuse.
y What do you think about Uncle Danny touching Alex’s bottom? Emphasise that it
is not ok. Even though it didn’t hurt Alex, it is never ok for an adult to touch a child’s
sexual parts this way.
y Did Alex do anything wrong? Emphasise that Alex didn’t do anything wrong.
y In what ways could this abuse affect Alex? Emphasise that this could affect Alexemotionally. Alex could feel bad about what happened and worry about it.
y What should someone do if something like this happens to them? Emphasise thatpeople should keep saying no and tell them to stop. Tell their parents or an-othertrusted adult and keep telling until someone listens. Emphasise that even though
Uncle Danny stopped and left the room, Alex should still tell someone about what
happened.
y Why might it be hard for Alex to tell someone? Emphasise it could be hard as Uncle
Danny threatened not to bring Alex special toys anymore. Uncle Danny told Alexit was a secret. Alex still liked Uncle Danny. Alex might have mixed feelings about
Uncle Danny and about what happened.

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 337

NSW Department of Education

Worksheet: What is sexual abuse? Alex and Uncle Danny scenario

Discuss answers and explain to students that even though our bodies might not
feel hurt or harm, if an older person shows sexual body parts to a child or stares at or
touches a child’s sexual parts, it is sexual abuse.
All students are given a piece of paper for the question box. If students don’t have aquestion, they can write the answer to the following question:y What could you do if someone made you feel uncomfortable?

338 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Cards

Body language charades
Happy

Sad

Sad

ExcitedExcitedScaredExcited

Disappointed

Angry

Happy

Frustrated

Confident

CalmWorriedShocked

Sad

Bored

ExcitedRelaxedWorriedPDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 339

NSW Department of Education

Worksheet

Bribes – Alex and Uncle Danny
Uncle Danny had bought a gift for Alex. Uncle Danny often boughtAlex a gift for no reason and Alex felt excited, happy and special.
Alex couldn’t wait to see what it was but Uncle Danny said they had
to wait until after dinner.
When dinner had been eaten and everything was cleaned up
Uncle Danny said Alex could watch some television. While Alex waswatching a really great show, Uncle Danny came over with the gift.
Alex’s body was all jumpy with excitement.
Uncle Danny told Alex to come closer and Uncle Danny put an arm
around Alex. Uncle Danny asked Alex for a kiss before opening thegift. Alex quickly kissed Uncle Danny on the cheek but Uncle Dannysaid the kiss had to be on the lips. Alex had a funny feeling but they
were friends so Alex kissed Uncle Danny on the lips.
Alex opened the gift and it was a toy that Alex had been wanting fora long time. Alex felt so happy. Uncle Danny said that because Alex
had opened the gift they had to kiss again. This time Uncle Dannyheld Alex tight and kissed Alex for longer. Alex’s tummy began tofeel all lumpy. Alex pushed away from Uncle Danny and told Uncle
Danny to stop. Uncle Danny said that Alex was being selfish andthe gifts would go to someone else if Alex wasn’t going to kiss
Uncle Danny.
1.

Highlight any warning signs in the scenario. These could include behaviours suchas threats, bribes and secrets, or body signals and emotional warning signs.

2.

Discuss the following questions:y Was Uncle Danny’s behaviour ok?

340 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Worksheet: Bribes – Alex and Uncle Dannyy What do we call Uncle Danny’s request that Alex kiss Uncle Dannyon the lips? Why?

y Was this an ok bribe?

y What body signs did Alex have that might help her know this wasan unsafe situation?

y What threat did Uncle Danny make?

y Is this behaviour ok?

y What should Alex do?

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 341

Two of your friends had a fight.
One of them found another groupof friends to play with. They haveall started staring at you, pointing
at you and whispering and laughingeach time they see you with yourother friend.

Your friends start calling you names
and forcing you to give them things.
You try to stop them but they justsnatch things from you.

A group of kids in your class are
spreading hurtful rumours aboutyou. Many kids now won’t play withyou or even speak to you. Even yourfriends are starting to think they
may be true.

A group of older kids from anotherschool have been picking on
younger students from yourschool. When they see a childwalking home or waiting for thebus alone, they surround them,and take money, food, or toys. They
sometimes throw things at themand threaten that they’ll hurt them.

NSW Department of Education

Cards

Bullying

342 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

Your classmates have been teasing
you and calling you horrible names
ever since you started to wear
glasses. You didn’t want to wear
glasses but you can’t see very wellwithout them. Sometimes otherkids try to take your glasses and you
know you’d be in a lot of trouble ifthey got broken.

You had a fight with your friend
and now none of your friends will
include you. You have asked to playwith some other kids at school but
no one wants to let you join in. Thishas happened for a week and has
only gotten worse.

Every time you and your friends
go out to the oval to play, older
students steal your ball and kick it
away. They keep telling you thatit’s their oval and to go away.

You‘re playing an online game andin the chat space you notice a few
of your friends are calling someone
horrible names. They are telling thisperson they are useless at the gameand they should get off and play adifferent game. You start a private
chat with this person and they tell
you these people say these things
to them all the time.

NSW Department of Education

Cards: Bullying

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 343

Two of your friends have phones. You
don’t have a phone and really wish you
did. At a sleepover, one of your friends
took a photo of you getting dressedand sent it to the other friend. You wereembarrassed and asked them to delete
the photo. They said they did but they
really didn’t. From then on both of yourfriends started taking photos of you
when you aren’t expecting it and send
them to each other and laugh.

One of your classmates has beenpushing younger students aroundand telling them they can’t play in thehandball squares because they are for
the Year 3/4S. They always throw the
younger students tennis balls awaywhen they come into the squares.
You’ve noticed that this classmate
threatens the younger students when
they walk past.

NSW Department of Education

Cards: Bullying

344 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Cards

Upstander Cards

You see a student being pushed by another student. You
heard that this happened the day before too. The person
being pushed looks scared and upset.
Answer the following questions:
1.

What could you do to help the person being bullied?

2.

What if the person doing the bullying was one of your friends?
How could you stop the bullying?

A student is teasing a classmate because they have red hair.
They call out ‘Ranga’ anytime they are near this person.
When they’re in the playground their friends sometimes join
in and laugh.
Answer the following questions:
1.

What could you do to help the person being bullied?

2.

What if you also had red hair and were younger than these students?
Would you do anything differently?

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 345

NSW Department of Education

Cards: Upstander Cards

A group of students play soccer at break times every day.
One of the boys is continuously called ‘gay’ and is told they
don’t know how to play soccer and to go and play with somedolls.
Answer the following questions:
1.

What could you do to help the person being bullied?

2.

What if you said something to the group and they started teasing you
about being friends with the person being bullied? How could you stop
the bullying?

A student is pushed against the wall by another student
from an older grade who is much taller. You’ve seen theolder student often ‘accidentally’ bump into the younger
student. The older student steals the younger student’s bagand throws it up in a tree.
Answer the following questions:
1.

What could you do to help the person being bullied?

2.

What if the person doing the bullying had bullied you before?
Would you do anything differently?

346 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Cards: Upstander Cards

You were using the computers at school and everyone was
supposed to be doing a project. You kept getting messages
from other students in the class. They were talking aboutanother student and calling them stupid and other names.
You could see this person was getting nasty messages sent
to them and was looking very upset. Two students were
trying to get everyone to ignore this person at lunchtime sothey’d have no one to play with.
Answer the following questions:
1.

What could you do to help the person being bullied?

2.

What if you told an adult about the bullying and nothing was done aboutit? How could you stop the bullying?

You had ridden to the park to meet some friends. When you
got there you saw an older person that you knew from yourstreet. This person started pushing your friend around andtook their bike off them and rode away. As they rode past
they stared at you.
Answer the following questions:
1.

What could you do to help the person being bullied?

2.

What if the person doing the bullying threatened you and told you toremember they knew where you lived? How could you stop the bullying?

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 347

NSW Department of Education

WorksheetY-chart348 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Teacher notes

Definition Match cards answer sheet
Match the word with its meaning.
abuse

Actions that cause hurt, harm or put someone in danger that are
not accidental

bribesTo try to make someone do something by offering to give a gift, afavour, a special outing or special privileges.

bullying

Repeatedly using power in an unfair way to purposely hurt, harm or
put someone in danger.

bystander

Someone who witnesses someone being bullied.

emotional abuse

Hurt or harm to our thoughts and feelings. Can include namecalling, teasing, excluding, yelling at, put downs.

favourDoing something for someone else.

genderstereotypes

An idea about what it means to be a boy or a girl or a woman or a
man and how people will act, based on the group to which they
belong.

gift

Something that is given to someone often to show appreciation or
gratitude.

harm

Injury or damage to someone or something.

identity

Qualities of a person that make them who they are.

physical harm

Injury or damage to the body.

power

Being able to do something or make something happen or to makeother people do something.

protection

Being kept as safe as possible from harm or danger.

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 349

NSW Department of Education

Teacher notes: Definition Match cards answer sheet

respect

It means being caring and kind, and thinking and acting in a waythat shows others you care about them and their feelings.

rightsSomething you are entitled to have by law and that adults have a
responsibility to protect.

safe

Protected from or not exposed to danger or risk.

safety rules

Rules to protect people from harm or injury.

sexual abuse

Looking at, showing or touching the sexual parts of the bodywithout permission.

threats

Words or actions which are meant to force another person to do, or
not do, something.

unsafeIn danger of being hurt or harmed.

upstander

Someone who takes action against bullying behaviour to protect
someone who is being bullied.

350 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Cards

Definition match
Match the word with its meaning.

abusebullying

bribesbystander

emotional abuse

gender stereotypes

favourgift

harm

physical harm

identity

power

protection

rightsrespect

safe

safety rules

sexual abuse

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 351

NSW Department of Education

Cards: Definition matchthreats

unsafeupstander

Actions that cause hurt, harmor put someone in danger thatare not accidental

Repeatedly using power in an
unfair way to purposely hurt,
harm or put someone indanger.

To try to make someone dosomething by offering to give agift, a favour, a special outing or
special privileges.

Someone who witnesses
someone being bullied.

Hurt or harm to our thoughts
and feelings. Can include namecalling, teasing, excluding,yelling at, put downs.

An idea about what it means to
be a boy or a girl or a woman ora man and how people will act,
based on the group to which
they belong.

Doing something for someone
else.

Something that is given
to someone often to show
appreciation or gratitude.

Injury or damage to someone orsomething.

Being kept as safe as possible
from harm or danger.

352 | PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources

NSW Department of Education

Cards: Definition match

Qualities of a person that makethem who they are.

It means being caring and kind,and thinking and acting in a
way that shows others you careabout them and their feelings.

Injury or damage to the body.

Something you are entitled tohave by law and that adults
have a responsibility to protect.

Being able to do somethingor make something happen
or to make other people dosomething.

Protected from or not exposed
to danger or risk.

Rules to protect people fromharm or injury.

In danger of being hurt orharmed.

Looking at, showing or
touching the sexual parts of the
body without permission.

Someone who takes action
against bullying behaviour toprotect someone who is beingbullied.

Words or actions which aremeant to force another person
to do, or not do, something.

PDHPE Stage 2: Child Protection Education | Standing up for the rights of myself and others resources | 353

NSW Department of Education

PDHPE

Stage 3: Child Protection Education
Unit of work

Safe and unsafe
relationships

NSW Department of Education

Contents
Unit description .......................................................................................................................................................................................... 356
Lesson 1: Respect in the classroom and community.......................................................................................................... 361
Lesson 2: Relationships and changes...........................................................................................................................................364
Lesson 3: My support network .......................................................................................................................................................... 367
Lesson 4: Effects of emotions............................................................................................................................................................. 369
Lesson 5: Rights in relationships.......................................................................................................................................................373
Lesson 6: Safety online............................................................................................................................................................................ 376
Lesson 7: Coercion......................................................................................................................................................................................380
Lesson 8: Sources of power.................................................................................................................................................................. 385
Lesson 9: My strategies........................................................................................................................................................................... 387
Evaluation.......................................................................................................................................................................................................... 391

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 355

NSW Department of Education

Unit description
Through this unit, students will investigate
the diversity of relationships and explore
reasons why relationships change. They willdevelop skills to recognise characteristics ofrespectful relationships and identify safe andunsafe online behaviour, types of violence,
coercion and how power might be abused.
Students will consider the effects of emotions
on relationships and positive ways to respondto emotions. They will assess the importanceof their own support networks as they identify
ways to seek help when their rights are notbeing respected.
Students will develop and apply interpersonaland self-management skills to plan for safety
online and offline, protect themselves andpromote supportive upstander behaviour.
This unit provides teaching and learning
activities around child protection education.
Students will investigate the essential
question: What behaviours and actions
make a relationship safe or unsafe?

Skills in focus

Propositions
Throughout this unit, the propositions
are embedded as follows:

Educative purpose
Students are provided with opportunities todevelop the knowledge and skills required
to recognise safe and unsafe relationships
and react in safe and positive ways. They will
create, apply, practise and evaluate protective
strategies to keep themselves and others safe.

Strengths-based approach
Activities in this unit are designed to allow
students to demonstrate their strengths andcapabilities when exploring ways to respondto unsafe relationships. This is achievedby encouraging students to draw on theirknowledge and understanding of theirpersonal rights and characteristics of positive
relationships to help them make decisions toprotect themselves and others.

Develop health literacy

y finding solutions to problems

Students are provided with opportunities todevelop knowledge and understanding of thecharacteristics of positive relationships andactions and behaviours that indicate unsafe
relationships. Students apply this knowledge
to their own relationships in order to recognise
appropriate people to have in their support
network, abuse of power in relationships andwhen they should seek help.

Help-seeking

Critical inquiry

Self-management skills
Self-awarenessy awareness of rights and responsibilities
Emotion and stress management
y recognising emotions
Decision-making and problem-solving

y accessing support and support networks

Interpersonal skills
Empathy buildingy understanding others’ needs
and circumstances

Students are supported to question andchallenge the actions of others that do notrespect the rights of themselves or others.
They have opportunities to develop skills torecognise disrespectful and harmful behaviour,
question unsafe actions and challenge thesebehaviours and actions assertively. Students arealso supported to explore community resources
where they can seek help and question theinformation and messages they are providing.

356 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PD3-1
identifies and applies
strengths and strategies tomanage life changes andtransitionsy

Evidence of learning
Students will:

Distinguish between
different types ofrelationships and how
they are differentyidentify different
relationships they haveand how they differyExplore reasons why
relationships changeyidentify why relationships
might change in a positive
way and a negative way

PD3-2
investigates information,community resources andstrategies to demonstrate
resilience and seek help forthemselves and othersyIdentify trusted adults inthe community who canprovide advice and supportand how to access thesepeopleStudents will:y

Explore the emotions
associated with feelingunsafe and propose
strategies for managing
these feelingsPD3-3
evaluates the impact of
empathy, inclusion and respect
on themselves and othersyDescribe actions that
support caring andrespectful relationships

y

y

y

identify community andonline resources to seek
help and supportysuggest positive ways of
responding to negative
emotions in a given
scenario

Students will:y

Examine the influence ofemotional responses on
behaviour and relationships

record actions or
behaviours that showrespect in the classroom
and communityyDescribe protective
actions and identify skills
to address abuse of power
in relationships

discuss how positive
and negative emotions
can have an impact on
relationships

yidentify ways power is used
responsibly and when it isan abuse of powerydescribe ways to respondto abuse of power

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 357

NSW Department of Education

Outcomes

Unit learning goals

PD3-7
proposes and implements
actions and protective
strategies that promotehealth, safety, wellbeing andphysically active spaces

y

y

y

y

y

Propose a support networkof trusted adults who could
provide advice and support
Recognise anddemonstrate safe
behaviours and actions
onlinePlan for safety online andthe ethical use of mobile
devices and social media
Understand and recognise
coercion and selectappropriate ways to deal
with coercive situations
Plan behaviours andactions that protect andpromote health, safety andwellbeing

Evidence of learning
Students will:ycreate a personal support
network of up to 5 trusted
adults who can provide
advice and support

yidentify safe and unsafe
online behaviour inscenariosyrecord information on
how to be safe onlineyidentify examples of
coercion in a scenarioysuggest strategies toresist coercionycreate messages topromote protective
strategies or supportive
upstander behaviour inabusive situations
identify ways in whichrights are not being
respectedyUnderstand their rights inorder to recognise abusey

Recognise that knowing
their rights can assist in
knowing when to seek help

y

PD3-9
applies and adapts
self-management skills to
respond to personal andgroup situationsyPractise safe andsupportive upstander
behaviour and discuss how
they can prevent or stopbullying

Students will:

PD3-10selects and uses interpersonal
skills to interact respectfully
with others to promote
inclusion and build
connectionsyDemonstrate actions
that support the rights
and feelings of othersycreate a role play or shortvideo to show when andhow to take action whenrights are not being
respected

Students will:ydemonstrate actions andbehaviours that showrespect and inclusion ofclassmates during a group
activity or game358 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus content

How does my uniquenesschange over time?

yExamine how identity and behaviour are influenced by people,
places and the media, for example: (ACPPS051)‫ ݖ‬distinguish different types of relationships and their diversity,eg families, friendships‫ ݖ‬explore the factors that influence how individuals interact
and the personal choices they make, eg body image, genderstereotypes and expectations, rights and responsibilities inrelationships S I

How can I managetransitions andchallenges?

Investigate community resources and ways to seek help about health,safety and wellbeing, for example: (ACPPS053)

How do empathy,
inclusion and respect
have an impact on
myself and others?

Examine the influence of emotional responses on behaviour
and relationships, for example: (ACPPS056)‫ ݖ‬identify trusted adults in the community who can provide
advice and support and discuss ways to access these people
in a range of different contexts, eg parents/carers, family,community Elders, community organisations, teachers S I‫ ݖ‬analyse situations where emotions can influence
decision-making S‫ ݖ‬discuss how appropriate emotional responses can have an
impact on relationships, eg empathy, excitement, happiness S‫ ݖ‬explore scenarios to identify behaviours which make a scenario
safe or unsafe, eg warning signs, secrets, threats, bribes,
violence S I
Practise skills to establish and manage relationships, for example:(ACPPS055)‫ ݖ‬explore reasons why relationships change and devise strategies
to manage transitions, eg changing school, joining a new team,changing priorities, family separation S I‫ ݖ‬describe actions that support caring and respectful
relationships S I‫ ݖ‬recognise risk, abuse and neglect in relationships and ways
to seek help
‫ ݖ‬select and practise appropriate ways to resolve conflict anddeal with bullying, harassment, discrimination, coercion, abuseand violence, eg negotiation, refusal skills S I‫ ݖ‬describe protective actions to develop respectful relationships
and identify skills to address the abuse of power in
relationships, eg seeking help, persistence, assertive responses,
problem-solving I‫ ݖ‬plan for responsible and respectful use of mobile devices
and social media in relationships S

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 359

NSW Department of Education

Key inquiry questions

Syllabus content

How responsible am I for
my own and others’ health,safety and wellbeing?

Recommend appropriate actions to improve health, safety, wellbeingor physical activity issues within the school or wider community, forexample:‫ ݖ‬model behaviour that reflects sensitivity to the needs,
rights and feelings of others S I‫ ݖ‬discuss the importance of health, safety and wellbeing services
in supporting children and share information about local
services using ICT tools, eg online collaboration, multimedia
presentation S

What actions positively
influence the health,safety and wellbeingof my community?

Investigate and adopt practices that help promote and maintainhealth, safety, and wellbeing, for example:‫ ݖ‬plan for personal safety online and ethical use of mobile
devices and social media I‫ ݖ‬propose a personal network of trusted adults who could
provide advice and support, eg parents/carers, teachers I
Plan and practise assertive responses, behaviours and actions that
protect and promote health, safety and wellbeing, for example:(ACPPS054)‫ ݖ‬explore the emotions associated with feeling unsafe andpropose strategies for seeking help and managing thesefeelings, eg fear, anger, feeling anxious S I‫ ݖ‬practise safe and supportive upstander behaviour anddiscuss how they can prevent and/or stop bullying andforms of discrimination and harassment S I

360 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

1

Respect in the classroom andcommunity

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyDescribe actions that
support caring andrespectful relationships(PD3-3)
Demonstrate actions that
support the rights andfeelings of others (PD3-10)

Success criteria
Students will:yyResourcesyQuestion box

record actions or behaviours
that show respect in theclassroom and communityyTea party question cardsy

5 Y charts

demonstrate actions andbehaviours that showrespect and inclusion ofclassmates during a group
activity or gamey

Word draw instructions

Switch on
Introduce the learning goals and discuss themwith the class.
Introduce the Question Box to the class.
The question box allows for anonymity
and establishment of student priorknowledge in relation to PDHPE concepts.
Allowing students to ask questions in ananonymous manner will increase student
access to reliable information. Even thoughanonymous, it is expected that teachers
will reasonably be able to work out theidentity of a student should a disclosure be
made, so a child protection response can beprovided. If it is a large group or the teacher
is not familiar with students’ work, they
could invite students to add their name, ifthey wish, saying it will not be shared withthe group. Although not all students will,
this should assist with identification, if it isneeded. The box should be a material item
such as a shoe box, bowl, or hat.
Explain to students:y

The question box can be used to ask
questions that they want to know but
don’t want to ask in front of everyone.

yThe question box is anonymous, but you
might choose to add your name if you
wish.

y

Everyone will be given a blank piece of
paper at the end of each lesson.

yEveryone must record something
on their piece of paper whether it
is a question or something else, for

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 361

NSW Department of Education

1yRespect in the classroom and community

example, last night’s dinner, to ensure
the questions remain anonymous or adrawing.

Provide students in the outer circle with a tea
party question card. The outer circle asks thenext question to their new partner.

They must place their own paper into thequestion box.

Continue to rotate and ask questions, swapping
the role of the question asker each time.

Questions will be answered at the next
lesson.

Explain to students that they are going tocreate respect posters.

Explain to students that they are going topractise using the question box but with ananswer, not a question. Students are to record
an answer to the following question:

Create 5 Y Charts with the sections ‘looks like’,‘sounds like’, ‘feels like’. Add the headings
below to each one and distribute around theclassroom.

y What sorts of actions or behaviours of others
make you feel uncomfortable, upset, or
unsafe when working in a group activity? For
example, when someone laughs at my ideas,
when people don’t listen, when someone
talks over the top of my ideas, when I don’t
get to talk.

y Respect in the classroom …

Allow students a few minutes to record theiranswer and place it in the question box.
Remind students that everyone must record
something and put it in the question box. If
students can’t think of an answer, they canrecord something that makes them feel goodwhen working in a group.

UnderstandTea party
Students find a partner.
Have the class form an inner circle and an outercircle with one partner in either circle.
Explain to the class that they will be discussing
some questions with their partner and they areto think of actions and behaviours that support
each question.
Provide students in the inner circle with a tea
party question card. Have the inner circle startwith asking the question to their partner in theouter circle. Once students have had a chance
to answer, the outer circle moves in a clockwise
direction, so they have a new partner.

y Respect in the playground …
y Respect at home …
y Respect at sport …
y Respect at the shops …
Students record an example relating to eachheading. This can include some of the answers
that their partners gave them in the previous
activity. Ideas might include:
Looks likey taking turns to talky listening to others’ ideasy including others, asking someone
to join in an activity
y helping others, sharing
Sounds likey using kind words
y not talking about other people’s experiences
y no put downs or teasingy asking people how they feel and what
they thinky asking for others ideas
Feels likey fairy kindy safe362 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

1

Respect in the classroom and community

y caringy What ways did your group show respect
to each other?

y supportivey inclusive
When students have finished, or after a settime, have the students present some ideas
related to each Y Chart and add them to the
Y Charts.
Explain to students that the Y Charts are areminder of how the class can show respect
to each other.

Act and apply
Explain to students that they are going to play agame where they can practise showing respect
to others in the class.
Students are to consider what is on the
Y Charts to check if they are showing respectduring the game.

y How did your group help each otherto complete the game?
y What behaviour helped to make sureeveryone felt safe, respected, and included
during the game?
y Were there any behaviours that made it
harder or easier to complete the game?
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What is an action or behaviour thatmakes you feel safe and respectedin your classroom?

Have students play a favourite class gameor use the game below.

Word draw
Place students into groups. The object of
the game is for the group to guess as many
words as possible drawn by one of the groupmembers.
Each group is given a different pile of cards
with different items to draw so groups can’t
guess off another team.
The drawer selects the card on top of the pileand attempts to draw the item for the groupto guess. Once the word is guessed correctlyor passed on, the next card is drawn, and thegame continues until one group guesses allwords.
After the game ask the class the following
questions:

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 363

NSW Department of Education

2

Relationships and changes

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyDistinguish between
different types ofrelationships and how
they are different (PD3-1)
Explore reasons why
relationships change (PD3-1)

Success criteria
Students will:yyidentify different
relationships they have andhow they differ
identify why relationships
might change in a positive
way and a negative way

Switch on
Introduce the learning goals and discussthem with the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.

Brainswarm
Explain to students that a ‘brainswarm’ is abrainstorm conducted in silence with sticky
notes. Explain to students that by using thistool, there is no critiquing of ideas, dominantvoices or a reluctance to contribute, which
are valuable characteristics of respectful
relationships.
Provide students with sticky notes to complete
the following brainswarms. Students do nothave to contribute to all brainswarms but
should contribute to at least 3.

ResourcesyA3 paper withquestions listedy

Sticky notesyDifferent relationships
worksheet

How are relationships started?
Suggested responses could include,
relationships are started through people
meeting each other or having something incommon which links them, such as being
part of a family, being at the school or in thesame class, living close together, playing sport
together, coming from the same town.
How do positive personal relationships
progress, from just meeting, to becoming
friends, to becoming close?
Suggested responses could include,
relationships develop over time, through sharedexperiences and trust being developed.
Why do some relationships change?
Suggested responses could include, changing
schools or moving away, not trusting someone
anymore, unresolved arguments, not treatingeach other respectfully, family separation,

364 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

2

Relationships and changes

changes to common interests, meeting new
people, becoming too busy.
What ingredients do you believe are essential
for a healthy or positive relationship?

Ask students to suggest reasons why each typeof relationship might change and record theiranswers. Reasons may include:
y spending more time with someone

Emphasise that useful ingredients include –trust, care, respect, safety, fun, empathy, sharedviews, communication (talking and listening),
honesty, praise, or compliments whereappropriate, apologies where appropriate,
loyalty, support.

y changing schools

Understandy moving away from family or friends
and not seeing them as often

Explain to students that as they grow older
and have opportunities to do more thingsand meet new people, their relationships withothers can sometimes change. By the end ofprimary school, we have often formed strong
friendships with our peers but around this age
people often begin to grow and change. Thismight mean that some relationships change.
Brainstorm different types of relationships.
Examples may include:

y family separation
y playing a new sport or interestin a new hobby
y losing trust in someone

y unresolved conflicty a new connection with peers on social
media/online gaming
Inform students that a healthy or positive
relationship is like a recipe – the rightingredients make it great, if the ingredients are
missing or if the ingredients change, it might
not be as good as it could be.

y nephew

Explain to students that you are going toread out some ingredients for a healthy or
positive relationship that they suggested inbrainswarm 4, and while you do that you wantthem to think of someone they are close to, andwhether the relationship includes some of theingredients mentioned. If students have notsuggested many appropriate ingredients thefollowing could be used:y stepparent/stepchildy trusty family friends

y carey cousins

y respecty peer friendships

y safetyy online friendships

y fun

y parent
y carer/childy siblings
y grandparents/grandchildren
y unclesy aunty/niece

y teacher/student

y empathy

Have students complete the Different
relationships worksheet to identify people they
have relationships with and to describe eachrelationship.

y honesty
y support
y compromise

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 365

NSW Department of Education

2

Relationships and changes

y kindness
y forgivenessy communication
y time together
y fairness
y listening
y consideration
y solving problems
y acceptancey shared activities
Explain to students that each relationshipdoes not need to have all the ingredients for
it to be positive, but the more of the healthy
ingredients it has, the closer, stronger, andhealthier the relationship will be.

Act and apply
In groups, students choose two different typesof relationships and list a positive reason fora possible change in that relationship, and anegative reason for a possible change in that
relationship.
Have groups present their ideas.
All students are given a piece of paper for
the question box. If students don’t have aquestion, they can record an answer to thefollowing question:y What are 5 healthy ingredients that you
want in a relationship?

Ask students: If you are related or linked to aperson, does that automatically mean thatyou are close to that person? Sometimes evenmembers of families are not close.
Ask students: If a relationship changes andyou lose some of the healthy ingredients, how
might that affect someone? Examples include,
not as close, angry, or sad, upset, lonely, might
still be ok but just not as close.
Ask students: What are some unhealthy
ingredients in a relationship? Examples include,
bullying, teasing, ignoring, leaving out, lying,stealing, abuse, secrets, bribes, threats, being
neglected.
What if some unhealthy ingredients foundtheir way into the relationship? How might that
affect someone? Examples include, making you
feel bad all the time, confused, angry, scared,
upset, frightened, uncertain, worried, lonely,
you might want to end the relationship.
What could you do if one of your relationships
started to change and you weren’t sure about
it anymore? Emphasise that students should
always talk to a trusted adult about it.
366 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

3

My support network

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyPropose a support networkof trusted adults who could
provide advice and support(PD3-7)
Identify trusted adults in thecommunity who can provide
advice, and support, andhow to access these people(PD3-2)

Success criteria
Students will:yycreate a personal support
network of up to 5 trusted
adults who can provide
advice and support
identify community andonline resources to seek help
and support

ResourcesyCommunity and online
support services worksheetyKids helpline websiteye-Safetykids websiteyBullying. No Way! website

Switch on

UnderstandIntroduce the learning goals and discussthem with the class.

Revise the definition of a support network. A
support network is a group of up to 5 adults
who you trust and could tell if you were unsafe,
threatened, or abused.

Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Students work together in pairs to brainstorm
what a support network is. Ask students toconsider:Explain to students that it is important thatthe relationships they have with their support
network adults should have lots of healthy
ingredients but especially:y trusty How do support networks help us?

y carey Why is it important to have a support
network?

y respect

Allow each pair to share their answers
with the class.

y communication

y support
y safety

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 367

NSW Department of Education

3

My support network

It doesn’t matter if you don’t see these people
often, as long as you have a way of contacting
them and you trust that they will listen to you
and help you.
Ask students: Why is it important to have up to
5 trusted adults in your support network andnot more or less? Emphasise with students
that it is easier to remember up to 5 adults,
especially if you are unsafe and feel confused
and upset. It is important to have up to 5
trusted adults in case you cannot find someone
on your support network, if the adult you telldoes not believe you, or if an adult is not able tohelp you. In some situations, one adult might
be more appropriate to talk to than another.
Brainstorm a list of potential support network
adults under the following headings:
y familyy friends
y onliney schooly community
In pairs, students research a local community
resource that could offer support such as
PCYCs, Police Stations, Youth Centres, After
School Centres, Doctors and Counsellors/
Psychologists. Using the community and online
support services worksheet or another method,
students record the name of the community
resource, any contact details such as phone
number, website and address and a brief
description of the support provided. Once pairs
have researched a local community support
they should explore online support services
such as Kids helpline, e-Safetykids from thee-Safety Commissioner Website and Bullying.
No Way!

These sites are heavily regulated and arechecked by experts so are very reliable. Sites
that end with .au are Australian sites thatare more relevant than sites from othercountries. Kids helpline is not a government or
educational site but is a well-known Australianwebsite that has been providing support toAustralians for a long time.
Ask students to share the information they
have found with the class.

Act and apply
Students work independently to record up to 5
personal support network adults. They should
include a brief reason for choosing these adults
and include ways to contact them.
Students expand their support network options
by listing online and community resourcesthat could support them. They should include
a brief description of the support the resource
provides and the contact details.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What is one of the most important
relationship ingredients that you would
like your support network adults to have?

Ask students to suggest how they know an
online support service is a reliable source.
Explain to students that government andeducation sites end in .gov and .edu.

368 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

4

Effects of emotions

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyExamine the influence ofemotional responses on
behaviour and relationships(PD3-3)
Explore the emotions
associated with feelingunsafe and propose
strategies for managing
these feelings (PD3-2)

Success criteria
Students will:yydiscuss how positive andnegative emotions can havean impact on relationships

Resourcesy

A Joy Story: Joy andHeron filmy‘Someone is being mean
to me online’ webpage

suggest positive ways of
responding to negative
emotions in a given scenario

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Watch the short film A Joy Story: Joy and HeronAsk students the following questions:y What emotions do you think Joy (the dog)
was feeling when they first went out on theboat? Examples could include, excited, happy.
y What did you notice about Joy’s behaviouror actions? Examples could include, Joy was
jumping around, Joy’s tail was wagging, it
looked like Joy was smiling.
y How did Joy’s emotions change when the
Heron started taking the worms? Examples
could include, Joy was angry, annoyed.

y How did Joy react to angry feelings?
Examples could include, Joy growled andchased Heron away. They had a fight over aworm.
y Why do you think Joy offered Heron theworms after seeing Heron’s hungry babies?
Examples could include, Joy understood how
Heron was feeling, and how the babies werefeeling, and wanted to help them.
y How did Joy’s behaviour and actions change
when Joy felt empathy for Heron? Examples
could include, tail was wagging again. Joy
made a thoughtful, kind gesture offering
worms.
y How did Heron’s behaviour and actions
change when Joy showed empathy?
Examples could include, Heron wanted
to show appreciation to Joy and gave Joysome fish.

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 369

NSW Department of Education

4

Effects of emotions

Understand
Display the range of emotions Joy felt, forexample, excited, happy, angry, annoyed, andempathetic.
Ask students to identify the positive emotions.
Examples could include, excitement, happiness(joy), empathy.
With a partner, students discuss the actions
and behaviours they might have when feelingthese emotions.
Have volunteers share some of their partner’s
ideas, for example, jump around, smile, hugpeople, do kind things for people, help others.
Pairs join another pair and discuss how theseactions and behaviours affect the people
around them. Examples could include, theymight feel happy too, they might feel caredfor, they might show kindness back, and somepeople might get excited with you. If you’re too
excited people might get annoyed if they don’t
feel the same way.
Have a group spokesperson share some ideas
from each group.
Ask students to identify the negative emotions
from the short film, for example, annoyed,
angry, some students may mention sad.
In the same groups, students discuss theactions and behaviours they might havewhen feeling these emotions. Examples could
include, hurt people, cry, yell, run, and say mean
things.

and make people around you feel better, anger
can spread anger and make people around you
feel bad, angry, or worse.
Remind students that when our feelings
change from a positive feeling to a negative
feeling, it can sometimes be a warning signthat the situation is becoming unsafe.
Explain that sometimes our negative feelings
can build up and intensify.
Explain to students that they are going to
explore the building up of intense, stronger, ormore deeply felt emotions.
Emotion Statues (Adapted from Resilience,rights & respectful relationships: Teaching forSocial and Emotional Learning and Respectful
Relationships)
Explain that you will call out a negative emotion
and students need to form a mirrored statuewith a partner to show that emotion. You willthen call out a stronger form of that emotion
and in response students need to intensify theirstatue pose.
Demonstrate an example with the emotions
worried and terrified.
Students find a partner and move to a space inthe room and stand face to face. Students takeit in turns to mirror their partner’s statue foreach emotion.
Call out the following emotion combinations forstudents to demonstrate:y worried or terrified

Ask students how these actions and behaviours
affect the people around them. Examples
could include, upset others, make others angry,
people fight back.

y angry or furious

Ask students: What have you noticed about
how someone is feeling, the way they behave,and act, and how it affects others? Examples
could include, happiness can spread happiness

Call out the emotions again and have students
discuss with their partner the types of events
that might lead to the different levels of thatemotional intensity. For example,

y hurt or devastatedy embarrassed or humiliated370 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

4

Effects of emotions

Worried or terrified
y someone threatens to hurt you
y someone is chasing you to hurt you;Angry or furious
y someone has taken something of yours
without permission
y they don’t give it back and they destroy it
Hurt or devastatedy your friend says they don’t want to playwith you
y your friend spends less and less time withyou and then tells you they aren’t friends
with you anymore
Embarrassed or humiliatedy someone teases you about something that
happened to you
y this person spreads it around the school
Ask students to share some experiences that
could create intense emotions.

We can use our emotions to help us makedecisions to keep us safe.
Ask students: When you feel negative
emotions or intense negative emotions andyou recognise a situation is unsafe, what can
you do? Emphasise that they can try to stop
the behaviour that is making you feel thoseemotions, they can remove themself fromthe situation, and they can tell a trusted adultabout how they are feeling.
Explain to students: If you are still feelingnegative or intense emotions there are otherstrategies you might use. Some negative ways
some people deal with their negative feelings
include: taking it out on others and using
violence and aggression. As we discussed
before these behaviours often affect othersaround us and often make things worse.
Ask students: If we have used strategies tochange an unsafe situation and we are still
feeling negative emotions what things can wedo that might make things better?

Explain to students that intense emotions may
occur with a serious incident; they can build up
over time or they can build up depending on
the frequency of the experience.

Explain to students that the following positive
coping strategies can help us feel better or help
us think clearer to make better decisions:

Explain to students that it is normal to feel
intense emotions in some situations and thatthey can also be a warning sign that a situation
has become unsafe. What is important is how
we respond to these emotions. There are both
positive and negative coping strategies thatpeople use to respond to these emotions.

y includes things like exercise, sport, dance,
active play which can help lift your mood.

Ask students: Why do you think it might
be good to understand how someone elsemight be feeling? Examples include, it helps
us support someone, be kind, caring, andfair. These are all key ingredients in positive
relationships.
Ask students: Why do you think it might beimportant to recognise our own emotions?
Emphasise that our emotions help us torecognise whether a situation is safe or unsafe.

Physical activity

Self-calming activity
y includes things that calm you down, likedrawing, meditation, being in a quiet space,
listening to soothing music, taking a shower,
mindfulness.
Social activity
y includes things that connect you with others
like talking things over, help-seeking or
playing with others(Adapted from the State of Victoria(Department of Education and Training) 2016
Resilience, rights & respectful relationships:
Teaching for Social and Emotional Learning andRespectful Relationships)

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 371

NSW Department of Education

4

Effects of emotions

Act and apply
In pairs, students explore ‘Someone is being
mean to me online’ webpage.
Students choose one example of cyberbullying
from the ‘Someone is being mean to me
online’ webpage and create a brief, two or
three sentence scenario around this example
explaining what happened, who it happened
to, and the negative emotions that werefelt. View student scenarios as students areworking to provide feedback and assistance,
where necessary, and to ensure scenarios areappropriate.
Ask students to suggest positive ways thecharacter in their scenario could respond totheir negative emotions. This could include
ways to stop the cyberbullying, seeking help
and positive coping strategies.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD3-2, demonstrating knowledge ofstrategies to respond to negative emotions
in order to help themselves and others.
Ask pairs to share their scenarios and positive
ways of responding to negative feelings.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What are some positive strategies to deal
with negative emotions?

372 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

5

Rights in relationships

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyUnderstand their rights inorder to recognise abuse(PD3-7)yRecognise that knowing
their rights can assist in
knowing when to seek help
(PD3-7)yPractise safe and supportive
upstander behaviour anddiscuss how they can
prevent or stop bullying(PD3-9)Success criteria
Students will:yidentify ways in which rights
are not being respectedycreate a role play or shortvideo to show when and how
to take action when rights
are not being respected

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Watch the short video ‘The Upstander’.
Discuss the following questions:y Why do you think Belle replaced herheadphones when she heard other students
bullying Tina? Examples include, she foundit easier to ignore the bullying than to standup to it.

ResourcesyRights scenarios worksheety‘The Upstander’ video

y What do you think Tina is feeling when
she is being bullied? Examples include,
fear, scared, worried.
y What do you think Belle is feeling when shesees Tina being bullied? Examples include,
fear, relief it isn’t her, guilt, concern.
y What choice did Belle make about thebullying? Examples include, she chose to
be an Upstander and support Tina to stop
the bullying.

Understand
Revise: What is a right? Emphasise that rights
are things that all people should have.
Brainstorm a list of rights or conditions which
students believe all children should expect.

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 373

NSW Department of Education

5

Rights in relationships

Use the following headings for the brainstorm
and to record students’ responses:
y to be safe
y to be cared forWho has a responsibility to make sure therights of children are being protected?
Emphasise that adults have this responsibility.

y to be treated fairly

Do children have a responsibility to protect
the rights of others? Emphasise that children
are responsible for respecting the rights ofothers and treating others fairly, but they never
have the full responsibility for the safety andprotection of others.

Address any suggestions by students that are
wants by explaining that they represent wants,
not needs.

In pairs, students read through the scenarios
on the rights scenarios worksheet and answer
the questions.

Ask students the following questions:

Discuss the scenarios as a whole class.

y to have their bodies respected
y to have their thoughts and feelings
respected

y Do you think any of the behaviour in thefilm ‘The Upstander’ respected the rights
of others? Examples include, no in the
beginning and yes in the end.
y What rights were not being respected?
Examples include, the right to be safe,
the right to have feelings respected.
y Who was not respecting these rights?
The students that were bullying.
y Who could have protected the studentthat didn’t have her rights respected?
Examples include, teachers, parents, andother students.
y How could these rights have been met?
Examples include, students not bullying,other people standing up to the bullying.
y What is empathy? Emphasise that empathy
is the ability to understand what someone is
feeling and feel it with them.
y How did Belle show empathy for Tina?
Examples include, she supported her andstood up for her rights.
Explain to students that for rights to be met
other people have to respect those rights.
People must demonstrate actions andbehaviour that support and protect therights of others.

Discuss the following questions:y What could you do if someone acts towards
you in a way that does not respect yourrights? Emphasise that students can takeaction to get their rights respected. If thisdoesn’t work, they may need to seek help
from an adult.
y What if an adult harms or threatens you?
Emphasis that adults have particularresponsibilities towards children. Children
are entitled to be protected – not harmed,
by adults. There are people who can help.
These could be family members, neighbours,
support network adults, teachers, and other
adults whose job it is to look after the safety
and wellbeing of children.
y Are there times when children are
not entitled to be safe from abuse orharm? Emphasise that adults are always
responsible for ensuring children are safe
from harm. Adults who abuse children
sometimes try to make them think that they
don’t deserve to be safe or respected so they
will keep the abuse a secret. These adults
usually know that what they are doing iswrong. Children always have the right to besafe and respected.

374 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

5

Rights in relationships

It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.

Act and apply
Replay the short video ‘The Upstander’.
Explain to students that they are going tocreate a script for a role play or short video
that shows a different bullying situation.
In pairs, students are to create the script withan ending which demonstrates what they
could do when their rights and the rights ofothers are not being met.
Have students role play or record their shortvideos and show them to the class.
Formative assessment opportunity.
Observing this activity allows students todemonstrate evidence towards outcome
PD3-9, demonstrating self-management
skills to recognise how and when to seekhelp.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y Why does it help to know your rights?

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 375

NSW Department of Education

6

Safety online

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyRecognise and demonstratesafe behaviours and actions
online (PD3-7)
Plan for safety online and theethical use of mobile devices
and social media (PD3-7)

Success criteria
Students will:

ResourcesyOnline scenarios worksheet

yidentify safe and unsafe
online behaviour in scenariosy#GameOn: Ep4 – Telling
Dean clipyrecord information on how
to be safe onliney‘Be an eSafe kid’ webpage

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Explain to students that they will be exploring
the risks of sharing content and images online.
Ask students to record or hold their fingers
up on both hands and put one finger downeach time they can answer yes to the following
statements:y Have you ever had a photo taken of you ortaken one yourself?
y Have you ever had a photo of you uploaded
onto social media or uploaded one yourself?
y Have you ever had a comment made about
your photo?
y Have you ever downloaded an app without
your parent’s permission?

y Do you use any form of social media?
y Are your social media accounts public?
y Have you ever accepted a friend on a social
media account that you didn’t know?
y Have you had a photo of yours shared bysomeone after it was uploaded?
y Have you ever felt uncomfortable abouta photo being shared, or been teased, orbullied about the photo?
Acknowledge that everyone that answered
yes to two or more of the questions has had
the potential to be at some level of online risk.
The more times you answered yes, the morepotential risk you have.
Explain to students that because so manythings they do are online using devices, it isvery important to understand the risks of being
online, the responsibilities that come withusing online devices and what to do when an
online environment becomes uncomfortable
or unsafe.

376 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

6

Safety online

Understand
Watch the clip by on the e-Safety
Commissioner’s Website called#GameOn: Ep4 - Telling Dean
Divide the class into 4 groups and give eachgroup two of the questions below to discuss:y What types of content have you posted
online? Examples include, pictures ofthemselves, food pictures, videos of theirfamily, status updates.
y What types of content or images should
you think twice before posting? Examples
include, nasty comments, a picture of afamily member, a video of your friend
dancing without asking permission first.
y Why do kids like to share online? Examples
include, communicating with friends andfamily, it’s fun, they want to create an online
identity.
y When should you get advice before posting
content or images online? Examples include,
your first time posting, if you’re unsure if
a picture might be unsafe or disrespectful
to post.
y How can you keep your location private as an
extra security measure? Examples include,
checking your settings in the app, turning
off location settings on your phone, keeping
identifying information, for example, yourschool logo out of the picture.
y How do you control who sees what you
share online? Examples include, adjusting
your privacy settings, letting other people
know how you feel about your images being
shared with others.
y Who should you share content or images
with? Examples include, friends, family,
people you know.
y When should you share something that
doesn’t belong to you? Emphasise only
when you have permission from the person
to do so.

(Activities adapted from the Forever Lesson
Plan Teacher resource on the educators sectionof the esafety commissioner’s website)
Have each group present their answers anddiscuss as a class.
Students explore ‘Be an eSafe kid’ through thee-Safety Commissioner’s Website to identify
how to be safe online.
Students create a page with four sections andrecord information around being safe online
under the four headings:
y Be safey Be curious
y Be kindy Be secure
Discuss the information that students
recorded as a class.

Act and apply
Provide each student with one of the scenarios
from the Online Scenarios worksheet.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD3-7, demonstrating knowledge ofstrategies for staying safe online.
Students read through the scenario and record
their answer to the discussion questions. The
questions are:
1. What were the safe and unsafe behaviours
or actions in the scenario?
2. What would you do next if you were theperson in the scenario?
3. Which of your support network adults would
you tell if you needed advice or support inthis situation?
4. What safety messages would you give
to someone to increase safety or reduce
the risk online?

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 377

NSW Department of Education

6

Safety online

Scenarios include:
Mahli had been chatting to a friend online
called TallDude11. They’d been talking fora while and TallDude11 had asked Mahli
to meet him at the local shops. Mahli
told her friends about it, and when andwhere they were going to meet. Mahli
didn’t tell her parents because she didn’t
think they’d let her meet up with a boy.
When Mahli went to meet TallDude11 she
couldn’t see any boys her age but there
was an older guy waiting where she was
supposed to meet TallDude11.

Peta and George had been taking photos
and posting them online. One photoof them together was getting heaps oflikes. Then someone started making funof them, saying they were dating, andthat they loved each other. Someone else
made some nasty comments about theirlooks. Then the nasty comments kept
coming.

Jack kept getting group text messages
while he was trying to win a battle on his
favourite game. When he checked his
phone, he’d missed 60 messages. They
were all about a photo someone had sent
to everyone. It was a photo of Johan, a kid
from school. Someone had started a poll
about ways they could bully Johan andposted it for everyone to see, including
Johan.

Beth had a few friends over for herbirthday. They had been swimming all
day and they were getting ready for bed.
One of her friends wanted to check out
one of the new social media apps Bethhad on her phone. Beth had to help her
Mum, so she gave her friend her password
to get onto the app. The next day Bethwas looking at this app and noticed there
were lots of posts that she hadn’t posted.
Some of them were mean and nasty, andthere was one photo of her that she didn’t
want on there. Then she noticed a new
post pop up. Someone was controlling her
account.

Ethan was pretty excited about getting
his first phone. The first thing he did was
set up a profile on one of the social media
apps that his friends were on. He wasn’t
too sure how it all worked and didn’t reallywant to ask his parents, so he just had
a go. He had added his name, address,
school, age, soccer club, and phone
number. He remembered he had to set
his account to private, but he didn’t know
how so he was going to ask one of his
friends to show him the next day. Not longafter Ethan received a friend request fromsomeone he didn’t know, but they said
they were friends with one of his friends
from school. Ethan accepted the friend
request and they started messaging.
Ethan didn’t know who he was messaging
and was worried this person might not
actually know his friend.

Kanoa had many friends on his social
media app. He didn’t know them all, but
he kept his personal information private,
so he didn’t think it really mattered. There
was one girl that messaged him every
day and they became really good friends.
Her name was Rhianna. She asked him
to send a photo. Kanoa thought it wasa bit weird, but he sent one. Rhianna
said he was super cute, and she loved
the photo, and not long after sent him
one of her. Rhianna said he could be amodel and that if she had a couple more
photos, she could send it to her modelling
agency. She thought Kanoa would getheaps of money modelling. Not long after
Rhianna said she had sent his photo to
the modelling agency, and they wanted
to pay him for more photos, and could hesend some soon.

378 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

6

Safety online

Collect students’ work and discuss thefollowing as a whole class:y What were the safe/unsafe behaviours
or actions in your scenario?
y What safety messages would you give
to someone to reduce their risk online?
All students are given a piece of paper for
the question box. If students don’t have aquestion, they can record an answer to thefollowing question:y Why do you need a safe profile online?

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 379

NSW Department of Education

7

Coercion

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Understand and recognise
coercion and select appropriate
ways to deal with coercive
situations (PD3-7)

Success criteria
Students will:yyidentify examples of
coercion in a scenarioysuggest strategies toresist coercion

Switch on
Introduce the learning goals and discussthem with the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Revise the meaning of a bribe. Emphasisethat bribes are given to get someone to dosomething they don’t want to do by offering
a gift, a favour, a special outing, or giving
privileges.
Revise the meaning of a threat. Emphasisethat threats are words or actions which aremeant to force another person to do, or notdo, something. Threats often suggest thatsomething harmful may happen if the person
does not obey.
Group challenge: Divide students into small
groups. Each group will compete against eachResources
Kanoa and Rhianna
worksheetother to answer a question or complete a task
before anyone else. One person from eachgroup competes against the other groups.
Once a question or task has been completed,
the winner remains, and the other groups havea new group member for the next challenge.
Allocate a point to the group that wins eachchallenge. Continue rounds until all students
have had a chance to compete for their group.
Questions and tasks should allow
demonstration of a variety of skills or
knowledge and could include:y A maths questiony Recalling timetables facts
y Spelling a wordy Completing a set number of physicalmovement activities such as hopping
or star jumps
y Solving a puzzle
y A building challenge

380 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

7

Coerciony Balancing in a given pose for the
longest time

After a minute, have students swap roles andrepeat the task.

y Answering questions around content
completed

Ask each pair to record the strategies they used
to try to open each other’s fists.

y Finding a given word in a find-a-word

Introduce the term coercion. Create a shareddefinition.

y Drawing an object.
As a class discuss the following questions:y What were some feelings and body signals
you experienced when it was your turn tocomplete the task or challenge? Examples
include, feeling uncomfortable, stressed,heart beating faster, tight throat, nervous,
not wanting to have a turn, not wanting to
let the group down, excited, confident, calm.
y Did anyone feel pressure to win for theirgroup when it was their turn?
y Did you feel that the pressure came fromyourself or from your group?
y When might people be put under pressureby other people? An example is when otherpeople try to make them do something they
don’t want to do.
y What might people do to pressure others
into doing something they don’t reallywant to?
y Can people be pressured in non-physicalways? Examples include being pressured
through threats or bribes being made. Nonphysical bullying such as looks, and gestures
may occur.

UnderstandHold up a closed fist and ask if anyone feelsthat they could get you to open your fist.
Ask students to suggest ways to open your fist.
Explain to students that in pairs they are going
to try to open their partner’s fist, but they are
not allowed to touch their partner in any way.

Coercion occurs when one person makesor tries to make another person dosomething which that person doesn’twant to do. Coercion usually involves
pressure.

Display the heading ‘coercion’. Below the word
coercion add the following sub-headings: force,
bribes, threats, guilt.
Using the strategies recorded from theprevious activity, have students take turns
placing the strategies under the appropriate
heading.
Discuss reasons for the card placement andhow each strategy is a form of coercion.
Discuss the concept of guilt. Create a shareddefinition.

Guilt is feeling bad about doing
something wrong or not doing somethingthat was expected, for example, you mightfeel guilty if you break a rule, take the lastpiece of cake, and someone else misses
out or you forget someone’s birthday.

Explain to students that guilt can be a natural
response but does not necessarily mean thata person is guilty. Sometimes it means thatsomeone thinks they have done something
wrong, even if they haven’t.

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 381

NSW Department of Education

7

Coercion

Explain to students that guilt can beappropriate (when you have done something
wrong or not respected someone’s rights)
or inappropriate (if you feel you have to dosomething that you don’t want to do justto make someone else happy.)
Explain that guilt can sometimes be used topressure a person into doing something they
don’t want to do. Sometimes guilt might beused to make a person keep a secret thatshouldn’t be kept. People can be made to feelguilty if they were part of the secret, or because
someone they know will get into trouble.
Remind students that unhappy or unsafe
secrets are harmful and should be told toa trusted adult.
Read the following examples of coercion
and answer questions as a class:

1. What did Costa say that was coercive?
2. How did Rob feel?
3. Was that an appropriate response?
4. What should Rob do?

Karlie went shopping with her friend. On
the way home her friend showed her twopairs of earrings that she had stolen froma shop. Karlie was shocked. Her friend
said that Karlie could have one pair if she
never told anyone how she got them.
Karlie loved the earrings but later she felt
unhappy whenever she wore them.

1. What did Karlie’s friend say thatwas coercive?
2. How did Karlie feel?
3. Was that an appropriate response?
4. What should Karlie do?

Discussion of the scenarios shouldemphasise the following points:y

Coercion involving guilt can be harder
to resist and harder to talk about.

y

Coercion involves lack of care andrespect for someone’s feelings, safety,
and personal rights.

yCoercion is not OK. Talking to a trusted
adult will help you to decide what to doabout the unsafe situation.

Brad’s Uncle was fun to be with and took
Brad to the movies often. When they werealone, Brad’s Uncle would play a ticklinggame with him. Lately, Brad felt uneasy
about this game. He said that Brad had
let him do it before so now it was too late
to stop. Brad felt guilty because he hadenjoyed the game before.

1. What did Brad’s Uncle say that was coercive?
2. How did Brad feel?

Costa wants to borrow Rob’s new jacket.
Rob’s parents told him he wasn’t to lend
his clothes to anyone. Costa says that Rob
is so lucky because he gets everything
he wants from his parents and Costa’s
parents never buy him anything. Rob
feels guilty.

3. Was that an appropriate response?
4. What should Brad do?

Act and apply
Provide students with the Kanoa and Rhianna
worksheet with the extended scenario below.
In pairs students read the scenario and discuss
the questions at the end.

382 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

7

Coercion

Kanoa had many friends on his social
media app. He didn’t know them all but
he kept his personal information private,
so he didn’t think it really mattered. There
was one girl that messaged him every
day and they became really good friends.
Her name was Rhianna. She asked him tosend a photo. Kanoa thought it was a bit
weird, but he sent one. Rhianna said he
was super cute, and she loved the photo,and not long after sent him one of her.
Rhianna said he could be a model andthat if she had a couple more photos, she
could send it to her modelling agency.
She thought Kanoa would get heaps ofmoney modelling. Not long after Rhianna
said she had sent his photo to themodelling agency and they wanted to pay
him for more photos and could he sendsome soon.
Kanoa felt pretty good thinking that he
was good enough to be a model andhe was excited about being paid for his
photos. He really wanted some new shoesthat all his mates had and thought about
how he could buy them if he was making
money.
Kanoa decided to send another photo
to Rhianna and asked when he would
get paid. Rhianna replied and said themodelling agency needed a few more
photos to set up a profile for Kanoa andthen he could start making money.
Rhianna sent a few photos of otherboys showing the types of photos themodelling agency were after. The photos
made Kanoa feel very uncomfortable, hedidn’t want to take the types of photos
Rhianna had sent him. Rhianna said
that he could make really good money

and that if he gave her his address themodelling agency would send a little bitof money for the first photo. Not long after
Kanoa received $20 in the mail with aletter that said the photos were good, but
the agency needed more.
The next time Kanoa was online, he saw
he had missed a lot of messages from
Rhianna. They were all about the money
the agency had sent, and how they were
getting impatient and needed the photos
or they would find someone else. Kanoa
thought about it and decided the photos
they wanted were not ok, and he didn’t
want to do it anymore, even though he’dget money for it. Rhianna sounded reallyangry in her next text, and told Kanoa he
had wasted her time, and made her lookbad with the modelling agency. She said
if he could just send one more photo thenshe might be able to get him more time.
Kanoa didn’t want Rhianna to feel bad
and he wanted her to like him. He decided
one more photo wouldn’t hurt. Kanoa
sent the photo but it didn’t feel right. He
regretted sending it instantly and he felt
sick in the stomach. Kanoa decided that
he wouldn’t send anymore photos.
Rhianna was really happy that Kanoa hadsent her the photo and wanted more.
Kanoa said he couldn’t do it anymore.
Again, Rhianna got angry but Kanoa still
said no.
The next message Kanoa got from
Rhianna made his body freeze. Rhianna
said that if Kanoa didn’t send the photos
the agency wanted then they would send
his photos to his parents. Kanoa didn’tknow what to do.

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 383

NSW Department of Education

7

Coercion

As a class discuss the following questions:
1. What types of coercion did Rhianna use?
(force, bribes, threats, guilt)
2. What behaviours, actions or words
demonstrate the types of coercion? You
can highlight the text to show where thisoccurred.
3. How did Kanoa’s feelings change throughout
the scenario?
4. Which feelings occurred when Kanoa wasbeing coerced?
5. What were Kanoa’s feelings telling him?
6. How could Kanoa have resisted eachexample of coercion?
7. Who do you think Rhianna is? Why?
Why not?
8. What do you think Kanoa should have done
and should do now?
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What are the different forms of coercion?

384 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education8

Sources of power

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Describe protective actions
and identify skills to address
abuse of power in relationships(PD3-3)

Success criteria
Students will:yyidentify ways power is used
responsibly and when it is an
abuse of power

ResourcesyTypes of power cards(prepared for each group)y

Use of power cards

describe ways to respondto abuse of power

Switch on

powerful? Examples include, size, age, position,knowledge.

Introduce the learning goals and discuss themwith the class.

Revise the meaning of power. Explain thatpower is being able to do something or makesomething happen or to make other people
do something.

Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Place three chairs out the front of the class andask for three volunteers to sit on each chair.
Have a fourth volunteer come out the front andarrange the three people in a way that shows
one person has more power than the other two.
Ask the class to determine who has the mostpower and what gave them that power.

Have 3 volunteers verse each other in a game ofscissors, paper, rock and the winner is given the
power to decide who gets to go out to the next
break first.
Ask students how they feel about anotherstudent choosing who can go out to breakfirst and why they feel that way. Discuss if theywould feel the same way if it was the teacher
deciding. Why?

Repeat the activity a couple of times withnew volunteers each time.

Discuss how this student has power andexplain that the power is of position as it wasgiven by the teacher.

Ask students: What were some of the ways
power was shown? What makes someone

Ask students: How might this power be used
fairly? How might this power be used unfairly?

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 385

NSW Department of Education8

Sources of power

UnderstandPrepare the Types of power cards for eachgroup. In groups, students match the typeof power with an example of the power anda situation where that type of power is being
used.
Discuss answers as a class.
Remind students that every person has power.
Although power may not always be as obvious
as the kinds of power discussed in the previous
activity.
The amount of power a person has willchange according to different situations.
In every group of people, from a family to acommunity, there will be people who always
have a lot of power. These people are often
the leaders of the group who guide the people
and help them to achieve the goals of thegroup. Other members of the group also use
their power within the group.
Remind students that they all have power andthe choice of how they use that power. Poweritself is not good or bad, but how someone
chooses to use their power is up to them. Using
power is a choice. You can choose to use power,
or you can choose not to use power.
If you choose to use your power in a way that
does not respect the rights of others you abuse
power. If you use your power in a way that
respects the rights of others you are using
power in a responsible way.
In the same groups, students play the useof power card game.
y Each group is given a pile of ‘Use ofPower’ cards that they must sort into
two piles: responsible use of power andabuse of power.

y The group discusses whether the power
was abused or used responsibly and adds
it to the correct pile.
y Check answers as a whole class and discuss
how students knew the use of power was okor not ok.
Ask students: If someone is abusing
their power how might it affect someone?
Examples include:
y they aren’t having their rights respectedy they may feel negative emotions
y they might respond in a negative way
y they may have emotional or physical harm
depending on how the power is abused

Act and apply
In their group students take the cards fromthe ‘abuse of power’ pile and work throughthe following tasks for each card:y List the rights that aren’t being respected.
y Describe the effect this could have on
someone, andy Propose ways someone could respond to theabuse of power in a positive way (respecting
the rights of others).
Have groups present their ideas.
Allow the student who had the power in the
Switch On activity to decide who leaves firstfor the break.
All students are given a piece of paper for
the question box. If students don’t have aquestion, they can record an answer to thefollowing question:y What is one way you have used power
responsibly?

y Each member of the group takes turns
to choose a card from the pile and reads
it aloud.

386 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

9

My strategies

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Plan behaviours, and actions
that protect and promotehealth, safety and wellbeing(PD3-7)

Success criteria
Students will:ycreate messages to promote
protective strategies orsupportive upstander
behaviour in abusive
situations

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Display each of the following child protection
education concepts:y Respecting othersy Changes to relationshipAsk students to record what they know about
the concepts. Students should attempt tocomment on as many concepts as they can.
If students are having difficulty, or have
not recalled much about any concept, ask
questions such as the following to assist:
Respecting others:y What is respect?
y What actions or behaviours make you
feel safe and respected in our classroom?

y Emotions and behavioury How can you show respect to othersin our classroom?

y Rights in relationships

Relationship changes:

y Online safety

y Why might a relationship change?

y Coercion

y What is an ingredient for a positive
relationship?

y Support networks

y Sources of powery Bullyingy Upstanders.

y What would you do if you weren’t sure
about a relationship?
PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 387

NSW Department of Education

9

My strategies

Support networks:

Coercion:y What is a support network? Who might bein a support network?

y What is coercion?

y What is a community resource you could
access for support?

y What do people do to try to coerce someone
into doing something they don’t want to do?

y What is an online resource you could accessfor support?

Abuse of power:y What is a positive relationship ingredientthat you would like a support adult to have?

y What are some sources of power?

y What is an example of coercion?

y What is power?

Emotions and behaviour:y What is an example of someone using power
in a responsible way?

y What are some positive and negative
emotions?

y What is an example of abuse of power?

y What are some actions and behaviours thatpeople might have when they feel negative
emotions?
y What are some actions and behaviours thatpeople might have when they feel positive
emotions? How can emotions be warning
signs?
y What are some body signals that come withcertain emotions?
y What is empathy? What are some positive
coping strategies to deal with negative
behaviour?
Rights in relationships:
y What are rights?
y What are some examples of rights?
y Who is responsible for making surechildren’s rights are met?
y What can you do if your rights are not being
respected?
y Why does it help to know your rights?
Online safety:y What are some unsafe behaviours that occur
online?
y What can you do to increase your safety
online?
y What message would you give someone
about being safe online?

y How might an abuse of power affectsomeone?
y What is one way you have used power?
Have students move around, and read throughthe ideas, and add anything extra.

UnderstandDiscuss the following questions with students:y What are some forms of abuse or violence
that children and young people mightexperience? Make sure physical, sexual,
emotional abuse, neglect are mentioned.
y What are some other forms of abuse of
power in relationships? Make sure bullying,harassment, coercion are mentioned.
y Why is abuse in relationships unacceptablein our community? Emphasise that it
destroys trust in relationships. It causes harmto those who experience it.
y What are some things we can do if we are
the target of abuse? Emphasise that we canconfront the abuser by telling them to stop,by being assertive and acting confident. We
can avoid the abuser, make an excuse, orjust leave the situation. We can block people
on social media or leave an abusive online
situation by switching off. We can tell afriend or a trusted adult about the situation
or report online abuse.

388 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

9

My strategies

y Why might it be difficult to use all of thesestrategies if you are the target of abusive
behaviour? Emphasise that it can be very
difficult to take action or to talk about asituation of abuse. Everyone has a choice in
how they will respond. They have the right todo what is best for them personally.
y How can we help if we see or know that
another person is experiencing abuse?
Emphasise that we can offer support tothe person. If the person is being bullied or
harassed, we can take action on his or her
behalf. If the person is being physically orsexually abused, we should encourage him
or her to seek help from a trusted adult.
Display the following headings:
y Possible abuse at homey Possible abuse at schooly Possible abuse on an organised activity(camp, sport)y Possible abuse when going out with friends.
y Possible abuse online.
Provide an example of abuse that might occur
in each situation. Examples might include:

Abuse at home: Margi’s parents often tellher she is stupid and useless.
Abuse at school: A group of students at
school threaten younger students to givethem their money or they will hurt them.
Abuse at an organised activity: Sami
was at a children’s camp. One of the campcounsellors would always tease and laughat Sami. They would always ‘accidentally’bump into or trip Sami.
Abuse when going out with friends:
Jacob was playing at his local park. A
group of teenagers came to the park,and started calling Jacob names, andthreatening to hurt Jacob.

Abuse online: Every day Lani would getmessages on her phone telling her she was
fat and that no one at school liked her.

Divide the class into groups. Allocate
groups one of the environments (the sameenvironment could be allocated to two
separate groups).
Each group should list strategies that could be
used to reduce the risk of abuse or actions thata person could take if they were being abused.
They should also list strategies that could be
used from an upstander perspective.
Discuss each group’s answers with the class.
Ask students questions such as the ones below
to facilitate discussion and further though:y When might these strategies not work?
y What might make these strategies difficult
for some people to use?
y What else could the person do?
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 389

NSW Department of Education

9

My strategies

Act and apply
In the same groups, students createa multimedia message based on theenvironment they were given around
one of the following:y How to be an upstander in that situation andhelp to protect people’s rights in a safe way.
y How to reduce risk and increase safety.
Students present or record their message.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can record an answer to the following
question:y What is a strategy you have learnt about
to deal with abuse?

390 | PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships

NSW Department of Education

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I needto revisit to ensure understanding?
y When will I/ can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence
will I need to adapt to ensure my learning
goals are achieved next time?

PDHPE Stage 3: Child Protection Education | Unit of work Safe and unsafe relationships | 391

NSW Department of Education

PDHPE

Stage 3: Child Protection Education
Resources

Safe and unsafe
relationships

NSW Department of Education

Contents
Cards: Tea party questions....................................................................................................................................................................394
Worksheet: Y-chart.................................................................................................................................................................................... 396
Cards: Word draw instructions.......................................................................................................................................................... 397
Worksheet: Different relationships................................................................................................................................................ 400
Worksheet: Community and online support services........................................................................................................401
Worksheet: Rights scenarios...............................................................................................................................................................402
Worksheet: Online scenarios............................................................................................................................................................. 404
Worksheet: Kanoa and Rhianna........................................................................................................................................................410
Teacher notes: Types of power............................................................................................................................................................ 412
Cards: Types of power............................................................................................................................................................................... 413
Cards: Use of power...................................................................................................................................................................................420

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 393

NSW Department of Education

Cards

Tea party questions

If we are working together
how can I include you?

If I don’t agree with you
how should I let you know?

If you are upset or angry
about something
what would you like me to do?

What do other people dothat make you feel importantto our class?
394 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Cards: Tea party questions

How can I show you respectin our classroom?

Why is it important to show respectin our classroom?

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 395

NSW Department of Education

WorksheetY-chart396 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Cards

Word draw instructions(Adapted from Dirty Tricks: Classroom games for teaching social skills by Dr Helen McGrath)
The object of the game is for the group to guess as many words as possible that are
drawn by one of the group members.
1.

Each group is given a different pile of cards with different items to draw so groups
can’t guess off another team.

2. The drawer selects the card on top of the pile and attempts to draw the item
for the group to guess.
3. Once the word is guessed correctly or passed on, the next card is drawn andthe game continues until one group guesses all words.

swan

phone

shoelace

chair

door

rabbitarrow

scissorslampviolinRubik's cube

peanutpocketchef

rocketPDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 397

NSW Department of Education

Cards: Word draw instructions

street

rope

bone

stop

pencil

music

sleep

spoon

car

yo-yo

dollarenvelope

planetdog

light globe

table

sun

turkeybelt

reindeerbulldozer

haircut

television

apple

jump

cone

thin

398 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Cards: Word draw instructions

screwdriver

wet

drip

fence

dishwasher

peg

earthquake

lengthlaps

jugglebrainknightwrinklegoat

mirrorfairy

rainbow

laptopcamera

book

glass

tree

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 399

NSW Department of Education

Worksheet

Different relationships
1.

Add your name or a picture to the box labelled ‘Me’.

2.

Write the names of people you know in different relationships.

3.

Under each person write what makes this a relationship.

4. Colour each box to show how close the relationship is. For example, blue mightmean very close, green might mean close and yellow might mean not very close.
Name:

Name:

Name:

Me

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

Name:

400 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Worksheet

Community and online support services
Research details of a local community support service and record information in thetable below.
Name of support service
Contact details
Website address
Address
Services provided

Research details of a reliable online support service and record information in thetable below. Online support services could include: Kids helpline, e-Safetykids from thee-Safety Commissioner Website and Bullying. No Way!
Name of online support
service
Website address
Contact details
Services provided

Why do you think this isa reliable online source?

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 401

NSW Department of Education

Worksheet

Rights scenarios
Read through the scenarios and answer the questions.

Seb’s Dad had come home angry and was in a really bad mood. Seb
spilt his drink at dinner time and his Dad yelled in his face.
1.

Whose rights are not being respected?

2.

What right isn’t being met?

3.

What behaviour or action is not respecting the rights of someone?

4. What would you do?

Amy is always told by her Mum that she is hopeless and stupid. Her
Mum says that her brother is better than her and wishes she wasnever born.
1.

Whose rights are not being respected?

2.

What right isn’t being met?

3.

What behaviour or action is not respecting the rights of someone?

4. What would you do?

402 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Worksheet: Rights scenarios

Saxon’s neighbour was taking photos of him while he was playing
in his backyard. The neighbour took the photos without Saxon’s
permission even when he asked him to stop.
1.

Whose rights are not being respected?

2.

What right isn’t being met?

3.

What behaviour or action is not respecting the rights of someone?

4. What would you do?

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 403

NSW Department of Education

Worksheet

Online scenarios
Read through the scenarios and answer the questions.

Scenario 1
Mahli had been chatting to a friend online called TallDude11. They’dbeen talking for a while and TallDude11 had asked Mahli to meet
him at the local shops. Mahli told her friends about it and when andwhere they were going to meet.
Mahli didn’t tell her parents because she didn’t think they’d let
her meet up with a boy. When Mahli went to meet TallDude11 she
couldn’t see any boys her age but there was an older guy waiting
where she was supposed to meet TallDude11.
1.

What were the safe and unsafe behaviours or actions in the scenario?

2.

What would you do next if you were the person in the scenario?

3.

Which of your support network adults would you tell if you needed advice or
support in this situation?

4. What safety messages would you give to someone to increase safety or reduce therisk online?

404 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Worksheet: Online scenarios

Read through the scenarios and answer the questions.

Scenario 2
Jack kept getting group text messages while he was trying to win
a battle on his favourite game. When he checked his phone he’dmissed 60 messages. They were all about a photo someone had
sent to everyone.
It was a photo of Johan, a kid from school. Someone had started apoll about ways they could bully Johan and posted it for everyone
to see, including Johan.
1.

What were the safe and unsafe behaviours or actions in the scenario?

2.

What would you do next if you were the person in the scenario?

3.

Which of your support network adults would you tell if you needed advice or
support in this situation?

4. What safety messages would you give to someone to increase safety or reduce therisk online?

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 405

NSW Department of Education

Worksheet: Online scenarios

Read through the scenarios and answer the questions.

Scenario 3
Ethan was pretty excited about getting his first phone. The firstthing he did was set up a profile on one of the social media appsthat his friends were on. He wasn’t too sure how it all worked anddidn’t really want to ask his parents so he just had a go.
He had added his name, address, school, age, soccer club andphone number. He remembered he had to set his account to
private but he didn’t know how, so he was going to ask one of his
friends to show him tomorrow.
Not long after Ethan received a friend request from someone hedidn’t know but they said they were friends with one of his friends
from school. Ethan accepted the friend request and they started
messaging. Ethan didn’t know who he was messaging and wasworried this person might not actually know his friend.
1.

What were the safe and unsafe behaviours or actions in the scenario?

2.

What would you do next if you were the person in the scenario?

3.

Which of your support network adults would you tell if you needed advice or
support in this situation?

4. What safety messages would you give to someone to increase safety or reduce therisk online?

406 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Worksheet: Online scenarios

Read through the scenarios and answer the questions.

Scenario 4
Peta and George had been taking photos and posting them online.
One photo of them together was getting heaps of likes. Thensomeone started making fun of them saying they were dating
and that they loved each other. Someone else made some nasty
comments about their looks. Then the nasty comments kept
coming.
1.

What were the safe and unsafe behaviours or actions in the scenario?

2.

What would you do next if you were the person in the scenario?

3.

Which of your support network adults would you tell if you needed advice or
support in this situation?

4. What safety messages would you give to someone to increase safety or reduce therisk online?

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 407

NSW Department of Education

Worksheet: Online scenarios

Read through the scenarios and answer the questions.

Scenario 5
Beth had a few friends over for her birthday. They had beenswimming all day and they were getting ready for bed. One of her
friends wanted to check out one of the new social media apps Bethhad on her phone. Beth had to help her Mum so gave her friend
her password to get onto the app.
The next day Beth was looking at the app and noticed there werelots of posts that she hadn’t posted. Some of them were mean andnasty and there was one photo of her that she didn’t want on there.
Then she noticed a new post pop up. Someone was controlling her
account.
1.

What were the safe and unsafe behaviours or actions in the scenario?

2.

What would you do next if you were the person in the scenario?

3.

Which of your support network adults would you tell if you needed advice or
support in this situation?

4. What safety messages would you give to someone to increase safety or reduce therisk online?

408 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Worksheet: Online scenarios

Read through the scenarios and answer the questions.

Scenario 6
Kanoa had many friends on his social media app. He didn’t know
them all but he kept his personal information private so he didn’t
think it really mattered. There was one girl that messaged him
every day and they became really good friends. Her name was
Rhianna. She asked him to send a photo. Kanoa thought it was a
bit weird but he sent one. Rhianna said he was super cute and she
loved the photo and not long after sent him one of her.
Rhianna said he could be a model and that if she had a couple
more photos she could send it to her modelling agency. She
thought Kanoa would get heaps of money modelling. Not longafter Rhianna said she had sent his photo to the modelling agency
and they wanted to pay him for more photos and could he sendsome soon.
1.

What were the safe and unsafe behaviours or actions in the scenario?

2.

What would you do next if you were the person in the scenario?

3.

Which of your support network adults would you tell if you needed advice or
support in this situation?

4. What safety messages would you give to someone to increase safety or reduce therisk online

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 409

NSW Department of Education

Worksheet

Kanoa and Rhianna
Kanoa had many friends on his social
media app. He didn’t know them all but
he kept his personal information private
so he didn’t think it really mattered.There
was one girl that messaged him every
day and they became really good friends.
Her name was Rhianna. She asked him tosend a photo. Kanoa thought it was a bit
weird but he sent one.
Rhianna said he was super cute and she
loved the photo and not long after sent
him one of her. Rhianna said he could
be a model and that if she had a couple
more photos she could send it to hermodelling agency. She thought Kanoa
would get heaps of money modelling. Notlong after Rhianna said she had sent his
photo to the modelling agency and theywanted to pay him for more photos andcould he send some soon.
Kanoa felt pretty good thinking that he
was good enough to be a model andhe was excited about being paid for his
photos. He really wanted some new shoesthat all his mates had and thought about
how he could buy them if he was making
money.
Kanoa decided to send another photo
to Rhianna and asked when he would
get paid. Rhianna replied and said themodelling agency needed a few more
photos to set up a profile for Kanoa andthen he could start making money.
Rhianna sent a few photos of otherboys showing the types of photos themodelling agency were after. The photos
made Kanoa feel very uncomfortable, hedidn’t want to take the types of photos
Rhianna had sent him. Rhianna said
that he could make really good money

and that if he gave her his address themodelling agency would send a little bitof money for the first photo. Not longafter Kanoa received $20 in the mail witha letter that said the photos were good
but the agency needed more.
The next time Kanoa was online, he saw
he had missed a lot of messages from
Rhianna. They were all about the money
the agency had sent and how they
were getting impatient and needed thephotos or they would find someone else.
Kanoa thought about it and decided thephotos they wanted were not ok andhe didn’t want to do it anymore, eventhough he’d get money for it. Rhiannasounded really angry in her next text andtold Kanoa he had wasted her time andmade her look bad with the modelling
agency. She said if he could just send one
more photo then she might be able toget him more time. Kanoa didn’t want
Rhianna to feel bad and he wanted her
to like him. He decided one more photowouldn’t hurt. Kanoa sent the photo but
it didn’t feel right. He regretted sending it
instantly and he felt sick in the stomach.
Kanoa decided that he wouldn’t send
anymore photos.
Rhianna was really happy that Kanoa hadsent her the photo and wanted more.
Kanoa said he couldn’t do it anymore.
Again, Rhianna got angry but Kanoa still
said no.
The next message Kanoa got from
Rhianna made his body freeze. Rhianna
said that if Kanoa didn’t send the photos
the agency wanted then they would send
his photos to his parents. Kanoa didn’tknow what to do.

410 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Worksheet: Kanoa and Rhianna

Discussion questions
1.

What types of coercion did Rhianna use? (force, bribes, threats, guilt)

2.

What behaviours, actions or words demonstrate the types of coercion?
You can highlight the text to show where this occurred.

3.

How did Kanoa’s feelings change throughout the scenario?

4. Which feelings occurred when Kanoa was being coerced?

5.

What were Kanoa’s feelings telling him?

6.

How could Kanoa have resisted each example of coercion?

7.

Who do you think Rhianna is? Why? Why not?

8.

What do you think Kanoa should have done and should do now?

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 411

NSW Department of Education

Teacher notes

Types of power
Type

ExamplessizeyBeing taller.

yHaving a bigger build.

yBeing a stronger athlete.

yHaving more physicalstrength than someone.

y

Coping with problems better.

ageyBeing older.

Coen often looked after his younger sister. He
made sure she had something for dinner andgot to bed on time.

popularityyBeing popular.

yHaving lots of friends.

Sami had a lot of friends at school. When Sami
heard that a student at school was very sick,Sami asked everyone to help raise money.

fame

y

Being well known like anactor, famous musician orband, reality television star or
sports star.

A well-known actor returned to their primaryschool to talk to the students about bullying on
the National Day of Action against Bullying andViolence.

position(authority)yBeing a boss, a religious
leader, parent or carer,
student representative, teamcaptain, coach, teacher.

The soccer coach ran all team members througha tough training schedule in preparation for
their first game of the season.

group sizeyBeing part of a group, club ororganisation. Having a bigger
group than others.

Zen’s class was the largest in the school. Whenthe school had a fundraiser, Zen’s class raised
the most money and won the pizza reward day.

knowledge orexpertiseyKnowing a lot about a certain
area such as a car mechanic,
doctor, teacher, police officer,
lawyer, nurse or scientist.

Georgie and her dad were running through theirlocal park. Georgie’s Dad started to feel unwelland collapsed. A person nearby saw what had
happened and came to help. They performed
first aid on Georgie’s Dad.

money orpossessionsyBeing able to buy orowning expensive items likebrand name clothes, latest
technology, cars, toys or shoes.

Phan’s parents owned a very successful businessand they had a lot of money. Phan’s parents
donated brand new sports equipment to his
school.

connectionsyKnowing or being related
to someone famous orimportant.

Alexandra’s Uncle was a member of famousband. When Alexandra had a party everyone
wanted to be invited.

strengthPower in use
Anhil was shopping with his parents. They were
trying to reach something on the top shelve butneither were tall enough. Anhil walked over andreached the item for them.
Sharni worked at her Aunty’s grocery store on
weekends. A lot of elderly people would shopat her Aunty’s store. Sharni would carry theirgroceries to their car for them.

412 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Cards

Types of power

Type of power

Type of powersizestrengthType of power

Type of powerage

popularity

Type of power

Type of power

fame

position (authority)

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 413

NSW Department of Education

Cards: Types of power

Type of powergroup size

Type of powermoney orpossessions

Type of power

knowledge orexpertiseType of power

connections

Type of power examples
Type of power examples

y Being tallery Having a bigger build.

y Being a stronger
athletey Having more physicalstrength thansomeoney Coping with problems
better.

414 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Cards: Types of power

Type of power examples

y Being older.

Type of power examples

y Being well known
like an actor, famousmusician or band,reality television star or
sports star.

Type of power examples

y Being populary Having lots of friends.

Type of power examples

y Being a boss, areligious leader, parent
or carer, student
representative,
team captain, coach,teacher.

Type of power examples
Type of power examples

y Being part of a group,
club or organisation.
Having a bigger groupthan others.

y Knowing a lot abouta certain area suchas a car mechanic,
doctor, teacher, police
officer, lawyer, nurse orscientist.

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 415

NSW Department of Education

Cards: Types of power

Type of power examples

y Being able to buy orowning expensive
items like brandname clothes, latest
technology, cars, toysor shoes.

Type of power examples

y Knowing or being
related to someone
famous or important.

Power in use

Anhil was shopping with his parents.
They were trying to reach something
on the top shelve but neither were tallenough. Anhil walked over and reached
the item for them.

Power in use

Sharni worked at her Aunty’s grocery
store on weekends. A lot of elderly
people would shop at her Aunty’s store.
Sharni would carry their groceries totheir car for them.

416 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Cards: Types of power

Power in use

Coen often looked after his younger
sister. He made sure she had somethingfor dinner and got to bed on time.

Power in use

Sami had a lot of friends at school.
When Sami heard that a student
at school was very sick, Sami asked
everyone to help raise money.

Power in use

A well-known actor returned to theirprimary school to talk to the students
about bullying on the National Day of
Action against Bullying and Violence.

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 417

NSW Department of Education

Cards: Types of power

Power in use

The soccer coach ran all team members
through a tough training schedule inpreparation for their first game of theseason.

Power in use

Zen’s class was the largest in the school.
When the school had a fundraiser,
Zen’s class raised the most money
and won the pizza reward day.

Power in use

Georgie and her dad were running
through their local park. Georgie’s Dad
started to feel unwell and collapsed.
A person nearby saw what had
happened and came to help. They
performed first aid on Georgie’s Dad.

418 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Cards: Types of power

Power in use

Phan’s parents owned a very successful
business and they had a lot of money.
Phan’s parents donated brand new
sports equipment to his school.

Power in use

Alexandra’s Uncle was a member offamous band. When Alexandra had aparty everyone wanted to be invited.

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 419

NSW Department of Education

Cards

Use of power

A babysitter always chooses his favourite
TV programs. You would sometimes
like to have a turn to choose but you arenever allowed.

One member of a group of friends
feels uncomfortable about some of
their activities. The group pressures
the person to join in, or not to be theirfriend anymore.

Sports monitors make other studentsline up to receive sports equipment atlunch time.

420 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Cards: Use of power

Your school plans a fundraising eventto support a student at your schoolcompeting at a national sports level.
They make enough money to send thestudent and their family to the event andhelp them pay for accommodation.

A teacher stops two students fromfighting and asks them to come to theoffice and discuss their differences.

A popular student asks a classmate who
is not a friend to buy him an ice blockfrom the canteen.

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 421

NSW Department of Education

Cards: Use of power

A student who always has the latest
phone makes her friends beg her
before she will let them have a turn.

A famous actor supports a local
music club to raise money to buy new
equipment for young players.

When a child can’t get their own way
they often tell their Mother that they
don’t like her.

422 | PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources

NSW Department of Education

Cards: Use of power

A local Aboriginal Elder educates a groupof school students on native flora andhelps to establish a native garden at theschool.

PDHPE Stage 3: Child Protection Education | Safe and unsafe relationships resources | 423

NSW Department of Education

PDHPE

Stage 3: Child Protection Education
Unit of work

Power to protect

NSW Department of Education

Contents
Unit description ..........................................................................................................................................................................................426
Lesson 1: Respect in relationships.................................................................................................................................................... 431
Lesson 2: How do gender expectations affect identity?..................................................................................................434
Lesson 3: How can I recognise physical abuse? .................................................................................................................... 436
Lesson 4: Sexual abuse and consent............................................................................................................................................. 439
Lesson 5: Neglect and emotional abuse.....................................................................................................................................443
Lesson 6: Identifying risk and associated emotions.......................................................................................................... 446
Lesson 7: Judging safety........................................................................................................................................................................449
Lesson 8: Safety strategies..................................................................................................................................................................... 451
Lesson 9: Harassment..............................................................................................................................................................................454
Lesson 10: My strategies.........................................................................................................................................................................456
Evaluation.........................................................................................................................................................................................................458

PDHPE Stage 3 Child Protection Education | Unit of work Power to protect | 425

NSW Department of Education

Unit description
Through this unit, students will develop skills
to recognise characteristics of respectful
relationships and identify emotional abuse,sexual abuse, neglect and forms of harassment.
They will explore the impact and limitationsof gender stereotypes and how to challengethese stereotypes. Students will also consider
contextual factors that influence the safety of asituation and develop safety plans to lower theirlevel of risk. Students will discuss and practise
protective strategies that can be used tosupport and protect themselves and advocate
for others.

Propositions

This unit provides teaching and learning
activities around child protection education.

Strengths-based approach

Students will investigate the essential question:
How can I enhance my safety and wellbeing?

Skills in focus
Self-management skills
Emotion and stress management
y recognising emotions

Throughout this unit, the propositions
are embedded as follows:

Educative purpose
Students are provided with opportunities todevelop the knowledge and skills required
to recognise various types of abuse and theemotional and behavioural warning signs ofpotentially unsafe situations. They will create,
apply, practise and evaluate strategies that are
an extension of the No-Go-Tell strategy.

Activities in this unit are designed to allow
students to recognise their personal power
within unsafe situations and explore ways toprotect themselves and advocate for others.
This is achieved by encouraging students todraw on their knowledge and understanding ofbullying, harassment and gender stereotypes,
and the skills and strategies they can use toplan for the safety of themselves and others.

Decision-making and problem-solving

Develop health literacy

y finding solutions to problems

Students are provided with opportunities todevelop their knowledge and understandingof various types of abuse, harassment andviolence. Students apply this knowledge todevelop a greater awareness of their right to besafe and respected. Opportunities are provided
for students to apply the skills and knowledge
they have developed to recognise and respondwhen their own or others’ rights are being
abused.

Help-seeking
y recognising when help is neededInterpersonal skills
Communicationy refusal skills

Critical inquiry
Students are supported to question andchallenge the actions of others that do notrespect the rights of themselves or others. They
have opportunities to develop skills to recognise
disrespectful and harmful behaviour, question
unsafe actions and challenge these behaviours
and actions assertively.

426 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PD3-3
evaluates the impact of
empathy, inclusion and respect
on themselves and others

y

PD3-6
distinguishes contextual
factors that influence
health, safety, wellbeing
and participation in physicalactivity which are controllable
and uncontrollable

Recognise neglect andemotional abuse

Evidence of learning
Students will:ydescribe actions that
support caring andrespectful relationshipsy

Recognise sexual abuse
and ways to respondyUnderstand that no one
has the right to touchanyone else in a sexual
manner if they do not want
to be touchedyidentify and sort situations
that describe neglect andemotional abuseysuggest ways to respondto sexual abusey

Recognise physical abuse,
the effects of abuse andways to respondyidentify when consent
has been given and when
it has notyIdentify actions that
support caring andrespectful relationshipsyuse a continuum to identify
examples of physical abuseyExplore how genderstereotypes influence how
individuals interact and the
choices they makeydemonstrate ways torespond to abuseycontribute to a poster that
includes characteristics ofpositive relationships

ycreate a ‘Because why?’
script to question andchallenge genderstereotypesyyy

Identify behaviours thatmake a scenario safe orunsafeExplore how emotions canvary according to context

Students will:yidentify actions andbehaviours that indicate
a situation may be unsafe

yidentify feelings associatedwith a safe situation andcompare with emotions
associated with an unsafe
situationyidentify whether various
situations present a risk,
a possible risk or no risk

Recognise level of risk incertain situations

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 427

NSW Department of Education

Outcomes

Unit learning goals

PD3-9
applies and adapts selfmanagement skills to
respond to personal andgroup situationsyPD3-10selects and uses interpersonal
skills to interact respectfully
with others to promote
inclusion and build
connectionsyPractise skills to establish
and manage relationships
Identify personal strategies
and responses that model
assertiveness in challenging
situations

Evidence of learning
Students will:yselect and practise
appropriate ways todeal with harassmentysuggest creative ways ofsaying no to peer pressure
develop a safety plan basedon a scenarioyRecognise anddemonstrate safe
behaviours and actionsyy

Identify and demonstrateactions that support caring
and respectful relationships

Students will:y

Practise safe andsupportive upstander
behaviour428 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protectycontribute ideas aboutcharacteristics of positive
relationshipsydemonstrate actions
that support positive
relationships

ycreate a response to
an abusive situation

NSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus content

How does my uniquenesschange over time?

yExamine how identity and behaviour are influenced by people,
places and the media, for example: (ACPPS051)‫ ݖ‬explore the factors that influence how individuals interact
and the personal choices they make, eg body image, genderstereotypes and expectations, rights and responsibilities inrelationships S I

How do empathy,
inclusion and respect
have an impact on myself
and others?

yExamine the influence of emotional responses on behaviour andrelationships, for example: (ACPPS056)‫ ݖ‬analyse situations where emotions can influence decisionmaking S‫ ݖ‬explore how emotions can vary according to context and be
unpredictable S‫ ݖ‬explore contextual factors that influence the expressionof emotions, eg peer pressure, cultural norms, gender
expectations S‫ ݖ‬explore scenarios to identify behaviours which make a scenario
safe or unsafe, eg warning signs, secrets, threats, bribes,
violence S I

yPractise skills to establish and manage relationships, for example:(ACPPS055)‫ ݖ‬describe actions that support caring and respectful
relationships S‫ ݖ‬recognise risk, abuse and neglect in relationships and ways toseek help‫ ݖ‬select and practise appropriate ways to resolve conflict and deal
with bullying, harassment, discrimination, coercion, abuse andviolence, eg negotiation, refusal skills S I‫ ݖ‬describe protective actions to develop respectful relationships
and identify skills to address the abuse of power in
relationships, eg seeking help, persistence, assertive responses,
problem-solving I

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 429

NSW Department of Education

Key inquiry questions

Syllabus content

How responsible am I for
my own and others’ health,safety and wellbeing?

y

Recommend appropriate actions to improve health, safety,
wellbeing or physical activity issues within the school or wider
community, for example:‫ ݖ‬model behaviour that reflects sensitivity to the needs, rights
and feelings of others S I‫ ݖ‬explore initiatives that challenge stereotypes and create safe
and inclusive schools for minority groups, eg peer support,
modify games or activities to include people with disabilities S I

What actions positively
influence the health,safety and wellbeingof my community?

yPlan and practise assertive responses, behaviours and actions that
protect and promote health, safety and wellbeing, for example:(ACPPS054)‫ ݖ‬identify situations where personal choices can influence theirown and others’ health, eg selecting and preparing healthy
food, smoking, recycling, risk-taking S I‫ ݖ‬identify personal strategies and responses that model
assertiveness and resilience in challenging situations,eg saying no if offered alcohol or cigarettes S I‫ ݖ‬explore the emotions associated with feeling unsafe andpropose strategies for seeking help and managing thesefeelings, eg fear, anger, feeling anxious S I‫ ݖ‬recognise and demonstrate safe behaviours and actions,eg developing a personal safety plan, not getting into cars
with strangers S I‫ ݖ‬practise safe and supportive upstander behaviour and discuss
how they can prevent and/or stop bullying and forms of
discrimination and harassment S I

430 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

1

Respect in relationships

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Identify and demonstrateactions that support caring
and respectful relationships(PD3-10)

Success criteria
Students will:yyResourcesyQuestion box

contribute ideas aboutcharacteristics of positive
relationshipsySmall pieces of paperyCardboarddemonstrate actions
that support positive
relationshipsyTropical island: items
for survival sheet

Switch on
Introduce the learning goals and discussthem with the class.
Introduce the Question Box to the class.
The question box allows for anonymity
and establishment of student priorknowledge in relation to PDHPE concepts.
Allowing students to ask questions in ananonymous manner will increase student
access to reliable information. Even thoughanonymous, it is expected that teachers
will reasonably be able to work out theidentity of a student should a disclosure be
made, so a child protection response can beprovided. If it is a large group or the teacher
is not familiar with students’ work, they
could invite students to add their name, ifthey wish, saying it will not be shared withthe group. Although not all students will,

this should assist with identification, if it isneeded. The box should be a material item
such as a shoe box, bowl, or hat.
Explain to students:y The question box can be used to ask
questions that they want to know but don’t
want to ask in front of everyone.
y The question box is anonymous, but you
might choose to add your name if you wish.
y Everyone will be given a blank piece of paper
at the end of each lesson.
y Everyone must record something on theirpiece of paper whether it is a question orsomething else, for example, last night’s
dinner, to ensure the questions remain
anonymous or a drawing.

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 431

NSW Department of Education

1

Respect in relationshipsy They must place their own paper into thequestion box.

y accepting each other’s differencesy Questions will be answered at thenext lesson.

y helping each other.

Explain to students that they are going topractise using the question box but with ananswer not a question. Students are to write
an answer to the following question:y When you think about your close
relationships, what is it that makes
you feel close to these people?
Allow students a few minutes to write theiranswer and place it in the question box.
Remind students that everyone must write
down something and put it in the question box.
If students can’t think of an answer, they canwrite down what makes a good friend.

Understand
Display the words positive relationships.
Brainstorm actions, behaviours, and qualitiesof positive relationships. Suggestions could
include:y trusty carey respecty safetyy fun
y shared views
y communication (talking and listening)y honesty
y praise or compliments where appropriate
y apologies where appropriate
y loyalty
y supporty having fun together

y respecting privacy

Read through answers given in the question
box and ask students if any of them areexamples of characteristics of a positive
relationship. If students’ names have been
used, remind students of the expectation thatno names will be included.
Discuss answers and explain that as a class
it is important to make sure everyone feels
comfortable, safe, and supported.
Explain to students that they are all going
to contribute to creating a poster oncharacteristics that show positive interactions
with each other in the classroom.
In groups students brainstorm ways to show
other people in the class that they care about
them, their feelings and their safety whenparticipating in class activities.
Have each member of the class share one of
their groups ideas and record appropriate ideason the positive relationships poster. This poster
will be used for future reference. Ideas might
include:y taking turns to talky listening to others’ ideas
y no put downs or teasingy using kind words
y including others
y being fairy being kindy helping others
y sharing ideas
y not talking about other students
This could be contextualised to school values.

y sharing activities that both people enjoy
y being kind to each other432 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

1

Respect in relationships

Act and apply

Groups must discuss the items each person
chose to take and why they chose them.

Tell students they are going to participate
in an activity called Tropical Island.
Provide the following scenario:

During school camp you and yourclassmates have been taken out on aboat to explore an island just off yourcampgrounds.
During the day the weather suddenly andunexpectedly turns dangerous and fierce
winds rip a tear in the sail, rendering thesails useless.
As the captain tries to control the boat astrong current pulls the boat deep into
the ocean.
Eventually your boat washes up onto arocky outcrop, tearing the hull beyond
repair.
In the distance you see land, but it looks
deserted.

Explain to students that on further inspection
it is discovered that the boat only has 1 buoyant
waterproof container on board and as suchthe group can only take 5 items in total.
The group must decide which 5 items they
will take and why.
Have groups present their lists, why they chose
those items, and how the group demonstrated
characteristics of positive relationships.
As a class discuss the following:y How did your group help each other tocomplete the task?
y What made it hard for the group tocomplete the task?
y What made it easy for the group to complete
the task?
y What behaviours helped to make sureeveryone felt safe, respected, and included
during the activity?

You can swim for it, but you’ll need
supplies.
Some items have survived the crash,
but you can only carry 5 items and still
manage to swim to the island.
Which 5 will you choose?

Display the Tropical island: items for survival
sheet.
y Ask students to choose the top 5 items thatthey would take with them to the island.
y Ask students to form groups of 4 or 5.
Explain to students that they will be working
together in their group, but they need tochoose at least one characteristic from thepositive relationships poster to focus on during
the activity.

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 433

NSW Department of Education2

How do gender expectations
affect identity?

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Explore how genderstereotypes influence how
individuals interact and the
choices they make (PD3-3)

Success criteria
Students will:ycreate a ‘Because why?’
script to question andchallenge genderstereotypes

ResourcesyGender Roles andStereotypes videoyBecause why? videos

Switch on

their hand or record their answer. Suggested
examples include:

Introduce the learning goals and discuss themwith the class.

y pink is for girls

Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.

y people asking for ‘a couple of strong boys’
to do something

Watch the video Gender Roles and Stereotypes
from Amaze.org
Ask the following questions:y What is a gender stereotype? Emphasisethat a gender stereotype is what it is to bea girl or boy. This includes what they do anddon’t like, how they should act, how theyshould look and what they can and can’t do.
y Do you think gender stereotypes still exist
today? Why?
Read out the examples of gender stereotypes
and ask students to indicate if they agree ordisagree with each statement. You may choose
to do this by asking students to stand or raisey blue is for boys

y boys are toughy girls are weaky boys don’t cry
y boys like sport
y girls like dolls
y men are doctors
y girls are nurses
y boys play footbally girls play netball
y men are loud and aggressive
y women are quiet and passive
y girls love shopping for hours
y boys hate shopping.

434 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education2

How do gender expectations affect identity?

Explain that while some ideas might be true forsome people of a certain gender, they are nottrue for all people of that gender.

y What kinds of gifts might a baby girl/baby
boy receive when they are born? On theirfirst birthday? On their 12th birthday?

Understandy What kinds of hobbies, toys or games mighta girl child/boy child be offered by theirparents, carers, or family members?

Split the class into two groups of boys and twogroups of girls.
Each group is to brainstorm ideas aroundgender. One girl group and one boy groupare to brainstorm what it means to be a boy,the other boy group and girl group are tobrainstorm what it means to be a girl. Students
could consider questions such as:
y How are girls/boys supposed to behave?
y What are girls/boys supposed to like or
dislike?
y How are girls/boys supposed to look, think,and feel?
y What are girls/boys supposed to be good at?
Bring the class back together and have thegroups that brainstormed ideas on what itmeans to be a girl present their ideas. Discuss
any differences between what the two groups
perceived being a girl meant.
Have the groups that brainstormed what itmeans to be a boy present their ideas anddiscuss any differences between what the twogroups perceived being a boy meant.
Ask students: Where do you think these ideas
about being a girl or boy come from? Examples
include, parents, family, cultural groups, society,media, friends.
Explain to students that from the day we areborn we are often treated differently by people
depending on whether they perceive us as agirl or a boy.

y How might parents, carers, or family
members play with a girl child/boy child?
In groups students discuss the following:y How might people treat girls/boys when they
have fallen over and hurt themselves?
y How might the different actions or responses
to children based on gender play a part inshaping the identity of the child (or shaping
how the child grows up) as a boy or as a girl?
y How might stereotypes be unfair or limiting
to children when they are deciding what
they like to do, what careers they would liketo have, or what sports they want to play?
y How might a boy feel and react if he wears
pink clothes or shoes and people make funof him?
y How might a girl feel if she wants to playsoccer and boys tell her she can’t?

Act and apply
Either as a whole class, or if resources allow,
in small groups, explore Because why? videos
from Our Watch.
In pairs, ask students to plan their own script fora ‘Because why?’ role play.
Each pair presents their scripts or role play tothe class. This could be recorded or performed.
Discuss the messages in each script or role play.

Ask students the following questions:

All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y When a new baby is born what kind ofclothes might the girl baby/boy baby be
dressed in?

y What is an example of a gender stereotype
that you have heard and how could you
challenge it?

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 435

NSW Department of Education

3

How can I recognise
physical abuse?

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Recognise physical abuse,
the effects of abuse and ways
to respond (PD3-3)

Success criteria
Students will:yyResourcesyuse a continuum to identify
examples of physical abuse

Accidental Harmor Abuse cardsydemonstrate ways torespond to abuse

Yes, sometimes, unsure,and no cardsyPhysical Abuse activity

Switch on

Revise the effects of harm under the headings:

Introduce the learning goals and discuss themwith the class.

Harm to our bodies

Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.

y scratches

Explain to students that this activity is to revisit
their understanding of the difference between
accidental harm and abuse.
Organise students into groups and give eachgroup a set of Accidental Harm or Abuse cards.
Students sort cards into whether the situationon the cards is accidental harm, or abuse.
Discuss answers as a class.
Emphasise that if harm is not accidental
it is abuse.
Revise the meaning of Abuse. Actions thatcause hurt, harm, or put someone in danger
that are not accidental.

y cutsy broken bones
y burnsy bruisingy internal injury
Harm to thoughts
y believing bad things about yourself
y not being able to stop the same thoughts
in your heady trouble sleeping because of thoughts
y believing you deserve abusey believing you are to blame
y poor self-esteem, anxiety
y believing you aren’t loved or cared about

436 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

3

How can I recognise physical abuse?

Harm to feelings
y feeling upset, sad, angry, worried, scaredRemind students that abuse to our bodies
can be called physical abuse and abuseto our thoughts or feelings can be called
emotional abuse.

Have one person share their group’s responses
and other groups mark off any of their
responses that are mentioned.
Ask other groups if they have anything extra
from their brainstorm that wasn’t marked off
and to share.
Examples of physical abuse of children could
include:Understand
Display and read the following definitionof physical abuse:y Physical abuse is a non-accidental
physical act that causes harm or
injury to a person by another person
or people.
y Physical abuse harms a person
physically. It can also harm a person’s
thoughts and feelings.

In groups, students brainstorm behaviours
or actions that could be classified as physicalabuse to a child. Explain to students that they
are not writing stories of physical abuse, justthe physical act such as punching or pinching.
Remind students that they are not to include
the names of people.
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.

y punching
y hittingy shakingy pushingy throwing
y stabbing
y burning
y chokingy poisoning
y being tied up
y giving unnecessary medicine or alcohol
to a child.
Reinforce that none of these behaviours are
ever ok. Every child has the right to be safe andto be protected from harm and abuse.
Set up a continuum in the classroom using theYes, Sometimes, Unsure and No cards provided.
Pose the following questions and have students
indicate a space on the continuum thatreflects their response. After each question, ask
volunteers to explain their thoughts:
y If a stranger strangles a child, is this physicalabuse? Emphasis that this is physical abuse.
y If a stranger threatens to hurt a child, is thisphysical abuse? Emphasis that there is no
physical harm to the child.
y If parents or carers physically harm or injurea child as punishment, is this physical abuse?
Emphasis that this is physical abuse.
y What if the child was being difficult or
hurting their siblings and the parents or
carers physically harmed or injured them

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 437

NSW Department of Education

3

How can I recognise physical abuse?

as punishment, is this physical abuse?
Emphasis that this is physical abuse. It
is never ok for a child to be harmed on
purpose, no matter how they have behaved.
y If a child does something wrong whichcauses their parents or carers to becomeso angry that they harm the child, is it thechild’s fault? Emphasis that it is never thechild’s fault. No child deserves to be hurt on
purpose. Even if a person is out of control
his or her actions are not ‘accidents’. Parents
and carers have a responsibility to care forand to protect children – not to harm them.
y What if a relative or neighbour who islooking after a child harms or injures thatchild on purpose, is this physical abuse?
Emphasis that this is physical abuse. The
relative or neighbour has a responsibility
to care for and protect the child.
y What if an older child or teenager is looking
after a child and he or she harms or injures
the child on purpose. Is this physical abuse?
Emphasis that this is physical abuse.
If an older child or teenager takes the
responsibility to look after a child, he or
she also has the responsibility to keep
the child safe.
Ask students: What could you do if you were
physically harmed or injured by an adult or anolder child on purpose? Reinforce the parts of
the No-go-tell strategy. Children have a rightto be safe, adults have a responsibility to keep
children safe and if a child is being abused it isimportant for them to tell someone.

Act and apply
Provide each student with a copy of the
Physical Abuse activity
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD3-3, demonstrating knowledge of the
impact of physical abuse and ways torespond.

Read through the scenario as a class.
Ask students to complete the following tasks
on their copy of the activity. You may choose
to read the instructions or questions:y Highlight any evidence of physical abuse
to a character.
y Record the effects the physical abuse might
have on the character.
y Record the feelings or body signals thecharacter might be feeling before, during
and after the abuse.
y Record how you could respond to the abuse
if you were this character.
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.
Ask students if they would like to share theirsuggested response before collecting students’work. Remind students that when adults
physically abuse children it is often because
they have difficulties managing their problems
in appropriate ways. Emphasise that this is not
an excuse for physically abusing children andthat all children have a right to be safe and it is
the adult’s responsibility to keep children safe.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y Who are trusted adults that people could tell
about physical abuse?

438 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

4

Sexual abuse and consent

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyRecognise sexual abuse andways to respond (PD3-3)
Understand that no one has
the right to touch anyone
else in a sexual manner
if they do not want to be
touched (PD3-3)

Success criteria
Students will:ysuggest ways to respond tosexual abuseyidentify when consent
has been given and when
it has not

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.

ResourcesyConsent activityyPractise telling scenarios

Read the following situations and havestudents suggest what they might do and whatmight happen if they don’t do anything:Situation 1: You were at your friend’s
house and their parents offered you apeanut butter sandwich, but you areallergic to peanuts.
Situation 2: You see a small child about
to run out onto the road to get a ball.
Situation 3: You were at the park whena big, electrical storm hit.
Situation 4: The smoke alarm in yourhouse went off and you could see smoke
coming from the kitchen.
Situation 5: The toilet in your househas blocked up and overflowed all overthe floor.

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 439

NSW Department of Education

4

Sexual abuse and consent

Situation 6: A cricket ball flew over thefence and smashed one of the windows
on your house. There was glass all overthe lounge room floor.

Explain to students that each one of thesesituations requires a response or someone
could be hurt or harmed. Some situations
require you to say no, or stop, some require
you to go from the situation, some require you
to tell someone else, and some you could fix
yourself, but you still need to tell someone.
Identify that the hurt or harm that could havebeen caused in these situations was most likely
accidental.
Ask students: What is it called when hurt orharm is on purpose? Emphasise that this iscalled abuse.
Ask students to recall different types of abuse.
Emphasise that the different forms of abuse arephysical, sexual, and emotional.

UnderstandRemind students that it can be very hard forchildren to tell someone about abuse.
Ask students: Why might it be harder to tellsomeone about abuse than it is to tell someone
about accidental harm? Examples include:
y being scared of what people might doy feeling embarrassed
y thinking they are to blame
y not wanting to upset someone
y confused feelings about what happened
Explain to students that it can be even harder
to tell someone about sexual abuse. This isbecause sexual abuse involves talking about
private body parts and situations that are nottalked about often.

Display and read the following definitionof sexual abuse:

Sexual abuse includes looking at, showing,or touching the sexual parts of the bodywithout permission. This can include inperson, online, using photos, or using
objects.
Sexual abuse involving touch can include
touch by the hand, the mouth, anotherpart of a person’s body, or by an object.
Examples could include kissing, someone
touching your sexual parts, being asked
to touch someone’s sexual parts, being
asked to touch one’s own sexual parts.
Sexual abuse not involving touch can
include looking at someone’s sexual bodyparts or making a child look at anotherperson’s sexual body parts when they
don’t want to, pressuring someone to lookat pictures or videos which show sexual
body parts or sexual acts, pressuringsomeone to send photos of sexual bodyparts online, or taking photos or videos ofsomeone’s sexual parts.

Inform students that none of these behaviours
are ok.
y Sexual abuse is an act of power and control
over someone.
y It is never ok for an adult or an older person
to engage in sexual activity with a child even
if a child doesn’t say no or ask them to stopor even willingly participates.
y These behaviours are sexual abuse and it isillegal for an adult or older person to do this.
Ask students:y Is it ok for an adult to ask a child to touch theadult’s sexual parts? Emphasise that this issexual abuse.

440 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

4

Sexual abuse and consent

y Is it different if it’s a child asking anotherchild to touch their sexual parts? Emphasisethat this is still not ok.
y When is it ok for someone to touch yoursexual parts? Examples include:‫ ݖ‬When you are sick or injured and needhelp washing your sexual parts.
‫ ݖ‬Parents and caregivers, carers, andsupport workers need to touch the private
parts of babies and small children when
they care for them.
‫ ݖ‬As children get older, they can look after
their bodies themselves.
‫ ݖ‬If you are ill, injured or need help to lookafter yourself, another person may need
to touch the private parts of your bodies.
When working with some students withdisabilities it will be important to discuss
the need for other people such as a School
Learning Support Officer (SLSO) to touch theprivate parts of students’ bodies. Teachers
and SLSOs should be added to ‘parents andcaregivers’ as acceptable people to touch
their private parts as they care for them.
Emphasise that this should only happen
at the time of need, eg when toileting orbathing. Teachers should consider theircontext and the appropriate information
they need to discuss with their class.
y When is it ok for an adult to kiss a child?
Emphasise that it is when the child feels
comfortable with who is kissing them, how
they are kissing them, and where they are
kissing them.
y How could an adult know if the child is okwith them kissing them? Emphasise thatthey could ask them.
y If an adult or older person asks a child totouch them in a sexual way and the childsays yes, is this ok? Emphasise that this is stillsexual abuse and the adult or older person iscommitting a crime.

y Is a child at fault if they let an adult orolder person touch them in a sexual way?
Emphasise that a child is never at fault. The
adult or older person is at fault.
Explain to students that getting permission to
do something to someone is called consent. If
someone does not get consent to touch, takevideos or photos of someone, then they are notrespecting that person’s rights.
Why is it important to get consent to touch
someone? Emphasise that they might not
like being touched, you might make themfeel uncomfortable, it might upset someone,
everyone has a right to have their bodies
respected.
Explain to students that the best way to stop
sexual abuse is to tell a trusted adult, even ifthey’ve been threatened or bribed not to tell. It
is not something that is easy to do but sexual
abuse is not a problem that children can solveon their own.
Ask students:y Why is it important to tell someone about
sexual abuse? Emphasise that it is important:‫ ݖ‬so you can get help
‫ ݖ‬because it is not ok‫ ݖ‬because often people who sexually abusechildren do it to more than one child andwhen a child tells someone about thesexual abuse they are helping to stopthemselves being abused but they could
also be helping other children who arebeing abused.
y If the abuse stops before you have told atrusted adult about it, should you still tell?
Emphasise that sexual abuse can affecta person’s thoughts and feelings, so it isimportant to still get help. It is also importantbecause this person could sexually abuse
someone else.
y What if a child tells a trusted adult about
abuse but it doesn’t stop? Emphasise the

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 441

NSW Department of Education

4

Sexual abuse and consent

importance of telling another trusted adultand to keep telling until someone does
something about it.
Explain to students that if an adult at school
is told about a child being abused, they must,by law, report the abuse. They must makesure the child receives help to stop the abuse.
This does not mean they tell everyone; they
make a confidential report that will go to only
those that can provide support. Other adults
that can help include police, doctors, nurses,
psychologists, and any adult that you trust.
Remind students that it can be extremely
difficult to tell an adult about sexual abuse, but
the important thing is to just take the first stepand any attempt to tell someone is one step
closer to getting help.
Ask students to brainstorm the strategies they
could use to try to tell an adult that they havebeen sexually abused. Ask students to record
the strategies which could include:y Writing a note that says, ‘I need to talk’or ‘I need to tell you something’y Writing a note that tells the whole story
y Start by talking about the feelings you havey Explain the feelings you are having to atrusted adulty Drawing a picturey Calling someone on the phone andtelling themy Calling the Kids Helpline
y Telling a trusted adult you have something
to tell them but you don’t know how
y Turning your back and tellingy Telling a trusted adult from the other sideof a closed door, say, ‘Something bad has
happened to me and I don’t know what todo’ or say, ‘I am scared about something thathas happened to me’.
Have students share their ideas if they feel
comfortable.

Act and apply
Have students complete the Consent activity
to identify whether or not consent was given
in different scenarios. This can be completed
individually, or in small groups.
As a class read through situations and discuss
whether consent was given.
Ask students: What could you do if someone
didn’t get consent to touch you or take photosof you? Examples include, using the No-gotell strategy, saying no, asking them to stop,
walking away and telling someone.
As a class read through one of the Practise
telling scenarios provided. Discuss ways to tell atrusted adult about what happened.
Put students into pairs. Read the other Practise
telling scenarios one at a time. After eachscenario, ask students to practise ways of tellinga trusted adult.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y Who are people in your support network
who you could talk to and seek help from if
you needed it?
It is advised that this lesson is followed bya fun game such as Riverbank to dispel
any tension in students. To play Riverbank
Students line up along a line or a rope. The
side they stand on is the bank, over the lineis the river and when they have one foot in
the river and one foot on the bank it is calledriverbank. Start students on the bank andcall out river, bank, or riverbank in any order.
Students must jump to the correct spot thatwas called. If students miss a jump or jump
to the wrong spot, have them complete aphysical activity such as 5 squats or run to a
designated place and back before joining in
the game again.

442 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

5

Neglect and emotional abuse

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Recognise neglect andemotional abuse (PD3-3)

Success criteria
Students will:yidentify and sort situations
that describe neglect andemotional abuse

Resourcesy

Images of bedroomsyEmotional abuse andneglect cards

Switch on

In groups, students list ways the tidy bedroom
has been looked after.

Introduce the learning goals and discuss themwith the class.

Share ideas as a class.

Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.

Explain to students that one bedroom hasn’t
been looked after and cared for. Explain thatthe opposite of being looked after and cared
for is neglect.

Show students the two images of the
bedrooms provided.

Create a shared definition for neglect:

Compare both images and ask students what
they think the difference is between the two
images. Examples could include, one has been
looked after and one hasn’t.

Neglect is not paying attention to or
caring for something or someone.

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 443

NSW Department of Education

5

Neglect and emotional abuse

UnderstandRead the following scenario to the class:Mardi lives with her mother and father.
Her Dad is rarely home. His work requires
a lot of travel, so he is away from home
for many days at a time. Sometimes
Mardi’s Mum doesn’t get out of bed allday. Mardi’s Mum is sad most of the time.
Mardi tries to be a help to her as much as
she can.
Mardi looks after herself. She makes her
own lunch if she can find any food in thehouse but often, she can’t find enoughfood. Mardi gets herself ready for school
each day. Often her Mum doesn’t even say
goodbye to her.
At school Mardi’s friends sometimes teaseher for always being hungry and eatingother students’ leftovers. Mardi makes
jokes about her ‘big appetite’ to cover up
her embarrassment. Her friends often
ask Mardi when her parents will cometo school so she makes up stories about
how her parents are always being involved
in important business. After a while, herstories don’t sound very believable.
When Mardi gets home, she is happy
just to see that her Mum is still ok.
Sometimes her Mum is up and in a good
mood. When she is, Mardi tells her about
her schoolwork, and they tidy up thehouse together. Mardi likes these times.
However, most of the time no one isinterested in Mardi’s schoolwork or even if
she is happy or ok.

One afternoon Mardi is cutting an orange
and she cuts her hand very deeply withthe knife. It won’t stop bleeding. Mardi
tries to get her Mum out of bed so she
can help her. Her Mum just mumbles andgoes back to sleep. Mardi feels sad, scared,
and very alone.
Mardi ties up her hand with a cloth. Her
Dad doesn’t come home that night.
Her hand never heals properly. It keeps
getting infected. Mardi doesn’t know how
to look after the cut and her Dad won’t
take her to the doctor. Mardi stays awayfrom school for a long time because she isashamed of the injury. She feels sad andempty inside.

Ask students the following questions:y Do you think Mardi’s rights are being
respected? Why/Why not? Emphasise that
Mardi’s right to be safe, to be cared for, andto be protected are not being respected.
y How would you describe the way Mardi isbeing treated?
y Do you think Mardi is being abused?
y Do you think Mardi has been cared for?
Explain to students that Mardi has not beencared for in a way that keeps her safe, protected
and feeling loved.
Explain that when adults and carers refuse
to provide for the needs of their children andrefuse to seek help, this is called neglect.
Neglect which causes harm to children is not
ok, it is abuse.

444 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

5

Neglect and emotional abuse

Ask students the following questions:y How was Mardi neglected? Examples
include:‫ ݖ‬Mardi did not have enough food‫ ݖ‬She didn’t receive enough care orattention from her Mum or her Dad
so she could be safe and feel loved‫ ݖ‬She did not get necessary medical
treatment when she was injured.
y How did Mardi try to cover up her neglect?
Examples include, she made up stories andstayed away from school to hide her injury.
y Why do you think Mardi covered up theneglect instead of telling someone?
Examples include:‫ ݖ‬Mardi might have thought she was toblame, and she didn’t deserve to be safeand protected‫ ݖ‬Mardi might have wanted to avoid
causing trouble for her family. She might
have been afraid that she would be taken
away from her family‫ ݖ‬Mardi didn’t know that there are people
in the community who could help her
mother and father so they could takebetter care of Mardi. These people rarely
take children away from their families.
y Did Mardi have the right to be safe, cared
for and protected? Emphasise that this is
the right of all children. Adults have theresponsibility to make sure all children
are protected. Adult carers also have theresponsibility to take care of their children.
Neglect is not ok.
y Was Mardi physically abused? Emphasisethat Mardi’s parents did not harm her
physically even though their neglect led toher injury not getting better.
y How was Mardi harmed? Emphasise that she
has been harmed emotionally. Her thoughts
and feelings were harmed.

Ask students: What is it called when an
adult harms a child’s thoughts or feelings
on purpose? Emphasise that this is called
Emotional abuse.
Explain to students that words or actions that
continually hurt children’s feelings can change
the way they think about themselves andchildren can think that no one likes them.
They can start to believe that they don’t deserve
to be cared for or to have their rights respected.
This is never true. All children deserve to becared for and to have their rights respected.
Explain that when other children and young
people hurt each other’s thoughts and feelings
it is called things like teasing or bullying.

Act and apply
Students are given a copy of the Emotional
abuse and neglect cards.
After reading each scenario, ask students toplace it under the heading that they think
the scenario represents. The headings are
emotional abuse, neglect, no abuse or unsure.
Read through each scenario again and identify
the correct heading. Have the class give a
thumbs up or down to agree or disagree withthe card’s placement.
Formative assessment opportunity.
Observing this activity and collecting thiswork allows students to demonstrateevidence towards outcome PD3-3,
demonstrating knowledge of behaviours
and actions of emotional abuse andneglect.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What are the different types of abuse
that you know of?

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 445

NSW Department of Education

6

Identifying risk and associatedemotions

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyExplore how emotions canvary according to context(PD3-6)

Success criteria
Students will:y

Recognise level of risk incertain situations (PD3-6)
yidentify feelings associatedwith a safe situation andcompare with emotions
associated with an unsafe
situation

ResourcesyKinds of feelings definition
match

y

At risk or not at risk scenarios

identify whether various
situations present a risk,
a possible risk, or no risk

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
In groups, have students match meaning anddefinitions from the Kinds of feelings definition
match. The definitions include:y Mixed Feelings: Experiencing different
or opposite feelings at the same time.

‫ ݖ‬For example, when someone you don’tknow very well gives you a big hug.
y Confused Feelings: When you are unsure
about how you feel or about what to think.
‫ ݖ‬For example, when you are getting
different messages from the same person
about whether you are their friend or not.
y Changing Feelings: When a feeling changes(usually unexpectedly or suddenly).
‫ ݖ‬For example, trusting someone andthen seeing that person steal somethingof yours.

‫ ݖ‬For example, feeling proud that yourfriend won an award but being enviousof his or her success.

Read through correct definitions of each kindof feeling.

y Uncomfortable Feelings: When you feel
uneasy, surprised, a bit worried, or nervous.

Discuss body reactions or signals which might
be experienced in the different situations.

446 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

6

Identifying risk and associated emotions

Understandy cousins

Explain to students that when children are hurtor harmed by other people, it is most often bypeople they know.

y uncleReassure students that most people they know
will never harm them, however it is a good idea
to be able to recognise when they may be at riskof being harmed. Warning signals, such as bodysignals or feelings can be indicators of risk.
Remind students that a safe or unsafe situation
can depend on how you feel about:y auntyy grandparent
y lots of peopleWhaty body partsy safety rules for the environment:‫ ݖ‬swim between the flags‫ ݖ‬cross at the crossing‫ ݖ‬wear a helmety Who you are withy What body part someone is touching or
what safety items and rules are offering
protection

y safety items:‫ ݖ‬life jackets‫ ݖ‬helmets

y How someone is touching you or how people
are behaving‫ ݖ‬gloves

For example, if we are with a trusted adult andthey kiss us gently goodnight on the forehead,
we might feel safe, however, if we are with aneighbour and they start massaging us. wemight feel unsafe.

‫ ݖ‬sunscreen‫ ݖ‬boots‫ ݖ‬hats‫ ݖ‬security cameras
How

Explain to students that there are also otherfactors such as:

y touch such as kissingy Where you arey massaging

y When you are being touched

y tickling

Display the factors Who, What, How, Where,
and When.

y behaviour such as being roughBrainstorm suggestions for each factor such as:

y being loudWhoy graffitiingy parents

y dancingy friend

Where

y neighbour

y parky stranger

y playgroundy police officer

y football

y teachery beachy doctory sports fieldy hittingy hanging in a group

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 447

NSW Department of Education

6

Identifying risk and associated emotions

y toilet blocky shopsy homey neighbours house
y community centre
y creekWheny being touched:‫ ݖ‬when you are sick or injured‫ ݖ‬when you don’t want to be touched‫ ݖ‬when you don’t feel comfortable being
touchedy when you are somewhere:‫ ݖ‬at night‫ ݖ‬during the day‫ ݖ‬when everything is closed‫ ݖ‬when you shouldn’t be there
Read or display the following situation:

You are with your friends at the local
shopping centre. It is the middle of the
day and you and your friends are walking
around shopping. There are safety
cameras and security guards on duty.

Ask students how they might feel about thissituation.
Read or display the following what if situation:

You are with your friends at the local
shopping centre. It is after hours andthere are a group of kids yelling and being
loud near you? There are security cameras
but no security guards around.

Ask students how they might feel about thissituation.

Explain to students that where they are andwho they are with hasn’t changed but otherfactors have. What were the different feelings
associated with each situation?
Explain to students that most places in thecommunity are safe. However, when they areon their own or with a friend, they need to beaware of what is happening around them andthink about being safe in each situation. Somepeople, places or situations may put themmore at risk of harm than others. It is important
to consider body signals, warning signs anddifferent factors to decide the level of risk ofthe situation.

Act and apply
Provide examples of scenarios from At risk
or not at risk scenarios and ask students tosuggest how they might feel in the situation,
any warning signs they might feel and thefactors they need to consider to determine ifthey would be at risk, possible risk or no risk.
Students create and record 3 of their own
scenarios that demonstrate:y risky possible risk
y no risk
These scenarios should include the factors of
who, what, how, where and when.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD3-6, demonstrating knowledge ofcontextual factors that influence safety.
Have volunteers share examples.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What emotions and body signals might you
feel in a situation where you feel possible risk?

448 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

7

Judging safety

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyy

Identify behaviours thatmake a scenario safe orunsafe (PD3-6)
Identify actions that support
caring and respectful
relationships (PD3-3)

Success criteria
Students will:yyidentify actions andbehaviours that indicate
a situation may be unsafe

ResourcesyChild protection terms
and definitions cardsyCarly’s bus trip scenario

describe actions that
support caring andrespectful relationships

Switch on
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Provide each student with the Child protection
terms and definitions cards.
Students read the cards and match each termwith a definition.
When students have matched the cards
together, read through the terms anddefinitions, and match them as a class.

UnderstandAs a class use the Child protection terms anddefinitions cards to identify some safe andunsafe behaviours.
Make note that most of the terms are unsafe.
The behaviours around these terms are harmful
and do not respect the rights of others.

Explain to students that most people are goodpeople and won’t hurt or abuse others. It is
important to recognise the behaviours that
demonstrate how people respect the rights ofothers.
Ask students to think about someone they havea close relationship with. This person could be aparent, carer, teacher, sibling, friend, or a family
member.
Ask students to think about what thesepeople do that makes them feel cared for andrespected. Emphasise that they should think
about the behaviours of these people, not thatthey are kind or they are happy. What is it theydo? How do they show care? How do they showrespect? How do they show kindness?
After a couple of minutes of thinking time,
students tell a partner the behaviours that they
have thought of. Pairs then discuss how thesebehaviours make them feel. What emotions dothey experience?

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 449

NSW Department of Education

7

Judging safety

Have each pair join another pair to make asquare. Students each share and record the
behaviours they have discussed. Challenge
students to think of more behaviours that
demonstrate respect and care.
Have groups share their ideas on positive
behaviours. Ensure each group only sharesthe ideas that haven’t already been listed. If
students haven’t named a variety of behaviours,
brainstorm others as a class.
Ask students to think about a time in the future
where they meet someone new and start a
new relationship.
Ask students to share the top 5 most importantbehaviours they would like this person todemonstrate.

Act and apply
Carly’s bus trip
Provide each student with a copy of Carly’s bus
trip and read through it as a whole class.
Students highlight the behaviours in the
scenario that are safe in one colour and unsafe
in another.
Formative assessment opportunity.
Collecting this work allows students todemonstrate evidence towards outcome
PD3-6, demonstrating knowledge of
behaviours that influence safety.
Have students share their ideas.
Ask students: What should Carly do next?
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What is an example of a behaviour or
action that makes you feel good about
a relationship?

450 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

8

Safety strategies

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyySuccess criteria

Identify personal strategies
and responses that model
assertiveness in challenging
situations (PD3-9)

Students will:ysuggest creative ways ofsaying no to peer pressure

Recognise and demonstratesafe behaviours and actions(PD3-9)ydevelop a safety plan basedon a scenario

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Display a copy of Carly’s bus trip scenario andhave volunteers read aloud.
Ask students to identify parts of the scenario
where Carly could, or did, use protective
strategies.

UnderstandExplain to students that they can use protective
strategies as a way of planning personal safety.
Display the heading Saying no to peer pressure.
Explain to students that they can practisesaying no to people in different situations

ResourcesyCarly’s bus trip scenarioyTips for saying nothat they might find themselves in. If you findyourself being pressured to do something, it isgood to have some responses ready to go. You
can say a straight out ‘No’ in an assertive way or
say it in a distracting or even funny way.
Note that children saying no is not a valued
behaviour and is not taught or encouraged
in many cultures. It may be difficult for somestudents, but it is important to learn.
In groups students brainstorm different
responses to say no to peer pressure. Provide
each group with the Tips for saying no resource
and read through it as a class. Provide one of
the following scenarios to each group:y You meet a group of kids from your schoolat the shops. One of them puts a packet oflollies in your pocket and tells you to sneakout and they’ll wait outside for you.

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 451

NSW Department of Education

8

Safety strategiesy Some of your friends are organising tomeet at a local park instead of goingto school. They’ve asked you what time
you’re getting there.
y All your friends have boyfriends or
girlfriends. They are all pressuring you topick someone to be in a relationship with.
y Your friend thinks it would be funny tograffiti the school on the weekend. They
want you to go with them.
Have each group present their scenario andexplain the different ways they refused peerpressure using their ideas or the Tips for saying
no resource.
Display the heading Safety plan.
Explain to students that they can pre-plan ways
to leave an unsafe situation with a personalsafety plan. When you know you’ll be in asituation with some possible risk it can be
useful to consider ways to leave in advance,
if you need to.
Discuss the following examples:y You have to walk home from your friend’s
house on Wednesday afternoon. You will bealone, and it will be getting dark. Is there
possible risk and how can you plan for safety?
y You’re going to a skate park with yourfriends. You know some kids that hang out
there sometimes and they often tease andbully other kids. Is there possible risk andhow can you plan for safety?
y You’re going to a birthday party on theweekend and there will be older kids there.
You are worried that you might start to feel
uncomfortable, but you want to see yourfriend. Is there possible risk and how can
you plan for safety?
Display the heading ‘Seeking Help’
Remind students that when they have had torefuse pressure from someone or have had
to use a safety plan, they need to follow it up
by seeking help or advice. It is important toalways talk to a trusted adult about what has

happened, even if refusing or leaving
a situation solved the problem.
Ask students: When we decide we need totalk to a trusted adult, what support might webe needing? Examples include that we mightneed someone to talk to so we can feel relief,
someone to understand how we are feeling,someone to help us decide what we want tohappen next, someone to help us take action
ourselves or someone to take action on ourbehalf to change the situation.
Why might it be hard to talk about a problem?
Examples include, you may have been
threatened or it might involve talking about
private and personal things, you might think
you should be able to handle it yourself, you
might not know how to say it, you might beembarrassed or confused, you might think you’ll
get in trouble or that you won’t be believed.
Ask students: If you are finding it hard to talk tosomeone about something that has happened
to you what are some different ways you could
try to seek help? Examples include, writing a
letter, telling a trusted adult over the phone,sitting back to back with someone and tellingthem, telling someone that you have something
to say to them, but you don’t know how.
Explain to students that as children grow older,
they can also be supportive to their friends.
They can listen and offer advice and support if afriend has a problem. Although they can’t takeaction in cases of abuse, they can support theirfriends to choose a trusted adult to talk to andhelp them to seek help.
Ask students: What are some qualities you
would look for in a friend you could go to forsupport? Examples include, a good listener,
trust, confidentiality (not telling), wanting tohelp you, honesty, being sensible, believing
in you.
Have students think of up to 5 friends they
could add to their support network. Ask
students to indicate when they have thoughtof the friends.

452 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

8

Safety strategies

Act and apply
In groups, students read through Carly’s bus
trip scenario and complete the following:y Identify different ways Carly could refusepressure or unwanted touch from Roryy Develop a personal safety plan for Carly forthe next time she catches the bus
y Suggest ways Carly could seek help.
Explain to students that Carly may not be able
to say no but she should always tell. Explain to
students that implementing safety strategies
should not put them in a situation of increased
risk or danger.
Groups share or record their ideas.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y How will a personal safety plan help you?

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 453

NSW Department of Education

9

Harassment

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Practise skills to establish andmanage relationships (PD3-9)

Success criteria
Students will:yselect and practise
appropriate ways to deal
with harassment

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Create a shared definition for the termharassment.

Harassment is any act which is notwanted and offends or humiliates aperson. Harassment can be repeated,or continued attacks or disturbance.
Harassment is usually directed at a person
who is considered different in some way.
It may be based on a person’s race, sex,age, sexuality, or disability. Harassment isagainst the law. Schools are compelled totake action against harassment.

Ask students: In what ways do you thinkharassment might harm someone? Examples
include, emotionally – the way they feel andthink about themselves and physically – injuries
from physical attack.
Explain to students that sometimes people
start to think that they just have to put up withthis kind of abusive behaviour and don’t ask
for help. They may think that they have to getused to this behaviour and that it is part of theireveryday life. Sometimes people are scaredto ask for help because if they are not helped
when they tell, the abuse might get worse.

454 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

9

Harassment

UnderstandRead the following example of harassment:

Melanie was in Year 5. She enjoyed schooland joined in most activities. Melanie wasgood at sport and maths.
Melanie had a group of close friends
and at lunchtime they usually playedbasketball or went to a gardening club.
There were some boys at Melanie’s school
who also used the basketball courts. It
was always a race at lunchtime to see who
could get the best court first.
When Melanie and her friends got there
first the boys would sit on the sidelines
watching them play. The boys would
laugh at the way they played and call out
comments about how the girls looked.
Ask the students how they think Melanie isbeing treated. Emphasise that Melanie is being
treated unfairly. She is being harassed.
Ask students: How is harassment different tobullying? Emphasise that harassment is usually
directed at someone who is different in some
way to the person bullying them. This could
be based on someone’s race, gender, age,disability, or sexuality.
Explain to students that harassment is similar
to bullying in that they both involve behaviour,which is unwelcome, intimidating, insulting,offensive, and repeated. They can be physical,
verbal, or non-verbal, such as looks andgestures. People who are targeted can be
reluctant to talk about it.
Explain that bullying and harassment involve
misuse of power. Bullying and harassment are
not ok. They are unfair and do not respect therights of others.
Display the headings verbal, non-verbal
and physical.
Ask students to suggest behaviours foreach heading that could deliver bullying or
harassment messages. Examples include:y verbal: put downs, insults, comments
about looks
y non-verbal: looks, gestures, graffiti,
intimidation, following, text messages,social media commentsy physical: touching, bumping, pushing,violence.
Re-read the scenario about Melanie and havestudents answer the following questions:y What are some behaviours in the scenariothat are harassment?
y What strategies can Melanie use whenharassment occurs?
y Which strategies would you find easy to
use if you were in the same situation?
y Which strategies would you find moredifficult? Why?
y Is it ok not to react to harassment?
Emphasise that it is however, if theharassment continues and embarrasses,
hurts, or frightens you, something should
be done about it.
y If someone harasses you, what can you do?
Emphasise that you have a choice in what
you might do. You have the right to choose
to do what is best for you personally.
Discuss the following question: Why is it unfair
and not ok to use race, gender, age, disability,
sexuality or difference to make comments
about someone?

Act and apply
In groups, students select one example fromthe previous brainstorm list from each of theheadings (verbal, non-verbal and physical) andlist as many ways to respond to the harassment
as they can. Responses should be related toprotective strategies.
Have groups present their ideas.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y What is an example of harassment?

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 455

NSW Department of Education

10

My strategies

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
Practise safe and supportive
upstander behaviour (PD3-10)

Success criteria
Students will:ycreate a response to an
abusive situation

Switch on
Introduce the learning goals and discuss themwith the class.
Respond to any questions from the questionbox from the previous lesson if you haven’t
already done so.
Provide small groups with a copy of theDefinition match cards. Each group is to match
the words with their definitions.
Check answers as a whole class.

UnderstandExplain to students that it is important to know
about and practise strategies to keep themsafe for both unexpected unsafe situations andplanned situations involving risks.
Review the idea that most of the time children
and young people will be safe and not be
the targets of abuse. However, it is smart tobe aware of situations where you may bevulnerable. It is important to plan for safety, totrust your judgement and feelings, and to know
and use some strategies that work well for you.

ResourcesyDefinition match cardsyCarly and Rory scenario

Display each of the following child protection
concepts around the room:
y positive relationships
y harassment
y types of abusey gender stereotypes
y protective strategies such as refusal skills,
safety plans, and seeking advice.
y bystander/upstander behaviour
y emotions, warning signs, and risk factors
y support networks.
Explain to students that they are to work witha partner to recall what they know about eachof the concepts. Students add what they know
to at least five concepts. Each pair is only to
add new information if someone hasn’t alreadyrecorded the same idea, they can add a star tothe comment to show they agree and move on
to another concept. Students can also add aquestion mark to any comment that they don’t
understand or don’t agree with.
Discuss each concept and the examples thatstudents have provided.

456 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

10

My strategies

Act and apply
Revise the definition of an upstander.

An upstander is someone who takes
action against bullying behaviour andviolence to protect someone who is beingbullied. They stand up to bullying andviolence.

In pairs, students read the Carly and Rory
scenario and write a response to the scenario
from the perspective of a bystander/upstander.
This could be someone who is friends with
Carly, someone who is friends with Rory or
someone outside of the group witnessing
the scenario.
Have volunteers present their ideas.
All students are given a piece of paper for thequestion box. If students don’t have a question,
they can write the answer to the following
question:y Why is it important to be an Upstander
if you feel confident to?

PDHPE Stage 3: Child Protection Education | Unit of work Power to protect | 457

NSW Department of Education

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I needto revisit to ensure understanding?
y When will I/ can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence will
I need to adapt to ensure my learning goals
are achieved next time?

458 | PDHPE Stage 3: Child Protection Education | Unit of work Power to protect

NSW Department of Education

PDHPE

Stage 3: Child Protection Education
Resources

Power to Protect

NSW Department of Education

Contents
Worksheet: Tropical island items for survival............................................................................................................................461
Cards: Accidental Harm or Abuse?.................................................................................................................................................462
Cards: Yes, sometimes, unsure and no.........................................................................................................................................465
Worksheet: Physical abuse activity.................................................................................................................................................467
Worksheet: Consent activity................................................................................................................................................................469
Worksheet: Practise telling scenarios...........................................................................................................................................470
Images: Bedrooms..................................................................................................................................................................................... 472
Cards: Emotional Abuse and Neglect........................................................................................................................................... 474
Worksheet: Kinds of feelings............................................................................................................................................................... 479
Worksheet: At risk or not at risk scenarios .............................................................................................................................. 480
Teacher notes: Child Protection terms and Definitions cards.....................................................................................482
Cards: Child Protection terms and Definitions...................................................................................................................... 484
Worksheet: Carly’s bus trip scenario............................................................................................................................................. 488
Worksheet: Tips for Saying No...........................................................................................................................................................490
Cards: Definition match..........................................................................................................................................................................491
Worksheet: Carly and Rory scenario..............................................................................................................................................494
Copyright register.......................................................................................................................................................................................496

460 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Worksheet

Tropical island items for survival

A fishing rod
Box of nails

A box of matches
Torch with
2 batteries

A pen
10 metresof ropeMosquito nettingfor 1 person

A small blanket

A compass
A towelA smallmirrorSharp
peeling knife

A small walkie talkie
with batteries

A pair of scissors
A plateA small hammer

5 square metres ofplastic sheeting

2 boxes of chocolate bars

Map of the campgrounds
and surrounding islands

1 – 18PDHPE Stage 3: Child Protection Education | Power to protect resources | 461

NSW Department of Education

Cards

Accidental Harm or Abuse?

Charlotte slips when she is tagged
playing softball. As she lands she
fractures her wrist.

Someone from Sam’s sports teaminsults and teases Sam every week.

Another student pushes the door open
when Yoko is in the toilet and tries to touch
Yoko’s private parts.

Pat knocks over something valuable
and her parents yell loudly at her andtell her she was being careless.

462 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Cards: Accidental Harm or Abuse?

Mick is chased and kicked byan older student on his way home.

May falls over when she is bumpedby her father when they are playing a gameon a slippery floor.

Ted can’t find his carer after school,
one afternoon. After fifteen minutes
the carer turns up and explains that
he was delayed by traffic.

During an argument, Ellen’s friend calls hera nasty name and upsets Ellen.

Annie is knocked over by a classmate
running past.

PDHPE Stage 3: Child Protection Education | Power to protect resources | 463

NSW Department of Education

Cards: Accidental Harm or Abuse?

Hamish’s babysitter often tells him thathis parents go out a lot because they think
Hamish is a pain to have around.

An angry carer pushes Sid against the heaterand holds him there for several minutes.

Anne is hit in the face with a basketball
thrown from another game.

464 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Cards

Yes, sometimes, unsure and no

19

Yes

20

UnsurePDHPE Stage 3: Child Protection Education | Power to protect resources | 465

NSW Department of Education

Cards: Yes, sometimes, unsure and no22

Sometimes

23No

466 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Worksheet

Physical abuse activity
Read the scenario and complete the tasks at the end.

Mr Straker handed Eric the note. Eric wished he didn’t have to takethe note home. Mr Straker was sending a note home because Eric
didn’t hand in his homework, again. Eric knew his Mum was going
to be mad.
He had wanted to hand in his homework but he hadn’t finished it.
Every night Eric had to look after his little brother and baby sisterand put them to bed. His Mum was always busy and she was always
tired. If Eric left his brother and sister alone so he could finish his
homework they would start to fight and cry. Then Eric’s Mum
would yell at him, for a long time. Sometimes Eric’s Mum got very
angry and while she was yelling at him she would throw things
around the room. Once she threw a plate at Eric and it hit him
on the face and cut him above his eye. Eric never knew what his
mother would do when she got angry.
That night Eric’s mother had just made a cup of hot coffee. He
put the note on the table and went to his room. Eric heard his
Mum open the note and start shouting. He heard her chair crash
backwards on the floor as she stood up very quickly. Eric wasworried. She stormed into Eric’s room yelling. She told him he waslazy and stupid and that he never did anything right. She said he
was an embarrassment and that he made her life very difficult.
Eric tried to explain why he hadn’t done his homework. His motherscreamed and told him she didn’t want to hear his excuses. She
threw her cup of coffee at Eric. The hot coffee burnt Eric’s arm. He
screamed. She told him to stop whimpering, then she left the room.
The next day Eric’s Mum said she was sorry. She told Eric that she’dbeen having a hard time at work and that he just made her so crosssometimes. She told Eric that if he made breakfast and cleaned it
up properly he could go to the park and play with his friends.

PDHPE Stage 3: Child Protection Education | Power to protect resources | 467

NSW Department of Education

Worksheet: Physical abuse activity

Tasks
Eric didn’t feel like seeing his friends.
y Highlight any evidence of physical abuse to a character.
y Record the effects the physical abuse might have on the character?

y Record the feelings or body signals the character might be feelingbefore, during and after the abuse?

y Record how you could respond to the abuse if you were this character?

468 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Worksheet

Consent activity
Types of abuse

Guess my category

Reg put his arm around Carol. Carol tried to move his arm
but Reg held on tight.

Yes__ No __Sara’s older sister said ‘Do you want a hug?’ Sara said ‘Yes’
and wrapped her arms around her sister.

Yes__ No __Amarli’s friend took a photo of her while she was sleeping
and put it up on social media.

Yes__ No __Fran and James were on a date.
Fran grabbed James’ hand as they were skating.
James felt weird because his parents were with them.

Yes__ No __‘Jack, can I borrow your pencil?’ asked Sharni. ‘Sure.’
replied Jack.

Yes__ No __Mibin asked Meeka if he could give her a hug.
Meeka shrugged her shoulders.

Yes__ No __PDHPE Stage 3: Child Protection Education | Power to protect resources | 469

NSW Department of Education

Worksheet

Practise telling scenarios
You are with an older neighbour. They start to rub your bottom. You
ask them to stop but they keep rubbing your bottom. You run away.
Practise a way of telling a trusted adult about this.

Your parents sometimes go out and leave you with a babysitter.
One day your babysitter gives you a kiss goodnight but starts to
cuddle you tightly. You don’t like it and ask them to stop. They tell
you it’s ok because you like each other. They start kissing you more
and they touch your private parts.
Practise a way of telling a trusted adult about this.

An online friend has been sending you pictures of them naked. You
don’t know this person in real life but they pressured you to sendsome naked photos back to them. You did and now they are asking
you to do things in the photos with your body that you don’t want
to. They have threatened that if you don’t they will send your photos
to all your friends and family.
Practise a way of telling a trusted adult about this.

You have a family member that has been touching your private
parts. You have asked them to stop but they haven’t. Lately they
have been making you touch them too.
Practise a way of telling a trusted adult about this.

470 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Worksheet: Practise telling scenariosYour older friend has been showing you a website with naked
people doing things to each other. One day they force you to dosome of the things that people were doing on the website. You feel
sick, scared and guilty for letting it happen.
Practise a way of telling a trusted adult about this.

Every week your parents drop you off to train for sport. They areoften late picking you up and your coach waits with you. The last
few times the coach has started touching your private parts while
you have been waiting to be picked up. Your coach has been
messaging you saying how you are special and that you’re the best
player on the team. They have been buying you gifts and have told
you to keep it a secret so the other players don’t get jealous.
Practise a way of telling a trusted adult about this.

PDHPE Stage 3: Child Protection Education | Power to protect resources | 471

NSW Department of Education

ImagesBedrooms

23472 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Images: Bedrooms

23

PDHPE Stage 3: Child Protection Education | Power to protect resources | 473

NSW Department of Education

Cards

Emotional Abuse and Neglect
Read each scenario to the class and ask students to place it under the heading thatthey think the scenario represents.

Emotional abuse

Neglect

474 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Cards: Emotional Abuse and Neglect

No abuse

UnsurePDHPE Stage 3: Child Protection Education | Power to protect resources | 475

NSW Department of Education

Cards: Emotional Abuse and Neglect

Parents constantly
saying a child is stupid
and hopeless.

A Carer always
blaming a childfor every problem.

Caregivers always
ignoring a child.

A Parent always
telling a child to
put away toys after
playing.

A Father sending
their child to theirroom for getting introuble at school.

A Mother regularly
threatening andscaring a child.

A child not being fed
breakfast every day.

A Babysitter lockinga child in a room or
the car for long
periods of time.

476 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Cards: Emotional Abuse and Neglect

Parents missing theschool concert.

A Mother yelling ata child when thechild comes home
two hours late.

Parents never holding,touching or hugging
a child.

A Father not lettinga child have friends
to play with.

A Carer not providing
clean clothes fortheir child.

Parents leaving ayoung child homealone all night.

A Mother always
telling a child theywish they were
never born.

Parents telling achild that he or she
is evil or bad.

PDHPE Stage 3: Child Protection Education | Power to protect resources | 477

NSW Department of Education

Cards: Emotional Abuse and Neglect

A Father never letting
a twelve-year-old child
go to the shops alone.

A Carer shouting at
a small child when
the child tries to run
onto the road.

478 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Worksheet

Kinds of feelings
Match the kinds of feelings to the definition.

Kinds of feelings

Mixed
Feelings

Confused
Feelings

Uncomfortable
Feelings

Changing
Feelings

Definitions

Experiencing different or opposite feelings at the same time.
For example – feeling proud that your friend won an award
but being envious of his or her success.

When a feeling changes (usually unexpectedly or suddenly).
For example – trusting someone and then seeing that
person steal something of yours.

When you are unsure about how you feel or about whatto think. For example – when you are getting different
messages from the same person about whether you aretheir friend or not.

When you feel uneasy, surprised, a bit worried or nervous.
For example – when someone you don’t know very well gives
you a big hug.
PDHPE Stage 3: Child Protection Education | Power to protect resources | 479

NSW Department of Education

WorksheetAt risk or not at risk scenarios
Scenario 1

You are going to the movies with a friend. You are waiting outsidefor your friend to pick you up and no one is around. A group ofyoung people appear and start teasing you.
Scenario 2

You are on the way home from training when it starts raining.
The coach suggests you take a short cut with him around the backof some old deserted factories.
Scenario 3

There is a fight in your home between two family members wholose their tempers during an argument. They become physicallyviolent.
Scenario 4

An online friend begins asking you for a lot of personal information,such as where you live and when your parents are at home. You
don’t give the friend any information.

480 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Teacher notes: Child Protection terms and Definitions cards

Scenario 5

You are at home alone and a neighbour comes over to visit. He says
he just wants some company, someone to talk to. Your family rule is
not to open the door to anyone if you are home alone.
Scenario 6

You are playing in the playground after school when a classmate
and some students you know from another school come to play.
Scenario 7

You know your friend carries a knife in his school bag. He has asked
you not to tell anyone.
Scenario 8

You feel extremely uncomfortable at a party when a friend comes
and dances with you so that you aren’t alone.

PDHPE Stage 3: Child Protection Education | Power to protect resources | 481

NSW Department of Education

Teacher notes

Child Protection terms andDefinitions cards
Type

Definition

bribesGiving gifts or promising gifts and expecting favours inreturn.

threats

Words or actions which are meant to force another person
to do, or not do, something.

secrets

Something that is hidden or concealed from others sothey do not know about it.

aggression

Angry or violent behaviour or feelings.

body signals

A response in the body that is sending a message about
how we are feeling.

inappropriate touch

A touch that makes you feel unsafe, uncomfortable orgives you no feelings.

consent

Giving permission for something to happen.

sexual abuse

Looking at, showing or touching the sexual parts of the
body without permission.

mixed feelings

Experiencing different or opposite feelings at the sametime

confused feelings

When you are unsure about how you feel or about what tothink.

physical abuse

Non-accidental physical act that causes harm or injury toa person by another person.

neglect

Not paying attention to, or showing no care for, somethingor someone.

482 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Teacher notes: Child Protection terms and Definitions cards

Type

Definition

emotional abuse

Deliberate harm of someone’s thoughts or feelings.

uncomfortablefeelings

When you feel uneasy, surprised, a bit worried or nervous.
For example – when someone you don’t know very well
gives you a big hug.

care

To look after and provide for the needs of someone orsomething.

rightsThings all children should have. There is no ‘question’ or‘maybe’ about it - children should have these things.

protection

Keeping someone or something safe.

abuse of power

Doing something, making something happen or making
someone else do something that is unfair, not ok and does
not respect the rights of others.

respect

Treating people the way you want to be treated. Being
caring and kind, and thinking and acting in a way thatshows others you care about them and their feelings

active listening

Listening to what is being said and considering what theother person is saying.

support networks

People we can trust to support us when we need help.

changing feelings

When a feeling changes (usually unexpectedly or
suddenly.

PDHPE Stage 3: Child Protection Education | Power to protect resources | 483

NSW Department of Education

Cards

Child Protection terms and Definitions

bribessecrets

threats

aggression

body signals

inappropriate
touch

consent

sexual abusemixed feelings

confused feelings

physical abuseneglect

484 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Cards: Child Protection terms and Definitions

emotional
abuse

uncomfortablefeelings

carerightsprotection

abuse of power

respect

active listening

supportnetworks

changing feelings

PDHPE Stage 3: Child Protection Education | Power to protect resources | 485

NSW Department of Education

Cards: Child Protection terms and Definitions

Giving gifts or promising gifts
and expecting favours
in return.

Words or actions which aremeant to force another person
to do, or not do, something.

Something that is hidden orconcealed from others so they do
not know about it.

Angry or violent behaviour or
feelings.

A response in the body that issending a message about
how we are feeling.

A touch that makes you feelunsafe, uncomfortable orgives you no feelings.

Giving permission forsomething to happen.

Looking at, showing or
touching the sexual parts ofthe body without permission.

Experiencing different or
opposite feelings at
the same time.

When you are unsure about
how you feel or about
what to think.

Non-accidental physical act
that causes harm or injury toa person by another person.

Not paying attention to,or showing no care for,something or someone.

486 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Cards: Child Protection terms and Definitions

Deliberate harm of someone’s
thoughts or feelings.

When you feel uneasy, surprised,a bit worried or nervous.
For example – when someone
you don’t know very well gives
you a big hug.

To look after and provide forthe needs of someone orsomething.

Things all children should have.
There is no ‘question’ or ‘maybe’
about it - children should havethese things.

Keeping someone orsomething safe.

Doing something, making
something happen or making
someone else do something thatis unfair, not ok and does notrespect the rights of others.

Treating people the way you
want to be treated. Being caring
and kind, and thinking and acting
in a way that shows others you
care about them and their feelings.

Listening to what is being said
and considering what the otherperson is saying.

People we can trust to support us
when we need help.

When a feeling changes (usuallyunexpectedly or suddenly).

PDHPE Stage 3: Child Protection Education | Power to protect resources | 487

NSW Department of Education

Worksheet

Carly’s bus trip scenario
Carly caught the bus to school every day. Her Dad walked with her tothe bus stop and waited with her until the bus came. While they were
waiting they often talked about things they might do on the weekend
and about anything else that came up.
The stop after Carly’s is her friend Margi’s stop. Margi and Carly sit
together on the bus and usually look at funny photos of Margi’s dogs on
her phone. Sometimes they just sit and talk, tell jokes or read their own
books.
Carly and Margi repeat this on the way home from school, except
sometimes one of them is too tired to talk so they just sit and relax. Often
they’ll talk about how their day at school was and what happened inclass.
One day Margi was sick and didn’t get on the bus so Carly had the seatto herself. Carly noticed that a classmate, Bob, sat in front of her. Bob
smiled and said hello.
When the bus arrived at school, Carly stood up to leave. An older kid
from another school flicked up Carly’s skirt and a bunch of other kids
started laughing. Carly felt her face go hot and someone yelled out ‘Lookat her face!’ and more laughter erupted. Carly held her skirt tight andrushed off the bus.
On the way home, Carly saw the older kid from the other school.
He smiled at her and called her up the back of the bus. Carly felt
uncomfortable about him but she walked up the back anyway. He
introduced himself as Rory and asked if she wanted to sit with him. Carlysaid ‘No thanks.’ and sat in her normal seat.
As the bus pulled out of the stop, Rory came and sat next to Carly. Carly
felt her heart start to beat faster and her face flush hot. Rory grabbed
Carly’s skirt again and pulled it up. Carly pushed it back down and told
Rory to stop. Rory laughed.

488 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Worksheet: Carly’s bus trip scenario

Rory got off at his bus stop and Carly felt her fists relax a little. Her heart
was still racing and her chest was tight. Carly did not like today’s bus ride.
Margi was away again the next day and Carly felt worried about Rorygetting on the bus and sitting next to her. Sure enough, Rory got on thebus, sat next to Carly and said ‘Thanks for saving me a seat’. Rory handed
Carly a present and told her it was something he got especially for her.
Carly thought maybe Rory was sorry for lifting her skirt and had bought
her something to say sorry. Carly accepted the gift and opened it. It wasa beautiful silver bracelet. Carly said ‘Thank you, but I can’t take this’. Roryinsisted she have it because he bought it especially for her. Carly began
to think that maybe Rory was actually nice.
Rory sat beside Carly and didn’t once try to lift her skirt. When the bus
arrived at her school Carly went to stand up. Rory stopped her and said
‘You’ll have to give me a thank you kiss for the bracelet first.’ Carly froze
and said ‘No.’
Carly couldn’t concentrate at school that day. She kept looking at thebracelet and thinking about what Rory had said. Carly liked the bracelet
and she liked that Rory had given it to her but she didn’t want to kisshim.
When Carly got on the bus Rory was waiting for her. He was sitting on
the window side so Carly thought it would be ok to sit next to him. Bob,
her friend from school, sat in his usual spot in front of them. When Carlysat down Rory put his arm around Carly. Carly tried to move his arm but
Rory held her tight. Rory said ‘I’ve been waiting for my kiss.’ Carly pushed
harder and told Rory to stop. Bob heard Carly, turned around andsaw Rory trying to kiss Carly. Bob stood up and told Rory to stop. Rorylaughed and said ‘She’s my girlfriend.’ Bob said he didn’t care, Carly had
asked him to stop and he needed to stop. Rory let go of Carly and said
‘Whatever. I want my bracelet back’ and pulled it off Carly’s wrist. Carly
got up and moved to the front of the bus. Bob followed her and asked
her if she was ok. Bob said he would tell the bus driver about Rory if she
wanted him to.

PDHPE Stage 3: Child Protection Education | Power to protect resources | 489

NSW Department of Education

WorksheetTips for Saying No
If you find yourself in a position where your peers are pressuring you to do somethingthat you don’t want to do you can use these tips to help you to say ‘no’.

1

Just say no or no thanks in a strong, assertive way.

2

Say you don’t want to and give facts or a reason for saying no.

3

Give a reason why it’s a bad idea.
For example: No, I don’t want to do that because it’s not worth
getting in trouble for.

4

Make an excuse.
It doesn’t matter if the excuse is true or not, just be confident. Youmight say you can’t because your parents are taking you somewhere
and you need to be home or you have something else to do.

5

Talk to someone about it.
You could talk to your close friends about the pressure and decideto stick together and support each other in saying no together. You
could talk to your parents or another trusted adult about how tohandle it.

6

Suggest another idea.
For example: It’s a nice day, why don’t we go to the park/swimming/
riding. This gives everyone a different option.

7

Use humour or make a joke about it.

8

Ignore the suggestion and start talking about something else.

9

Leave the group or situation.

10

Ask a lot of questions. Why, what, how, when, who?

You can just leave without saying anything or make up an excuse.

They might just give up and not pressure you anymore.

490 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Cards

Definition matchbullying

consent

emotional
abuse

genderstereotypes

harassment

neglect

non-verbal

physical abuse

respect

risk

safe

sexual abuse

unsafeverbalPDHPE Stage 3: Child Protection Education | Power to protect resources | 491

NSW Department of Education

Cards: Definition match

When someone or a group ofpeople who have more power
than you, repeatedly use words
or actions to hurt you.

Getting permission to dosomething.

Continually using words andactions that hurt a child’s
feelings and thoughts.

An idea about what it means
to be a boy or a girl or a woman
or a man and how people
will act, based on the groupto which they belong.

Continuous acts which are notwanted and offend or humiliate
a person.
An example is annoying someone
again and again and again.

Not paying attention to,or showing no care for,something or someone.

Not involving or using words
or speech.

Non-accidental physical act
that causes harm or injury toa person by another person
or people.

Being caring and kind andthinking and acting in a way thatshows others you care about
them and their feelings.

A situation that mightcause danger, harm or loss.

492 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Cards: Definition match

Protected from or not exposed
to danger or risk.

Looking at, showing or
touching the sexual parts of the
body without permission.

In danger of being hurtor harmed.

Use of words to senda message.

PDHPE Stage 3: Child Protection Education | Power to protect resources | 493

NSW Department of Education

Worksheet

Carly and Rory scenario
Carly had been avoiding Rory since he harassed her on the bus. She had
started to catch a different bus to school. It meant she had to walk further tothe bus stop but she told her Dad that it was so she could catch the bus witha new friend she had. She hadn’t told her Dad about Rory.
One weekend Carly and her friends had organised to meet for a friend
Margi’s birthday. They were all going to meet at the skate park and hang out.
Carly was looking forward to Margi’s party. They hadn’t seen each other as
much since Carly started catching a different bus to Margi.
Carly had told Margi about what happened with Rory. Margi got really angry
and wanted to do something but she was worried about Rory being on herbus. Carly said it was ok and that as long as she didn’t catch the bus anymore
it would be ok.
Carly’s Dad dropped her at the skate park and said he’d pick her up at 2pm.
There were a few other people from school that Carly knew so she went tohang out with them. As she walked over she could see a group of older kids
sitting on their bikes. When she got close to the group she heard a voice say‘Hey, there’s my girlfriend. Where have you been Carly? I’ve missed you’ andthen the group laughed. Carly felt her heart race, it was Rory.
Carly quickly walked past to her friends. Rory and his friends were stilllaughing at her. Rory kept looking at her and blowing her kisses. Carly
felt uncomfortable and wanted to go home. Carly’s friends noticed Rory’s
behaviour and asked Carly if she was ok. Carly said if she ignored him hewould stop.
Rory did stop for a while but when some of her friends had left to go home,Rory came over. He put his arm around Carly but Carly pushed him away.
Rory told Carly to relax and that he was just being nice and she was lucky
he liked her because there were plenty of girls that would love to be his
girlfriend. Rory rode back to his group and said something. They all looked
over at Carly and a few of them laughed and one even gave Rory a high five.

494 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

Worksheet: Carly and Rory scenario

1.

Pretend you are either:yOne of Carly’s friends that witnessed the things Rory was saying and doingySomeone who was in Rory’s group who heard the things Rory was saying
to or about Carly orySomeone that didn’t belong to either group and you noticed what was
happening between Rory and Carly.

2.

Discuss ways you could respond to what you were seeing or hearing.

3.

Write down the actions you would take to stop Rory from harassing Carly or
to help Carly. What could you do to show upstander behaviour?

4. Practise demonstrating this response with your partner.

PDHPE Stage 3: Child Protection Education | Power to protect resources | 495

NSW Department of Education

Copyright register
1.

Island: Background vector created by freepik – www.freepik.com
Capsized boat: Background vector created by freepik – www.freepik.com

2. Towel: Color vector created by terdpongvector – www.freepik.com
3. Torch: Tools vector created by freepik – www.freepik.com
4. Fishing rod: Abstract vector created by macrovector – www.freepik.com
5. Compass: Tools vector created by freepik – www.freepik.com
6. Box chocolate: Mockup vector created by vectorpocket – www.freepik.com
7. Box for nails: Mockup vector created by freepik – www.freepik.com
8. Pen: Ribbon vector created by macrovector – www.freepik.com
9. Box of matches: Abstract vector created by macrovector – www.freepik.com
10. Map: Travel vector created by freepik – www.freepik.com
11. Hammer Color vector created by terdpongvector – www.freepik.com
12. Mirror: Hand vector created by freepik – www.freepik.com
13. Sharp knife: Tools vector created by freepik – www.freepik.com
14. Scissors: Banner vector created by katemangostar – www.freepik.com
15. Rope: Tools vector created by freepik – www.freepik.com
16. Walkie-talkie: Background vector created by macrovector – www.freepik.com
17. Plate: Food vector created by freepik – www.freepik.com
18. Rolled blanket: Color vector created by terdpongvector – www.freepik.com
19. Yes: Children photo created by freepik – www.freepik.com
20. Unsure: Children photo created by freepik – www.freepik.com
21. Sometimes: Camera photo created by drobotdean – www.freepik.com
22. No: Background photo created by freepik – www.freepik.com
23. Kid’s bedroom: Kids vector created by macrovector – www.freepik.com

496 | PDHPE Stage 3: Child Protection Education | Power to protect resources

NSW Department of Education

PDHPE

Stage 4: Child Protection Education
Unit of work

Establishing andmaintaining respectful
relationships online
and offlineNSW Department of Education

Contents
Unit description ..........................................................................................................................................................................................499
Lesson 1: Qualities of respectful relationships......................................................................................................................... 502
Lesson 2: The importance of consent...........................................................................................................................................506
Lesson 3: Trust your gut ...........................................................................................................................................................................513
Lesson 4: Respectful relationships in an online world....................................................................................................... 519
Evaluation..........................................................................................................................................................................................................523

498 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

Unit description
Through this unit, students will investigate
the strategies they can apply to establish andmaintain respectful relationships online andoffline. They will develop and apply skills ofself awareness to recognise their physical andemotional response to different situations
and understand the importance of trustinggut instincts. Students will build on theirunderstandings of consent and recognise
consent as an important right and responsibility
in respectful relationships. They will applyinterpersonal skills to practise negotiatingconsent and consider the factors which
influence individual’s decisions to engage
in sexual activity. Students will compare thesimilarities and differences in the rights andresponsibilities between online and offline
environments and make links between personal
decisions, contextual factors and personalvalues in relation to sexual behaviours.
This unit provides teaching and learning
activities around Child Protection education.
Students will investigate the essential question:
What strategies can I apply to establish andmaintain respectful relationships online andoffline?

Skills in focus
Self-management skills
Self-awarenessy self-monitoring thoughts, feelings andactionsy awareness of rights and responsibilities,
influences, values, attitudes, strengths andweaknesses
Decision-making and problem-solving
y information-gathering
y finding solutions to problems

Interpersonal skills
Communicationy verbal and nonverbal communication
y expressing feelings

Propositions
Throughout this unit, the propositions areembedded as follows:

Educative purpose
Students are provided with opportunities
to identify the characteristics of respectful
relationships, and the rights and responsibilities
associated with different types of relationships.
They will develop the knowledge and skills
required to express and recognise signs ofinterest that can lead to the formation of avariety of respectful relationships, including
intimate relationships.

Strengths-based approach
Activities in this unit are designed for students
to recognise how they can draw on theirpersonal strengths and capabilities whenestablishing and maintaining respectful
relationships, communicating online and offline
and negotiating consent. They will improvetheir ability to identify and act on physical andemotional responses to various situations.

Develop health literacy
Students are provided with the opportunity
to recognise and understand the laws related
to age of consent in NSW. They will research
and apply information related to responding to
inappropriate online behaviour and recognise
how to seek help and from whom whenneeded.

Critical inquiry
Students will recognise that contextual factors
influence a person’s decision-making andbehaviours related to relationships. They willdevelop their ability to select and apply themost appropriate strategy to stay safe in avariety of situations and challenge their own
ideas and assumptions about ethical andrespectful behaviours online and offline.

y assertiveness
PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 499

NSW Department of Education

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PD4-2 examines anddemonstrates therole help-seeking
strategies andbehaviours play insupporting themselves
and othersyRecognise the importance oftrusting gut instincts

Students will:y identify the physical andemotional response tosituations
y link the body’s response tosituations to levels of safety andrisk

PD4-3 investigates
effective strategies topromote inclusivity,
equality and respectful
relationshipsyIdentify and understand therights and responsibilities
across different relationships
Recognise the characteristics
of respectful relationships
and what influences these
relationships
Understand the laws related toconsent and age of consent in
NSW
Discuss factors which influence
decisions to be sexually active
Compare and contrast(similarities and differences) therights and responsibilities inonline and offline relationshipsyMake links between personal
decisions, contextual factors
and personal values in relation
to sexual behaviours
Demonstrate the skill ofassertiveness
Understand and apply the stepsof Trust, talk and take control
Understand and apply
strategies which can be used tokeep safeyUnderstand what consent is insexual relationships
Understand the importance ofconsent
Recognise consent as a key
component in a respectful
relationship
Define sexting and identify
strategies to address theunlawful sharing of information,
images or nudes

y

y

y

y
y

PD4-9 demonstrates
self-management
skills to effectively
manage complex
situations

y

y
y
y

PD4-10 applies andrefines interpersonal
skills to assist
themselves and others
to interact respectfully
and promote inclusion
in a variety of groups
or contexts

y
y
y

y

Evidence of learning

y
y

y
y

y

y

y
y

describe the characteristics ofrespectful relationships
acknowledge people who areclose and important to themdescribe how contextual
factors influence an individual’s
decision to be sexually active
create a charter for respectfulcommunication online
identify the laws associatedwith consent, sexting andunlawful sharing of information,
images or nudes

select and apply the mostappropriate strategy to stay safe
in a situation (scenarios)
demonstrate a variety ofstrategies to protect themselves
and others
provide advice to a person who
has experienced the unlawful
sharing of information, images
or nudesidentify the importance ofconsent
demonstrate ways to clearly ask
for and receive consent
identify ineffective and unclear
ways to ask for and receive
consent

500 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus content

What skills and strategies
can be used to managechange, challenges andseek help?

ypractise and apply skills and strategies to seek help for themselves
and others (ACPPS072)‫ ݖ‬identify scenarios and associated thoughts and feelings thatmight alert us to a potentially unsafe situation S

What skills and strategies
can be used to promote
inclusivity, equality andrespectful relationships?

ydescribe how rights and responsibilities contribute to respectful
relationships‫ ݖ‬describe rights and responsibilities required in different
relationships I‫ ݖ‬discuss the characteristics of respectful relationships, eg
empathy, being inclusive, accepting differences I‫ ݖ‬explore the features of inclusive and equal relationships, eg
rights, mutual respect, trust, honesty, support I‫ ݖ‬discuss ethical behaviour in relationships and recommend
actions to promote their own and others’ health and safety, eg
consent S I
investigate the benefits of relationships and examine their impact
on their own and others’ health, safety and wellbeing (ACPPS074) I‫ ݖ‬understand and apply online and social protocols to enhance
relationships and protect their own safety and wellbeing, eg
recognising and responding to offensive online material I
explore skills and strategies needed to communicate and engage
in relationships in respectful ways
‫ ݖ‬practise communication skills that establish and maintainrespectful relationships in an online and offline environmentand describe how these show respect (or not) for self andothers, eg reporting inappropriate behaviour S I‫ ݖ‬practise interpersonal skills required to negotiate safe intimate
relationships, eg consent IyyWhat positive actions
contribute to the health,safety, wellbeing andparticipation in physicalactivity levels of the wider
community?

y

How can I effectively
manage my own andsupport others’ health,safety, wellbeing andparticipation in physicalactivity?

yyexamine factors that influence health and wellbeing‫ ݖ‬examine risk-taking scenarios and discuss the outcome of
positive and negative risk behaviour on health and wellbeing,eg sexting I
recognise potentially unsafe environments and describe strategies
to promote their own and others’ health, safety and wellbeing in avariety of real-life situations:‫ ݖ‬examine strategies and develop plans to keep themselves
and others safe in the following real-life scenarios: chatting
or sharing information online, experiencing unwanted sexual
behaviour S
propose and develop protective strategies to effectively manage
their own personal health, safety and wellbeing (ACPPS073)‫ ݖ‬recognise the importance of trusting their own feelings,
thoughts and reading of different situations S‫ ݖ‬analyse how emotions, strengths and decision-making canaffect outcomes in different scenarios S‫ ݖ‬explore practices in sexual relationships that enhance safety
and contribute to positive experiences, eg negotiating consent,
respecting people’s choices, communication I

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 501

NSW Department of Education

1

Qualities of respectful relationships

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyySuccess criteria

Identify and understand therights and responsibilities
across different relationships(PD4-3)Students will:y

Recognise the characteristics
of respectful relationships
and what influences these
relationships (PD4-3)

yResourcesyA3 paperdescribe the characteristics
of respectful relationshipsy

Building respectful
relationships activity cards

acknowledge people whoare close and important tothemyHow do I know? cards (oneper group)

Switch on
Introduce the learning goals and discuss themwith the class.
Introduce the Question Box to the class.
The question box allows for anonymity
and establishment of student priorknowledge in relation to PDHPE concepts.
Allowing students to ask questions in ananonymous manner will increase student
access to reliable information. Even thoughanonymous, it is expected that teachers
will reasonably be able to work out theidentity of a student should a disclosure be
made, so a child protection response can beprovided. If it is a large group or the teacher
is not familiar with students’ work, they
could invite students to add their name, ifthey wish, saying it will not be shared withthe group. Although not all students will,
this should assist with identification, if it isneeded. The box should be a material item
such as a shoe box, bowl, or hat.
Explain to students:y

The question box can be used to ask
questions that they want to know but
don’t want to ask in front of everyone.

yThe question box is anonymous, but you
might choose to add your name if you
wish.

y

Everyone will be given a blank piece of
paper at the end of each lesson.

yEveryone must record something on theirpiece of paper whether it is a question orsomething else, for example, last night’s
dinner to ensure the questions remain
anonymous or a drawing.

y

They must place their own paper into thequestion box.

y

Questions will be answered at the next
lesson.

502 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

1

Qualities of respectful relationships

Revise the difference between rights andresponsibilities.

y Coach and players
y Boss and employee
y Siblings

Rights are things people are entitled to.
The right to be safe, to have their bodies,thoughts, and feelings respected, and to
be treated fairly.
Responsibilities are a role or task which isyours to do. Carrying out responsibilities
can ensure that rights are met.

Students complete the following tasks
individually:y List examples of the different people you
associate with in your life, for example, thedifferent relationships you have.
y Draw a diagram that groups different people
and shows the links you have with them.
y Use three symbols to indicate whether the
relationship is close, important but not closeor not close at all.
y Find a shoulder buddy and compare the way
you have grouped your relationships. Were
they similar or different?
Divide the class into eight groups with a sheetof A3 paper. Use a T chart as a graphic organiser
to enable students to list, compare or contrast
two concepts. In this instance, students
record rights at the top of one column andresponsibilities at the top of the other.
Assign one of the relationships below to eachgroup and ask them to list the rights andresponsibilities specific to the one they havebeen allocated.
y Parent/carer and childy Friend and friendy Relationship partners
y Teacher and studenty Teammates

Students display their lists. Encourage a gallery
walk so groups can see what the other groups
have recorded, keeping an eye out for any
similarities.
As a class, students reflect on and share what
they read on the lists and suggest some words
that were commonly listed. Record these asa class. For example, respect, listen, love, care,trust, support, empathy, acceptance, freedom.

Understand
Building a respectful relationship (Adaptedfrom Building respectful relationships Steppingout against gender-based violence DET
Victoria)
Review the characteristics and features ofrespectful relationships from the previous
activity.
y Students work in groups of four with a set of
the Building respectful relationships activity
cards.
‫ ݖ‬Groups discuss each characteristic andfeature first.
‫ ݖ‬As a group. They work together to place
the cards in order from most importantin a relationship to least important in a
relationship.
‫ ݖ‬Invite each group to share their top fivewith the rest of the class to see if there is aconsensus.
Note: You could create a set of ‘bricks’ by
sticking or writing each word on a paper cup.
The class could build a ‘wall’ by placing themost important qualities on the bottom andthe least important qualities on the top. The
wall could be made by stacking four rows of six
qualities.

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 503

NSW Department of Education

1

Qualities of respectful relationships

As a class, discuss how each ‘brick’ plays a partin holding the wall up. Liken this to friendships/
relationships.
Take away one of the least important qualities– what difference could this make to thefriendship/ relationship?
Take away one of the most important qualities– what difference could this make to thefriendship/ relationship?
What would happen to the wall if:
y a partner cheated

Act and apply
Explain to students that they will now apply
what they have learnt to thinking about
intimate relationships. It is important for
students to be able to recognise respectful
relationships ‘in action’. The following
activities will explore content related to sexual
behaviours in relationships.
How do I know? (Adapted from Catching On
Later AusVELS Level 8 Sexuality Education
Activities)

y a friend/partner put you down on social
media

Quite often it is difficult to let someone knowthat you are interested in them and it can beequally hard to interpret signs that someone
is interested in you. Introduce this activity withthese questions:y a friend/partner posted an unwanted videoof you in your underwear online

y How would someone know if a person likes
them or is interested in them?

y a friend/partner supported you

y How could someone let a person know thatthey are interested in them?

y a friend/partner liedy a friend/partner gossiped

y a friend/partner helped in a difficult situationy a partner never broke their promises.
In their groups, students create a checklist
including the eight most importantcharacteristics of a respectful relationship. For
each item in the checklist, students record
what they would see, feel, or hear as evidenceof that characteristic.
As a class, discuss.
y Do you think it is important for people indifferent types of relationships to value
similar qualities and characteristics?
y Could there be issues if they don’t value
similar qualities and characteristics?
y What could someone do if they feel the“wall” in their relationship isn’t as strong as it
could be?

Students work in groups of four with a large
sheet of paper. Divide the paper into four
sections or columns and record the headings:
y they love mey they like mey they don’t care for me
y they disrespect me.
Each group takes a set of How do I know? cards
and sorts them in a consultative way, into thefour columns. Paste them on and display eachposter on the wall for all to see.
As a class, discuss.
y Identify some signs which might mean liking
in one situation and not liking in another.
y How does a person know if someone else
liked them too?
y How would people your age feel comfortable
to show someone they like them? Consider
verbal and nonverbal communication online
and offline.

504 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

1

Qualities of respectful relationships

y To what extent is it easy to read people’s
body language and interpret theircommunication and messages?
y What are some ways people your age could
improve their ability to read the signs andcommunicate their interest clearly withothers? For example, get to know someone
better, wait until they are ready before
becoming emotionally involved.
Display or read out the following scenario:

Jamie and Al go to the same school but
are in different grades. They live close toeach other and have developed a strong
friendship as they catch the bus to andfrom school each day. Jamie would like totake their friendship to the next level andthinks Al does too.

Students create a scene script describing how
Jamie shares their feelings with Al.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD4-3 and PD 4-10, recognising thecharacteristics of respectful relationships.

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 505

NSW Department of Education

2

The importance of consent

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyUnderstand what consent
is in sexual relationships(PD4-10)yUnderstand the importanceof consent (PD4-10)yRecognise consent as a key
component in a respectful
relationship (PD4-10)yUnderstand the laws related
to consent and age ofconsent in NSW (PD4-3)

yIdentify factors which
influence decisions to besexually active (PD4-3)

yMake links between personal
decisions, contextual factors,
and personal values inrelation to sexual behaviours(PD4-9)Success criteria
Students will:y

explain the importance ofconsentydemonstrate ways to clearly
ask for and receive consent

yidentify ineffective andunclear ways to ask for andreceive consent

ydescribe how contextual
factors influence anindividual’s decision to besexually active

Resourcesy

Sticky-notesy

Am I ready? Age group cardsy

Am I ready? Teacher notes
regarding consentyConsent? Yes or No? cards(one per group of eight)yConsent? Yes or No?
worksheet (one per student)yConsent? Yes or No?
scenariosyConsent? Yes or No?
Teacher notes

Switch onthat an activity to build the inference skills ofstudents is used prior to the clip.

Introduce the learning goals and discuss themwith the class.

Inference can be defined as the process ofdrawing of a conclusion based on the available
evidence plus previous knowledge andexperience. Inference questions are the typesof questions that involve reading between
the lines. Students are required to make an
educated guess, as the answer will not be
stated explicitly. Students must use clues fromthe text, coupled with their own experiences, todraw a logical conclusion.

Inform students that the focus of their learning
will now be narrowed to intimate relationships.

Inference – What’s going on in thispicture?
The next activity uses a clip which relies on theinference skills of students. It is suggested

506 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

2

The importance of consent

The teaching of inference skills is extremely
important to our students. It is a higher orderskill that is essential for students to develop
to afford them access to the deepest levels ofcomprehension.
Access the New York Times, What’s going onin this picture? website. Select an image to suit
your student context.
Ask students to share:y What is going on in this picture?
y What do you see that makes you say that?
y What more can you find?
Access the correct information for the imageat the bottom of the post. Share with students
and ask them to reflect:y What was your inference?
y What information did you use to make thisinference?
y How good was your thinking?
y Do you need to change your thinking?
Share as a class.

Cycling through consent
Show the short clip Cycling through consent(Source: Western University 2015)
Individually ask students to answer thefollowing questions:y What question/s is the cycling video
investigating?
y What evidence does the video use?
y What inferences does the video make?
Discuss the following as a whole group:y What does the ‘bike ride’ metaphor
represent in the clip? Suggested answer:
engaging in sexual behaviours.
y Who are the ‘bike-riders’? Suggested answer:
people in relationships that may engage insexual behaviours.

y What does asking someone if they like togo for a bike ride represent in this clip?
Suggested answer: giving consent oragreeing to sexual behaviours. Explain to
students that this concept will be unpacked
in more detail in the next activity.
y What important messages were there
about communication on the ‘bike ride’ i.e.
consenting to sexual behaviours? Suggested
answer: No, is no. The absence of a yesmeans No. People can change their mind.
Don’t make assumptions. Consent must be
given every time. A person cannot consent
if they are under the influence of alcoholor drugs, unconscious or asleep. People
cannot use their power to coerce someone
to participate in sexual behaviours. People
should never feel pressured to participate inany form of sexual behaviours.
y What was the important point made at theend of the clip? Suggested answer: Sexual
behaviours can be a positive and enjoyable
experience for people if everyone agrees toparticipate ie gives consent

UnderstandAm I ready? (Adapted from Catching
Later
AusVELS Level 8 Sexuality Education Activities)
Explain to students that making the decision
about whether or not you are ready for sexual
behaviours is a personal choice. There are
a number of contextual factors that may
influence an individual’s decision, but it is still a
personal choice.
Students record and share examples that
influence a person’s decision to participate insexual behaviours. Highlight to students thatthey need to consider all different types ofpeople when developing their answers. This
activity could be done by students recording
influences on sticky-notes and using these forthe next part of the activity. Alternatively, verbal
sharing could be used, and a class collection of
influences developed.

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 507

NSW Department of Education

2

The importance of consent

Explain to students that there are a numberof factors that influence people’s behaviours,
decisions and actions.
Display the table and briefly explain by defining
the table headings and offering examples ofwhat might fit within each section and why.
Individual

Sociocultural

Socioeconomicyknowledgeyreligionyeducationyskillsyparents/carersyincomeyattitudesyfamilyyemploymentybeliefs

y

media

y

abilityyculture

y

sex

y

peers

y

genderylanguageysexualityypolitics

y

age

y

laws

Students identify examples for each sectionof the table. This could be done by students
placing their sticky notes from the previous
activity under the appropriate heading. Discuss
as a class. Leave displayed for the next activity.
Highlight to students that these factors
influence people in different ways and that is ok.
Explain to students that you are going to ask
for their opinions about the ‘right age’ for a listof different scenarios. Remind students of theclass agreement before beginning this activity.
Place the Am I ready? Age group cards along
the wall with age 12 at one end and age 36–40
at the other.
Read out statement ‘a’ from the list below
then ask students to move to the card thatbest represents the age at which they think
this scenario should occur. Students who havechosen the same card should then discuss
amongst themselves why they have chosen
this particular age, with reference to the factors
discussed in the previous activity.

Environmentalygeographicallocationyaccess to healthservices.

Invite one representative from each group toreport the factors discussed back to the class.
Invite students to change where they
positioned themselves originally once they haveconsidered all the perspectives:a. the age to have a relationshipb. the age to have a sexual relationship (youcould also ask: the age to have intercourse
or oral sex, noting that these could beconsidered separately and draw out
discussion around perspectives of sex andsafer sex practices)
Display and discuss consent laws at thispoint. See Teacher notes resource.
c. the age to have a babyd. the age to use contraception.
Read out statement ‘b’ then repeat the steps.
Read and discuss the information in the‘Teacher notes’ regarding the age of consent.

508 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

2

The importance of consent

Again, invite students to change groups now
they have new information.
Repeat the process with statements ‘c’ and ‘d’.
As a class discuss.
y Did you agree with your classmates about
the right age for each scenario?
y Does your opinion about the appropriate age
ever change?
y How do your choices now match your values
and what is important to you?
y Why do you think that people we know very
well may still have chosen differently fromourselves?
y Where would your parents stand? A
representative of your school? Your peers?
People from different cultures and religions?
y Do you agree that these factors influencepeople’s decisions about whether to go on a‘bike ride’ or not?

involves using words or sounds to say “yes” or“no”. Non-verbal communication can include
gestures or behaviours and can be used tosupport verbal communication or is very
powerful on its own.
Students interpret the meaning of the following
non-verbal behaviours as demonstrated by theteacher. Pause for discussion after each one.
y Leaning back in a chair with arms crossedy Leaning forward in a chairy Smilingy Frowningy Yawningy Noddingy Resting chin in both handsy Resting chin on knuckles
y Rubbing your temples
y Tapping fingers on the table

Remind students that giving consent or not
giving consent is their right in a relationship. At
the same time, your responsibility is to respect
your partner’s right to consent or not consent.
Rights and responsibilities related to consent
promotes respectful relationships.

y Looking at your watch

Understandy Did everyone always agree with what they
thought the gesture meant?

What consent sounds like?
Remind students to keep the laws related
to consent in mind when completing theactivities below.
Explain to students that two-way
communication is a very important skill related
to consent. People need to clearly express ifthey give consent and also need to listen if theirpartner gives consent. Everyone needs to beclear that they are going to go on a ‘bike ride’.
Remind students of the importance of bothverbal and non-verbal communication when
expressing consent. Verbal communicationy Staring around the room.
As a class, discuss the following:y Was it easy to interpret the meaning of eachgesture?

y What could this tell us about using nonverbal communication to express or gain
consent?
There are two options for the following activity:
y Option A: Students find a partner with a setof What consent sounds like? cards. They
sort them into two piles; What consent
sounds like? or What consent doesn’t soundlike?
y Option B: Read out the statements below
and students raise their hand if it sounds like
consent and cross their arms if it does notsound like consent.

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 509

NSW Department of Education

2

The importance of consent

What consent
sounds like

What consent
DOESN’T sound like

"YES!""No""Yassssss""Stop""Absolutely""Maybe""That sounds great""I'm not sure""That feels
awesome""I don't want to""Let's do that more""I don't think I'mready""I'd like to...""Can we slow things
down""Would you please..."Pulling away orresisting"I want to keep
doing this"Being silent or not
responding"I'm enjoying this"Agreeing to go on adate"Can we..."Not showing interest
in youHighlight to students that ‘sounds like’ canalso include non-verbal communication. Ask
students to offer some examples of non-verbal
communication that indicates a person does
not give consent.

AssertivenessIntroduce the skill of assertiveness.
Being assertive means being able to standup for your own or other people’s rights
in a calm and positive way, without being
either aggressive, or passively accepting‘wrong’.
Assertive individuals are able to get theirpoint across without upsetting others or
becoming upset themselves.
Characteristics of assertiveness include:
asserting your own point of view,reflecting your views through yourbehaviours and actions, respectfully
stating your needs, wants, and feelings,
and saying no, and being able to resist
peer pressure.
Assertiveness is important as it is ahealthy way of communicating. It’s
the ability to speak up for ourselves ina way that is honest and respectful.
Assertiveness links to other importantskills we develop, such as communication,
expressing our feelings, conflict
management, help seeking, refusal skills
and negotiation skills. These skills areapplicable to all life situations.
As a class, discuss the question:y How might assertiveness support young
people in relationships?
Explain the concept of enthusiastic consent.

Enthusiastic consent encourages people
to make sure the person they are about
to have sex with is enthusiastic about thesexual interaction and wants to engage
in every action from start to finish. It is
given and received when we are assertive.
Assertiveness comes in this situation from
confidence (knowing partner, knowing
rights, positive decision making).

510 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

2

The importance of consent

Allocate time for students to explore theinformation on the Kids helpline-Consent
website. Alternatively, you could explore the site
together as a class group.
Discuss the indicators that consent has been
respected:

What is consent?
MutualFreely given

Informed

Certain & Clear

You both need toagree, every single
time.

A choice you makewithout pressure,guilt or threats.

You understandwhat’s about tohappen.

It’s a YES, not a‘maybe’ or ‘I think so’or ‘I guess so’.

Enthusiastic

Reversible

Specific

Ongoing

You’re excited and
WANT to do thesexual activity.

You can stop orchange your mind at
any time.

Saying yes to one
thing doesn’t mean
yes to everything.

You need it before
and during theactivity, as well as
next time!

Source: Kids Helpline https://kidshelpline.com.au/teens/issues/what-consent

Act and applyConsent? Yes or no?

y The group must also answer the questions at
the bottom of each scenario about the legal
aspect of the scenario.

Explain to students that they are going to apply
what they have learnt about consent to a rangeof scenarios.

y Repeat for each scenario, ensuring eachStudents form groups of eight with a set ofConsent? Yes or No? cards, plus a copy of
the Consent? Yes or No? worksheet for each
student.

y As a class, discuss the following:

Outline the activity.
y Ask a group leader to shuffle the Consent?
Yes or No? cards and give one to each
person. Read the scenario the group has
been given.

person does not get a card they have alreadyhad.
‫ ݖ‬Was it easy to decide if consent had been
given in each scenario?
‫ ݖ‬How did verbal and non-verbal
communication assist your group withmaking the decision if consent had been
given?

Consent out loudy Each person must decide and then sharewith the group if the indicators of consent
they have has been respected.

Students revisit the Kids helpline-Consent

y Record Yes, No or NA on your Consent? Yesor No? worksheet.

that asking for consent could feel awkwardwebsite and explore the How to get consent
section of the page. Acknowledge to students
even if they are in a respectful relationship.

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 511

NSW Department of Education

2

The importance of consent

Revisit the class agreement.
Students read through the list on the website
to know what to say if ever in the situation for
real.
Refer back to the Consent? Yes or No? scenarios
about Manny, and Lina, and Dimitri, and Alana.
Would any of these statements have been
useful for those involved?
Students role play ways Lina and Alana could
assertively refuse consent to sexual activity,
expressing how a specific indicator of consent
has not been respected. This could be done
live in pairs or via camera/webcam to shareat a later time. Remind students to include
examples of non-verbal communication to
support their message.
As a class, discuss the following.
y Do you think is it important for someone topractise ways of giving and refusing consent
before being in the actual situation? Whatmakes you say that?

Remember that enthusiastic consent
is what you want. This comes withassertively asking for consent and yourpartner assertively giving consent. This
would mean both parties can state
their own point of view, reflect thoseviews through behaviours and actions,
respectfully state needs, wants, andfeelings.
Assertiveness is important as it is a healthy
way of communicating. It’s the ability
to speak up for ourselves in a way thatis honest and respectful. Assertivenesslinks to other important skills we develop,
such as communication, expressing our
feelings, conflict management, help
seeking, refusal skills, and negotiation
skills. These skills are applicable to all life
situations.

y Do you think it is also important for someone
to imagine ways others may communicate
refusal of consent before being in the actual
situation? What makes you say that?

Emphasise with students that there aremany ways of refusing consent to sexual
activity. Some ways are less clear thanothers, but it is always valuable to be as
clear as possible. If someone is asking forconsent, they need to listen and respect
the response. Where a young person isunsure about whether consent is being
given or not, they should stop and clarify
whether consent has been given byasking again. Never assume consent has
been given.

512 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

3

Trust your gut

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyRecognise the importance oftrusting gut instincts (PD4-2)

Success criteria
Students will:yidentify the physical andemotional response tosituationsyDemonstrate the skill ofassertiveness (PD4-9)

yUnderstand and apply thesteps of Trust, talk, and takecontrol (PD4-9)ylinks the body’s response tosituations to levels of safety
and risky

Understand and apply
strategies which can be used
to keep safe (PD4-9)

yselect and apply the mostappropriate strategy to staysafe in a situation (scenarios)ydemonstrate a variety
of strategies to protect
themselves and others

Switch on
Introduce the learning goals and discuss themwith the class.
Explain to students that the focus of thelearning in this part of the lesson is the skill ofrecognising emotion. When we can recogniseemotion, we have greater capacity to monitor
thoughts, feelings, and actions. This allows us tohave greater control and responsibility for ouraction, feelings, and behaviours. Self-awareness,

Resourcesy

Gut instincts placemat
activityy

The good, the bad, the ugly
cards

y

The good, the bad, the ugly
sorting activity teacher notesy

Taking action scenariosyAssertiveness advice
handout (formative
assessment – collect fromstudentsyTrust, Talk, Take control
handout (formative
assessment – collect fromstudents)yTrust, Talk, Take control A4
imageand emotion, and stress management are key
self-management skills. Our ability to manage
emotion can also influence our decision
making and problem-solving skills. We will
explore this more in this lesson in relation toonline sexual behaviours.
Display the following quote or image of thequote.
“Always, always trust your gut instincts. If you
feel something’s wrong, it usually is.”PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 513

NSW Department of Education

3

Trust your gut

Students reflect on the quote and write an
explanation for what it means, using an
example to show understanding.
As a class, unpack the concept that each of
us develops our antennae about situations
which make us feel uncomfortable or unsafe
by tuning into our body reactions, feelings,
thoughts, and external warning signs, overtime. Our ability to recognise emotions andtrust our feelings, thoughts, and reading of asituation can be tuned and developed with
exposure to different situations.
As a class, brainstorm how the quote canbe linked to judging the level of safety in asituation.
Teacher note: Risk can also produce
excitement and anticipation which may be
experienced as pleasurable. Reference could
be made to the flight or fight response. Eventhese responses would be uncomfortable ifthey persist or are likely to reoccur.
Children experience varying degrees offeelings in response to situations. Somechildren may not experience warning
signals in unsafe situations. In this activity,
different responses need to be accepted andstudents’ different feelings and thoughts
validated.
Some people ‘turn off’ to their feelings
if they are taught that it is not OK toexperience or respond to their feelings.

Gut instincts
Students work in four groups. Allocate one of
the following to each group:
y emotional signs of our ‘gut instincts’(positive)
y emotional signs of our ‘gut instincts’(negative)
y physical signs of our ‘gut instincts’ (positive)

Groups discuss and record as many examples
of indicators and signs as they can.
For example, physical signs of gut instincts –butterflies in the tummy (negative), tension in
the neck, shaking, sweating, clenched teeth
or fists, fidgeting (negative), smiling, laughter,butterflies in the tummy (positive).
For example, emotional signs of gut instincts –feeling anxious, crying, blank thoughts, feelingfrozen, fear, sadness (negative), happy, relieved,
clear mind (positive).
Invite each group to share their examples withthe rest of the class.
Groups discuss the questions:y How can we use our ‘gut instincts’ when it
comes to assessing how happy, and safe we
feel in our relationships?
y What factors could make us question our‘gut instincts’ when it comes to assessing
how happy and safe, we feel in our
relationships?
Students work in pairs with a copy of the Gut
instincts placemat activity. Students list thephysical and emotional signs of Alana’s ‘gut
instincts’, both positive and negative, for eachscene in the scenario.
Scene 1: Dimitri and Alana meet at theschool disco; they are both 15. They arehaving fun telling jokes and talking about
movies they have both seen recently.
Scene 2: Dimitri reaches over to kiss Alana.
Alana enjoys it.
Scene 3: Dimitri then starts to touch Alana.
Alana does like it for a little while and thenshe starts feeling a little uncomfortableand unsure with where things are headed.
Scene 4: She tells Dimitri she doesn’twant to go any further right now. Dimitri
ignores her and continues.

y physical signs of our ‘gut instincts’ (negative)
514 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

3

Trust your gut

Explain to students that exploring andpractising responding to a range of scenarios
can assist them to develop their capacity totrust their gut instincts when it comes to
intimate relationships.

UnderstandThe good, the bad, the ugly
Explain to students that there are signs
people need to keep an eye out for in intimate
relationships that can indicate someone’s
health, safety, and wellbeing may be at risk. This
isn’t only in our own relationships but in therelationships of other people we care about.
Students form groups of three with one setof The good, the bad, the ugly cards. In theirgroups, students sort the statements into threepiles Good, Bad, Ugly. Once sorted, groups cancheck their answers with another trio.
Bring students attention to the Ugly
statements:y I have to watch what I do or say aroundthem.
y I’m worried about what my partner might
do if I tried to leave them.
y My partner makes me feel scared of them.
y My partner pressures or guilt-trips me
into sex.
y They snoop and read my texts or messages.
Discuss the following:y What might be a person’s ‘gut instinct’
if they found themselves in any of thesesituations? What feelings and thoughts
might they have?
y Can you think of reasons why a person might
not recognise the signs or choose to ignorethem?

It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.
Stress to students that it is crucial we trust ourthoughts and feelings in relationships, and wemust act on them if we feel unsafe. We mustalso alert people we care about of warning
signs in their relationships if they do notrecognise them and encourage and support
them to take action.
Exit slip: 3, 2, 1. 3 things that are new ideas they
will keep in their dilly-bag and use in the future,
2 things that they found out about themselves
and 1 point they found interesting,

Understand
Taking action
Explain to students that there are a rangeof protective strategies people can use to
keep themselves safe in a relationship ifthey recognise warning signs. It is importantthat people can select the most appropriate
protective strategy to maintain their safety andwellbeing.
Introduce the first protective strategy: Being
assertive.
Use a Y chat to share the headings “looks like”,“feels like” and “sounds like” in a public space,eg the board. As a class, brainstorm what
students already know about being assertive

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 515

NSW Department of Education

3

Trust your gut

and add their responses under the appropriate
heading.
Explain to students that a person can choose
to be assertive in situations where there is no
immediate threat to safety. Being assertive
helps you express yourself effectively and standup for your point of view, while also respecting
the rights and beliefs of others. Being assertivemeans:y I SAY what I want, feel, think and I LISTEN towhat others want, feel, think.

Students create a script that picks up from theend of the story where Lina replies to Manny inan assertive way reinstating her rights.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD4-2 and PD4-9, demonstrating the skillof assertiveness.
Include the information below:
y clearly states NOy I stand up for MY RIGHTS without violating
the RIGHTS OF OTHERS.

y explains how she feels

TO BE ASSERTIVE I:

Students role-play or record their scriptwith a partner ensuring their non-verbal
communication reinforces the message.

y stay calm
y say what I want clearlyy say what I feel and explain why
y repeat the message
y avoid giving excusesy listen to what others say.
Read out the Consent? Yes or No? scenario
about Manni and Lina.

Manny is 18, and Lina is 15, and they havebeen dating for 6 months. Manny has hadsex before and is super keen for things
to “get moving” with Lina. Manny invites
Lina over to his house one weekend night
when his parents are out of town. Alonein the house, Manny talks with Lina about
wanting to have sex and Lina tells him
she’s not ready. He gets a bit angry andsays he’s not sure how much longer hecan wait. A little later while making out in
Manny’s room, he asks her again about
having sex. Lina looks away and says, “I
guess so”. Things start to happen; Lina
freaks out and says, “stop!”. Manny replies
with a frustrated “but you said yes?!!”.

y repeats the message of NO.

y Students will pair with another pair toperform their role plays. Each pair will offer
peer feedback. Pairs should select 3 items
they would like feedback on.
y Perform the role plays and allow a shortperiod of time for each pair to critique,discuss, and offer specific and helpful
feedback on the 3 items identified by eachpair.

Trust, talk, take control
Introduce the second protective strategy tostudents. Outline the steps of Trust, talk, takecontrol. Use this strategy when you feel yoursafety or someone you know safety is at risk
right now or in the future. This is when you
must trust your ‘gut instinct’.

TRUST your feelings, thoughts, and yourreading of the situation
TALK about it to someone in your network
TAKE CONTROL by using your own plan to
become comfortable and safe.

516 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

3

Trust your gut

Read out the Consent? Yes or No? scenario
about Dimitri and Alana.

Dimitri and Alana meet at the school
disco, they are both 15. They are having
fun telling jokes and talking about movies
they have both seen recently. Dimitri
reaches over to kiss Alana. Alana enjoys it.
Dimitri then starts to touch Alana. Alana
does like it for a little while and then she
starts feeling a little uncomfortable andunsure with where things are headed. She
tells Dimitri she doesn’t want to go any
further right now. Dimitri ignores her andcontinues.

Students find a partner and act out or record
the next part of the story as Dimitri is not
fulfilling his responsibilities because he isignoring Alana’s right to say no. The act orrecording must include the following scenes
where Alana:y Trusts her feelings and assertively takes
control of the situationy Talks about what happened with a friend.
Both students have the opportunity to respondas Alana. Students give feedback to each other
how effectively the situation was controlled andclearly her feelings about what happened wereexpressed to her friend.

Act and apply
Getting it right
Explain to students that it is really important tochoose or recommend the most appropriate
protective strategy for each situation to ensure
a person’s safety and wellbeing.
Students pair up. Distribute the Taking action
scenarios 1 and 2 to half of the pairs, andscenarios 3 and 4 to the remaining pairs. Also

give one copy of both the Assertiveness advice
handout and the Trust, Talk, Take Control
handout to each pair.
Students complete the following activities:y Read their two scenarios.
y Discuss and decide which protective
strategy is most suited for the situation ie
Being assertive or Trust, Talk, Take control.
y Assume the role of a friend of the person in
the scenario. Complete the Assertivenessadvice handout.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD4-2 and PD4-9, demonstrating
application of knowledge to select andapply the most appropriate strategy tostay safe in a situation.
y Assume the role of the person in the
scenario and complete the Trust, Talk, Take
control handout.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD4-2 and PD4-9, demonstrating
application of knowledge to select andapply the most appropriate strategy tostay safe in a situation.
Ask the pairs to join up with a pair who
completed the activities based on the otherscenarios. Share and discuss answers.
As a class, discuss.
y Was it easy to decide which strategy would
be most effective in each scenario?
y What information in the scenario assisted
you in choosing the strategy?
y Did you find imagining you were the friend
easier than imagining you were the person?
What makes you say that?

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 517

NSW Department of Education

3

Trust your gut

To conclude, show the short clip Trusted
moments Victoria Legal Aid 2013.
Discuss:y Were there any warning signs the girl could
have recognised?
y What do you think her ‘gut instincts’ would
have been?
y Do you think consent was negotiated?
Explain your answer.
y How could the protective strategy of being
assertive be used in this situation?
y How could Trust, Talk, Take Control havebeen used in this situation?
y Was this a respectful relationship? Explain
your answer by identifying characteristics
and features of respectful relationships
which were or were not demonstrated by
the characters, eg respect, equality, anddignity.

518 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

4

Respectful relationships in an
online world

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyySuccess criteria

Compare and contrast(similarities anddifferences) the rights andresponsibilities in online andoffline relationships (PD4-3)

Students will:

Define sexting and identify
strategies to address
the unlawful sharing of
information, images or
nudes (PD4-10)

yidentify the laws associatedwith sexting and unlawful
sharing of information,
images or nudes

yprovide advice to a person
who has experienced
the unlawful sharing of
information, images, or
nudes

y

create a charter for
respectful communication
onlineSwitch on
Introduce the learning goals and discuss themwith the class.
Students complete a K-W-L to reflect on theirlearning to this point. Share with the class, thatthe main focus has been on the in-person or
offline aspects of relationships.
The activities will now focus on the online
aspects and features of respectful relationships.
Use a continuum activity to explore differences
and similarities between online and offline
relationships. Allocate 4 areas within theroom: strongly agree, agree, disagree, strongly
disagree. As you read a statement, ask students

ResourcesyFront and back page
spread of a newspaperyA3 paperto move to the area of the room which
represents their view. Invite students from eacharea to share their views. Sample statements
include:y It is just as important to be respectful in the
online environment as it is face-to-face.
y Respect looks the same online as offline.
y An adult’s view of respect online is the sameas a young person’s view of respect.
y Sharing images and information online withsomeone is the best way to develop theirrespect for you.
y If someone respects you, they will always
protect you and stand up for you in an online
environment.

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 519

NSW Department of Education

4

Respectful relationships in an online world

Explain to students that the word protocol
refers to a “system of rules that explain thecorrect conduct and procedures to be followed
in formal situations”. Introduce students tothe concept of online protocols which exist toensure people are safe in online environments.
(Source: Merriam-Webster).
Brainstorm examples of protocols that protect
people’s safety and wellbeing in an online
environment.
Explain to students that will be exploring theonline behaviours that impact on a person’shealth, safety, and wellbeing.

News spreads
Give the front and back page spread of anewspaper to one student. Ask them to tear itin half, keep one half then pass the remaining
half on to someone else. Tell them to do thesame but to tear the remaining half into two
before they pass it on. Keep repeating until
everyone in the class has a torn-up piece of thenewspaper.
Ask the students to hold up the piece of paper
they have and then discuss the following.
y What if the newspaper represented a photosomeone posted?
y After the piece of newspaper was shared
how much control did the student who
started with the newspaper have over who
else got it?
y How much control did they have of what thepiece of paper looked like?
y Did everyone have the “full story”?
y How respectful was everyone who shared
the paper on to others?
y What could have been done to prevent thesituation?
Explain to students that the aim of the activity
was to illustrate how little control a person has
after they post something online, whether it bewords or a photo.

Understand
Rights and responsibilities ofrelationships online
Revise the rights and responsibilities T chart.
As a class, brainstorm, and record:y Why is it important to consider personal
rights and responsibilities related tocommunicating online in intimate
relationships?
y What are different ways people
communicate with their partner in an online
environment?
Students pair up. In pairs, students createa T chart to brainstorm the rights andresponsibilities of online communication in
intimate relationships. Ask each pair to join up
with another pair to share what they came up
with.
Discuss the following:y Why is it important that people discuss theirrights and responsibilities at the start ofrelationships?
y Do you consider your charter of rights andresponsibilities the online protocols for yourrelationship? Explain your answer.

Understand
Sharing information and images
In pairs, students create a list of behaviours or
actions in an online environment which breachthe rights or responsibilities discussed in theprevious activity. These behaviours may include
disrespecting someone, unethical behaviour or
breaking online protocols.
Identify sexting, sharing nudes or part nudes orimage-based abuse, as an example of unethicaland disrespectful behaviour.

520 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

4

Respectful relationships in an online world

As a class, develop a definition for sexting.
Sexting is taking naked or partly naked photos
or videos of yourself (posing in a sexual way)
and sharing these using the internet or yourphone; and receiving, forwarding, or postingthese photos or videos online or throughmobile phones. (Source: Youth Law Australia)

Sexting and the law
Explain to students that it is very important
for them to have a clear understanding of
the laws related to sexting and the relatedconsequences of breaking the law.

y Invite students to share what terms they use
to describe “sexting”.

Students explore the information on the YouthLaw website related to sexting. https://yla.org.
au/nsw/topics/health-love-and-sex/sexting-laws/y You may like to adopt this language toengage students in the lesson.

Students answer the following questions todevelop their knowledge and understanding.

Explain to students that someone might trust
the person they send the photos or videos to,but things can change. Students work with apartner to list some examples of events thatmight result in the unwanted sharing of images
or videos: For example, a breakup, someone
shares your photo, a phone is stolen or hacked,
family or friends find the photo online.

y Is sexting a crime?

In their original pairs, students designate one
person as A and one as B. Inform students thatthey are going to prepare advice about what to
do in the following situations:y Person A: A friend is receiving unwanted
photos or videos from someone‫ ݖ‬https://www.esafety.gov.au/young-people/
receiving-unwanted-nudes‫ ݖ‬https://kidshelpline.com.au/teens/issues/
sextingy Person B: A friend has sent a photo or video
and found out it has been shared‫ ݖ‬https://www.esafety.gov.au/young-people/
my-nudes-have-been-shared‫ ݖ‬https://kidshelpline.com.au/teens/issues/
sextingy Each person shares their advice with theirpartner.

y What is child pornography?
y What are the penalties?
y Can sexting be a form of harassment?
Bring students back together as a class and ask
them if there was any information that they did
not know or were surprised to learn.
To what extent are young people aware of thelaws related to sexting?

Act and apply
Showing respect online
Show the short clip That’s not team spirit
animation. Source: Be Deadly (Office of theeSafety Commissioner).
Students work in groups of four. Allocate acharacter to focus on to each member of thegroup. Include Bud, Sharlise, Jono (Sharlise’s
cousin on the bus), and Kellie (Sharlise’s friend).
y Students with the same character join
together with a piece of A3 paper with acharacter’s name at the top. Each groupanswers the questions in relation to theirdesignated character.
‫ ݖ‬How well did they demonstrate respect
for themselves and others in the scenario?
Explain your answer.

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 521

NSW Department of Education

4

Respectful relationships in an online world‫ ݖ‬What do you think their ‘gut instincts’
would be?
‫ ݖ‬What are the possible consequences of
their actions?
‫ ݖ‬What could they have done to preventthe situation from occurring or getting
worse?
‫ ݖ‬What actions could they take to address
the problem?
Students return to their group to share theircharacter’s perspective in the situation.

Taking action
Students adopt the role of Kellie.
y Develop advice from Kellie for Sharlise. They
should address what actions Sharlise shouldtake now that her photo has been shared.

Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD4-2 and PD4-10, demonstrating
application of knowledge of respectful
behaviour online and communication
skills.
y Students role play a face-to-faceconversation with Bud in pairs. Remind
students of the assertiveness skills they
practiced in the earlier learning activities.
Allow each person in the pair to provide
feedback to their partner on theircommunication. What was one strength?
What was one thing they could do differently
next time? Swap roles.
Highlight to students that the photo is still inthe digital environment even though Bud’s
phone was thrown out the window of the bus.

Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD4-2 and PD4-9, demonstrating
application of knowledge of strategies tosolve problems and seek help.
y Students find a partner and practise giving
the advice they prepared to Sharlise bothface-to-face and via their chosen form of
online communication. Ask students to roleplay or record their advice and share with
two other pairs.
Students adopt the role of Sharlise.
y Draft an online message to Bud and tell
him clearly what your expectations are
regarding deleting the photo. Include why
his behaviour was not appropriate and how
it made you feel.
y Students record a reflection on what they
have learnt from the experience and how itwill influence their behaviours and choices in
the future.

522 | PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offlineNSW Department of Education

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I need torevisit to ensure understanding?
y When will I/can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence
will I need to adapt to ensure my learning
goals are achieved next time?

PDHPE Stage 4: Child Protection Education | Unit of work Establishing & maintaining respectful relationships online & offline | 523

NSW Department of Education

PDHPE

Stage 4: Child Protection Education
Resources

Establishing andmaintaining respectful
relationships online
and offlineNSW Department of Education

Contents
Cards: Building respectful relationships .................................................................................................................................... 526
Cards: How do I know?.............................................................................................................................................................................532
Cards: Am I ready?...................................................................................................................................................................................... 534
Teacher notes: ‘Am I ready? Regarding consent ................................................................................................................. 536
Cards: What consent sounds like?.................................................................................................................................................. 538
Cards: Types of power.............................................................................................................................................................................. 539
Cards: Consent? Yes or No?................................................................................................................................................................... 541
Teacher notes: Consent? Yes or No? Scenarios...................................................................................................................... 542
Cards: Consent? Yes or No? Scenarios.......................................................................................................................................... 545
Worksheet: Consent? Yes or No?...................................................................................................................................................... 547
Worksheet: Gut Instincts placemat activity.............................................................................................................................. 550
Teacher notes: The good, the bad, the ugly................................................................................................................................551
Cards: The good, the bad, the ugly..................................................................................................................................................552
Worksheet: Taking action scenarios...............................................................................................................................................555
Worksheet: Assertiveness advice..................................................................................................................................................... 556
Worksheet: Trust, Talk, Take control................................................................................................................................................557
Images: Trust your gut............................................................................................................................................................................ 558
Cards: Respectful relationships in an online continuum................................................................................................ 559
Copyright register........................................................................................................................................................................................ 561

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 525

NSW Department of Education

Cards

HumourEmpathy

Safe

Love

Building respectful relationships

526 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Equality

FreedomHonesty

TrustCards: Building respectful relationships

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 527

NSW Department of Education

Acceptance Negotiation

Sharing

Consent

Cards: Building respectful relationships

528 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Difference
Loyal

Comfortable Independence

Cards: Building respectful relationships

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 529

NSW Department of Education

Individuality ForgivenessSupportConfidence

Cards: Building respectful relationships

530 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Respect

Acceptance

GrowthProtect

Cards: Building respectful relationships

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 531

NSW Department of Education

Cards

How do I know?

Helps me with myhomework

Sits next to me

Won’t sit next to me

Sends someone totell me that he or
she likes me

Calls me by myname

Has sex with me

Doesn’t want me tosee my friends

Makes me feel OK
when I say what
I really think rather
than feeling likethey’ll dump me

I feel like I can bemyselfWon’t kiss me

Phones me

Gets really jealous
if I talk to otherpeopleBrushes against me
when we pass byeach other

Talks to me

Shares important
secrets and feelings

532 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Cards: How do I know?

Smiles at me

Wants to spend
time with me

Listens to me

Asks my opinion

Laughs at me

Puts me down

Invites me to bea friend on social
networking

Throws paper at me

Sends me a smileytext

Wants to hold myhand

Wants me to give
her/him oral sex

Keeps me a secretfrom their friends

Kisses me

Borrows mycalculator duringclass

Holds my handwhen no one isaroundPDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 533

NSW Department of Education

Cards

AGE
14

AGE
16 – 18AGE
12 – 13AGE
15Am I ready?

534 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

AGE
22 – 30AGE
36 – 40AGE
19 – 21AGE
31 – 35

Cards: Am I ready?

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 535

NSW Department of Education

Teacher notes‘Am I ready? Regarding consent
Below are just two aspects involved indetermining the appropriate age for asexual relationship. There are countless
more, such as family and religious values,
cultural expectations etc.

Sex and emotional readinessSex is meant to be:y something you decide to do when
you’re ready toy something that makes bothparticipants feel goody something both people agree to andare mentally old enough to be able toconsent toy something you can interrupt or stop at
any timey safe (because you’re both preparedwith condoms to protect you fromsexually transmissible
y infections and unwanted pregnancy)
y something you are legally old enoughto engage iny honest – emotionally and factuallyhonesty mutual – a shared, two-way intimate
experience.
Sex isn’t meant to be:
y the only way to prove that you love
someoney something you feel pressured or forced
intoy something you do because ‘everyone
else is doing it’y something that makes you feel used
y about using someone else for sex
alone.

Sex and the law
Age of consent
There are no laws about when you canstart to have a relationship with someone
else but there are laws about when you
can start to have sex.
If you are 12 to 15 years of age, a person
can’t have sex with you, touch you
sexually or perform a sexual act in front of
you if they are more than two years older
than you – even if you agree. And thatmeans two years exactly. If they are twoyears and four days older, it is still against
the law.
At 16 to 17 years of age, a person who iscaring for you or supervising you, like ateacher, youth worker or foster carer, can’t
have sex with you, sexually touch you or
perform a sexual act in front of you – even
if you agree – unless they are married toyou.

When one person does not agree
to sexAs well as imposing age limits, the law
says that two people can’t have sex unlessthey both agree (consent) to. If you don’t
agree and someone threatens you or
touches you sexually they are breaking
the law.
If someone has sex with you or touches
you sexually when you are asleep,
unconscious or so affected by alcohol ordrugs that you are not able to agree, it isstill sexual assault.

536 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Teacher notes: Am I ready? Regarding consent

Mobile phone pictures and the risks of

Useful websites‘sexting’‘Love: the good, the bad and the ugly’
produced by the Domestic ViolenceCentre Victoria http://lovegoodbadugly.
com/‘Sexting’ or sending ‘sext’ messages refers
to situations where nude and/or sexual
images are taken on a mobile phone,tablet, web-cam or other device, often
by young people and their friends. Thisis a crime if the photo includes a person
under the age of 18. ‘Sexting’ is alreadyleading to young people being charged
by the police with child pornography
offences.
Taking or sending pictures of your friends
on your mobile phone or other device, or
posting them online, especially if they are
not fully dressed and even if they agree,
could end up with you being charged bypolice for committing a criminal offence.
Adapted from the Victoria Legal Aid
website – https://www.legalaid.vic.gov.au/.

Online safety information produced by
the Australian Government https://info.
australia.gov.au/information-and-services/public-safety-and-law/online-safety

Recommended legal resources forteachers and students
Am I old enough? is a handy booklet
for young people about the law. Orderor download for free at: https://www.
legalaid.vic.gov.au/find-legal-answers/sexand-law
Young people and the law is a teachers’
kit. Order or download for free at: https://www.legalaid.vic.gov.au/find-legalanswers/free-publications-and-resources/
sex-young-people-and-law-education-kit

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 537

NSW Department of Education

Cards

What consent sounds like?

What consent
sounds like
What consent
doesn’t soundlike538 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Cards

Types of power
Sort the cards into piles, what consent sounds like and what consent doesn’t sound like.

"YES!""No""Yassssss""Stop""Absolutely""Maybe""That sounds
great""I'm not sure""That feels
awesome""I don't want to""Let's do that
more"

"I don't think
I'm ready"

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 539

NSW Department of Education

Cards: Types of power"I'd like to ...""Can we slow
things down""Would you
please ..."

Pulling away orresisting"I want to keep
doing this"Being silent or
not responding"I'm enjoying this"Agreeing to go
on a date"Can we ..."

Not showinginterest in you

Source: Kids Helpline: https://kidshelpline.com.au/teens/issues/what-consent

540 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Cards

Consent? Yes or No?

MutualFreely given

You both need to agree,
every single time.

A choice you makewithout pressure,guilt or threats.

Informed

Certain & Clear

You understand what’s
about to happen.

It’s a YES, not a ‘maybe’or ‘I think so’ or‘I guess so’.

Enthusiastic

Reversible

You’re excited and
WANT to do thesexual activity.

You can stop orchange your mind
at any time.

Specific

Ongoing

Saying yes to one thing
doesn’t mean yes toeverything.

You need it before andduring the activity,
as well as next time!

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 541

NSW Department of Education

Teacher notes

Consent? Yes or No? Scenarios
What is consent?
MutualFreely given

Informed

Certain & Clear

You both need toagree, every single
time.

A choice you
make withoutpressure, guilt or
threats.

You understandwhat’s about tohappen.

It’s a YES, not a‘maybe’ or ‘I thinkso’ or ‘I guess so’.

Enthusiastic

Reversible

Specific

Ongoing

You’re excited and
WANT to do thesexual activity.

You can stop orchange your mind
at any time.

Saying yes to one
thing doesn’tmean yes toeverything.

You need it before
and during theactivity, as well as
next time!

Source: Kids Helpline https://kidshelpline.com.au/teens/issues/what-consent

Scenario 1: Manny and Lina
Manny is 18 and Lina is 15 and they have been dating for 6 months.
Manny has had sex before and is super keen for things to “get moving” with
Lina. Manny invites Lina over to his house one weekend night when his parents
are out of town. Alone in the house, Manny talks with Lina about wanting tohave sex and Lina tells him she’s not ready.
He gets a bit angry and says he’s not sure how much longer he can wait. A little
later while making out in Manny’s room, he asks her again about having sex.
Lina looks away and says “I guess so”. Things start to happen; Lina freaks out
and says “stop!”. Manny replies with a frustrated “but you said yes?!!”.
1. Is this consent?
No. Lina did not clearly indicate consent verbally or non-verbally. Also, when one person says
“Stop” the other person has to listen otherwise they are breaking the law.
2. Is it OK to withdraw consent?
Yes. It is ok to change your mind at any time.
3. Is it OK to consent to some things and not others?
542 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Teacher notes: Consent? Yes or No? Scenarios

Yes. It is OK to say yes to some things and not others.

Scenario 2: Dimitri and Alana
Dimitri and Alana meet at the school disco, they are both 15.
They are having fun telling jokes and talking about movies they have both seen
recently. Dimitri reaches over to kiss Alana. Alana enjoys it. Dimitri then starts
to touch Alana. Alana does like it for a little while and then she starts feeling alittle uncomfortable and unsure with where things are headed.
She tells Dimitri she doesn’t want to go any further right now. Dimitri ignores
her and continues.
1. Is this consent?
No. When one person says “Stop” the other person has to listen otherwise they are breaking thelaw.
2. Is it OK to withdraw consent?
Yes. It is ok to change your mind at any time.
3. Is it OK to consent to some things and not others?
Yes. It is OK to say yes to some things and not others.
4. Will the experience be a positive experience for both of them?
No. They are likely to feel uncomfortable, regretful, violated.

Scenario 3: Ayla and Ahmed
On the weekend, Ayla goes out with Ahmed to the movies. Ayla is 13 years old
and Ahmed is 17 years old.
After the movie Ayla and Ahmed make out. Ahmed then asks Ayla if she wants
to have sex with him. She says yes. She really likes Ahmed and feels ready. They
haven’t been drinking alcohol.
1. Is this consent?
No. One person is under the legal age of consent (16 years old).
2. Would the outcome be different if the gender of the people was the opposite?
In NSW it does not matter. Ayla could be the 17 year old and the outcome would be the same.
PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 543

NSW Department of Education

Teacher notes: Consent? Yes or No? Scenarios

Scenario 4: Sam and Alex
Sam and Alex are a same-sex couple. They have been going out for one year
now. They have been next door neighbours since they were little, so they knoweach other really well and really care for each other.
Sam is 13 and Alex is 15. Recently they have been talking about having sex
together. They discuss what is OK and what is not OK with each other.
1. Is this consent?
Yes, they are only talking at the moment.
2. Is this legal?
Yes.
3. If they have sex, will the experience be a positive experience for both of them?
Yes. It is consensual. Technically it is not legal because they are under the age of 16. However,if the situation was reported and investigated, it is unlikely to become a legal issue because it
is ethically a consenting situation and the age difference between the two individuals is small
indicating there is no power struggle.

544 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Cards

Consent? Yes or No? Scenarios
Scenarios Scenario 1: Manny and Lina

Manny is 18 and Lina is 15 and they have been dating for 6
months.
Manny has had sex before and is super keen for things to “getmoving” with Lina. Manny invites Lina over to his house one
weekend night when his parents are out of town. Alone in thehouse, Manny talks with Lina about wanting to have sex and
Lina tells him she’s not ready.
He gets a bit angry and says he’s not sure how much longer
he can wait. A little later while making out in Manny’s room,
he asks her again about having sex. Lina looks away and says
“I guess so”. Things start to happen; Lina freaks out and says
“stop!”. Manny replies with a frustrated “but you said yes?!!”.

Scenario 2: Dimitri and Alana

Dimitri and Alana meet at the school disco, they are both 15.
They are having fun telling jokes and talking about movies
they have both seen recently. Dimitri reaches over to kiss
Alana. Alana enjoys it. Dimitri then starts to touch Alana. Alana
does like it for a little while and then she starts feeling a little
uncomfortable and unsure with where things are headed.
She tells Dimitri she doesn’t want to go any further right now.
Dimitri ignores her and continues.

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 545

NSW Department of Education

Cards: Consent? Yes or No? Scenarios

Scenario 3: Ayla and Ahmed

On the weekend, Ayla goes out with Ahmed to the movies. Ayla
is 13 years old and Ahmed is 17 years old.
After the movie Ayla and Ahmed make out. Ahmed thenasks Ayla if she wants to have sex with him. She says yes. She
really likes Ahmed and feels ready. They haven’t been drinking
alcohol.

Scenario 4: Sam and Alex

Sam and Alex are a same-sex couple. They have been going out
for one year now. They have been next door neighbours since
they were little, so they know each other really well and reallycare for each other.
Sam is 13 and Alex is 15. Recently they have been talking about
having sex together. They discuss what is OK and what is not
OK with each other.

546 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Worksheet

Consent? Yes or No?
What is consent?
MutualFreely given

Informed

Certain & Clear

You both need toagree, every single
time.

A choice you
make withoutpressure, guilt or
threats.

You understandwhat’s about tohappen.

It’s a YES, not a‘maybe’ or ‘I thinkso’ or ‘I guess so’.

Enthusiastic

Reversible

Specific

Ongoing

You’re excited and
WANT to do thesexual activity.

You can stop orchange your mind
at any time.

Saying yes to one
thing doesn’tmean yes toeverything.

You need it before
and during theactivity, as well as
next time!

Source: Kids Helpline https://kidshelpline.com.au/teens/issues/what-consent

Scenario 1: Manny and Lina
MutualFreely given

Informed

Certain & Clear__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A

Enthusiastic

Reversible

Specific

Ongoing__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A

1.

Is this consent?

2.

Is it OK to withdraw consent?

3.

Is it OK to consent to some things and not others?

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 547

NSW Department of Education

Worksheet: Consent? Yes or No?

Scenario 2: Dimitri and Alana
MutualFreely given

Informed

Certain & Clear__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A

Enthusiastic

Reversible

Specific

Ongoing__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A

1.

Is this consent?

2.

Is it OK to withdraw consent?

3.

Is it OK to consent to some things and not others?

4. Will the experience be a positive experience for both of them?

Scenario 3: Ayla and Ahmed
MutualFreely given

Informed

Certain & Clear__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A

Enthusiastic

Reversible

Specific

Ongoing__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A

1.

Is this consent?

2.

Would the outcome be different if the gender of the people was the opposite?

548 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Worksheet: Consent? Yes or No? Scenarios

Scenario 4: Sam and Alex
MutualFreely given

Informed

Certain & Clear__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A

Enthusiastic

Reversible

Specific

Ongoing__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A__ Yes __ N __ N/A

1.

Is this consent?

2.

Is this legal?

3.

If they have sex, will the experience be a positive experience for both of them?

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 549

NSW Department of Education

Worksheet

Gut Instincts placemat activity
List the physical and emotional signs of Alana’s ‘gut instincts’, both positive andnegative, for each scene in the scenario.
Scene 1: Dimitri and Alana meet at theschool disco; they are both 15. They arehaving fun telling jokes and talking
about movies they have both seen
recently.

Scene 2: Dimitri reaches over to kiss
Alana. Alana enjoys it.

Scene 3: Dimitri then starts to touch
Alana. Alana does like it for a little
while and then she starts feeling alittle uncomfortable and unsure with
where things are headed.

Scene 4: She tells Dimitri she doesn’twant to go any further right now.
Dimitri ignores her and continues.

550 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Teacher notes

The good, the bad, the ugly
Sorting activity
Good

Bad

Ugly

I can see my friends orfamily whenever I want.

I feel overwhelmed bywhat they want.

I have to watch what I door say around them.

I feel ok about saying ‘no’to things I don’t want
to do.

I feel stuck in thisrelationship.

I’m worried about what
my partner might do if I
tried to leave them.

My partner likes
introducing me to his/herfriends.

I hate it when my partner
talks to other guys/girls.

My partner makes me feelscared of them.

They like me for who I am.

I wish my partner wasdifferent.

My partner pressures or
guilt-trips me into sex.

They listen to me and careabout my opinions.

I wish we didn’t see somuch of each other.

They snoop and read mytexts or messages.

We spend our spare time
together.

I worry that my partner ischeating on me.

When we go out, we
decide together what
we’re doing.

They get jealous of who I
hang out with.

When we’re together, I
feel like I can be myself.

They ignore me when
their mates are around.

When we’re together, welaugh and have fun.

We have the same fights
over and over again.

With sex and affection,
I can say what I like anddon’t like.

When we’re hanging out,
I wish I was somewhereelse.

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 551

NSW Department of Education

Cards

The good, the bad, the ugly
Sorting activity
Sort the statements into three piles good, bad or ugly.

I feel overwhelmed bywhat they want.

I feel stuck in thisrelationship.

I hate it when mypartner talks to otherguys/girls.

I wish my partner
was different.

I wish we didn’t
see so much ofeach other.

I worry that mypartner is cheating
on me.

They get jealous of
who I hang out with.

They ignore me
when their mates
are around.

552 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Cards: The good, the bad, the ugly

We have the samefights over andover again.

When we’re hanging
out, I wish I wassomewhere else.

I can see my friends
or family wheneverI want.

I feel ok about saying‘no’ to things I don’t
want to do.

My partner likes
introducing me to
his/her friends.

They like me for
who I am.

They listen to me
and care about
my opinions.

We spend ourspare time together.

When we go out,
we decide together
what we’re doing.

When we’re together,
I feel like I can bemyself.

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 553

NSW Department of Education

Cards: The good, the bad, the ugly

When we’re together,
we laugh andhave fun.

With sex and affection,
I can say what I likeand don’t like.

I have to watch
what I do or say
around them.

I’m worried about
what my partner
might do if I tried toleave them.

My partner makes
me feel scaredof them.

My partner pressures
or guilt-trips me
into sex.

They snoop and readmy texts or messages.

554 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Worksheet

Taking action scenarios
Scenario 1

Meg’s boyfriend won’t let her talk to other boys at school. If she
does, he won’t speak to her or he gets really angry and yells. Meg
feels really scared and avoids her male friends.
Scenario 2

Ali has liked Tara for ages and she finally agreed to go out with him.
He really impressed her with a great first date which also included
chocolates and her favourite flowers. Tara is nice to Ali when they
are alone but she makes fun of him and puts her down in front ofher friends and on her socials. Ali is feeling really down and doesn’tknow what to do.

Scenario 3

Leah and Joanie have been together for a year now. Joanie is Leah’s
first real girlfriend and she is very into her. She is really worried
about Leah cheating on her so is always checking up on what she
is up to via her socials, and has even checked her phone messages
when Leah is in the shower. She threatens to harm herself if Joanie
breaks up with her. Joanie feels very trapped.
Scenario 4

Jack and Jess have been going out for a couple of months now.
Jack tells Jess he will dump her if she does not have sex with him
soon. He is sick of waiting. Jess is afraid of losing him so thinks sheshould have sex with him.
PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 555

NSW Department of Education

Worksheet

Assertiveness advice
If I were supporting the person in the scenario to be assertive, I would encourage themto:Act by ...

Tell or talk it over with ...

Plan for the future by ...

556 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Worksheet

Trust, Talk, Take control
The model

1y your feelings,
thoughts andy your reading of thesituation

2

y talk about it tosomeone in yournetwork3

y by using your own
plan
y become comfortable
and safe.

The best course of action is the one that keeps us safe andreduces our risk of being harmed.
How to put it into action:
1.

What’s my gut feeling?

2.

Who will I talk to?
If they aren’t available or aren’t helpful, who will I talk to next?

3.

My plan to become comfortable and safe is:I know it will help me if I TRUST, TALK, TAKE CONTROL.
PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 557

NSW Department of Education

ImagesTrust your gut

4558 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Cards

Respectful relationships in an online
continuum

Strongly
agree

Agree
PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 559

NSW Department of Education

Cards: Respectful relationships in an online continuum

DisagreeStrongly
disagree560 | PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources

NSW Department of Education

Copyright register
1 – 4: Trust your gut girl: Image by Cdd20 from Pixabay.
Talk boy: Image by Cdd20 from Pixabay
Take control thinking girl and idea boy: Image by Cdd20 from Pixabay.

PDHPE Stage 4 Child Protection Education | Establishing & maintaining respectful relationships online & offline resources | 561

NSW Department of Education

PDHPE

Stage 4: Child Protection Education
Unit of work

Using my personal
power positively

NSW Department of Education

Contents
Unit description ..........................................................................................................................................................................................564
Lesson 1: Influences on power in relationships....................................................................................................................... 568
Lesson 2: The impact of abuse of power on health, safety, and wellbeing..........................................................573
Lesson 3: Impact of gender on rights and responsibilities in the family ............................................................. 576
Lesson 4: Help-seeking strategies to respond to abuse of power............................................................................ 579
Lesson 5: Getting help when you need it................................................................................................................................... 583
Evaluation.........................................................................................................................................................................................................588

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 563

NSW Department of Education

Unit description
Through this unit, students will investigate
types of power and how power can be usedin relationships in both positive and negative
ways. They will discuss the influence of family,
media, and peers on power in relationships.
Students will develop and apply a range ofinterpersonal and self-management skills
through this unit. For example, they will
devise a range of help-seeking strategies to
respond to abuse of power in relationships,
identify techniques to persuade people to seek
appropriate help in a range of situations andapply and evaluate communication skills to ask
for help.
Students will focus on gender as a determinant
and influence on power. Specifically, theinfluence of gender stereotypes on rights
and responsibilities in relationships and how
expectations based on gender can lead totension in relationships. Gender is an influential
factor in abuse and violence situations andshould be investigated to build awareness andchallenge assumptions to prevent violence inthe home and community. This unit provides
teaching and learning activities around Child
Protection education.
Students will investigate the essential question:
How can I use my strengths to know when to
seek help and support others to keep safe?

Skills in focus
Self-management
Decision-making and problem-solving
y information-gathering
y finding solutions to problems
y analysis

Propositions
Throughout this unit, the propositions areembedded as follows:

Educative purpose
Students are provided with opportunities todevelop the knowledge and skills required torecognise positive and negative use of power in
relationships. They will investigate how family,
media and peers influence expectations related
to use of power in relationships. Students will
discuss the considerations of supporting others
via face-to-face and text/online and will practise
giving constructive advice via text/online.

Strengths-based approach
Activities in this unit are designed to allow
students to recognise their personal power
when exploring ways to respond to different
types of abuse that can occur at school, home,
online or in the workplace. This is achievedby encouraging students to draw on theirknowledge and understanding of abusive
situations and the skills and strategies they
can use safely to help them respond to unsafe
situations.

Develop health literacy
Students are provided with opportunities toreview and update the own support networks
and will devise a range of help-seeking
strategies to respond to abuse of power in
relationships. They will assess a range of sourcesof help to determine their appropriateness indifferent situations.

Critical inquiryy verbal and nonverbal communication

Students will explore the impact of genderstereotypes on rights and responsibilities
in relationships. They will learn to challenge
stereotypes to promote equality in the home,
reducing tension that can lead to domestic
and family violence. They will also have theopportunity to identify a range of reasons
young people give for not seeking help and willpractise communication strategies to assist

y expressing feelings

with overcoming these barriers.

Help-seeking
y recognising when help is needed
y accessing support and support networks.

InterpersonalCommunication

564 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PD4-2 examinesand demonstrates
the role helpseeking strategies
and behaviours
play in supportingthemselves andothersyPD4-3 investigates
effective strategies
to promote
inclusivity, equality
and respectful
relationships

Devise a range of helpseeking strategies to
respond to abuse of power
in relationships

Evidence of learning
Students will:yreview their own support networks

yidentify a range of reasons young
people give for not seeking helpyIdentify barriers preventing
young people from seeking
help

y

y

Create a communication
strategy to ask for help

review a range of sources of help toassess their appropriateness for arange of scenariosyyAssess a range of sourcesof help to determine
appropriateness in different
situations

discuss the considerations ofsupporting others via face-to-face andtext/onlineypractise giving constructive advice via
text/onlineyexplore the What’s up at home? togather information and skills about
what to do in situations related tofamily violenceydevelop a detailed safety plan in
response to a scenario based on family
violenceyDescribe behaviours thatshow empathy and respect
for the rights of othersyidentify positive and negative useof power in different situations andrelationshipsyDiscuss the types of powerand how they can be used
positively and negatively in
relationships

ydescribe how family, media and peers
influence expectations related to use of
power in relationshipsyrecognise signs that indicate abuse of
power

y

explore the impact of genderstereotypes related to completinghousehold choresyidentify situations where abuse of
power can occur such as school, home,
online and in the workplaceyidentify how abuse can impact thehealth, safety and wellbeing of peopleyDiscuss the influence offamily, media, and peers on
power in relationshipsyDescribe different forms ofabuse of poweryExplain the impact ofabuse on health, safety andwellbeing

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 565

NSW Department of Education

Outcomes

Unit learning goals

PD4-9
demonstrates
self-management
skills to effectively
manage complex
situationsyDiscuss how expectations
based on gender can leadto tension in relationships

ydescribe how tension related to rights
and responsibilities can lead to family
and domestic violenceyIdentify techniques topersuade people to seek
appropriate help in a rangeof situationsypractise statements that challenge
reasons young people give for notseeking helpypractise a strategy to use whencommunicating the need for helpyDemonstrates actions that
support the rights andfeelings of othersyyAssess the influence ofgender stereotypes onrights and responsibilities
in relationships

challenge gender expectations
to promote equal rights andresponsibilities in relationships in thehomeyDemonstrate advocacy andassertiveness in relation
to challenging genderstereotypes in the home

PD4-10 applies
and refinesinterpersonal skills
to assist themselves
and others tointeract respectfully
and promote
inclusion in avariety of groups orcontexts

Evidence of learning

566 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus content

What skills and strategies
can be used to managechange, challenges andseek help?

ypractise and apply skills and strategies to seek help for themselves
and others (ACPPS072)‫ ݖ‬propose individual support networks and external support
services S‫ ݖ‬practise communication techniques to persuade someone toseek help in different situations, eg mental health concerns,
drug use, relationship or family and domestic violence S I‫ ݖ‬identify barriers to seeking help and propose strategies toovercome these barriers S

What skills and strategies
can be used to promote
inclusivity, equality andrespectful relationships?

ydescribe how rights and responsibilities contribute to respectful
relationships‫ ݖ‬discuss how gender stereotypes can have an impact on rights
and responsibilities in relationships, eg control of decisionmaking Iydiscuss the impact of power in relationships and identify anddevelop skills to challenge the abuse of power‫ ݖ‬discuss the influence of family, media and peer attitudes topower in relationships‫ ݖ‬describe forms of bullying, harassment, abuse, neglect,discrimination and violence and the impact they have on
health, safety and wellbeing, eg family and domestic violence,
homophobic and transphobic bullying, racism, cyberbullying,
discrimination against people with disability S‫ ݖ‬devise help-seeking strategies that address imbalance of power
in relationships, eg contacting the police and other externalorganisations, staying with a family or at a friend’s place S‫ ݖ‬identify behaviours that display the positive use of power in
relationships‫ ݖ‬develop skills to challenge the abuse of power S I

What positive actions
contribute to the health,safety, wellbeing andparticipation in physicalactivity levels of the wider
community?

yexamine factors that influence health and wellbeing‫ ݖ‬explore the role gender plays in a variety of social contexts, eg
family and domestic violence, alcohol use, road use

yrecognise potentially unsafe environments and describe strategies
to promote their own and others’ health, safety and wellbeing in avariety of real-life situations:‫ ݖ‬recognise forms of bullying, violence, harassment anddiscrimination and discuss safe and supportive upstander
behaviours to promote the safety and wellbeing of themselves
and others I

How can I effectively
manage my own andsupport others’ health,safety, wellbeing andparticipation in physicalactivity?

ypropose and develop protective strategies to effectively manage
their own personal health, safety and wellbeing (ACPPS073)‫ ݖ‬practise ways to communicate concerns about health, safety
and wellbeing to a variety of support people I

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 567

NSW Department of Education

1

Influences on power
in relationships

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyDescribe behaviours thatshow empathy and respect
for the rights of others(PD4-3)
Demonstrates actions that
support the rights andfeelings of others (PD4-10)

Success criteria
Students will:yyidentify positive andnegative use of power indifferent situations andrelationships
describe how family,
media and peers influence
expectations related to useof power in relationships

Switch on
Introduce the learning goals and discuss themwith the class.
Introduce the Question Box to the class.
The question box allows for anonymity
and establishment of student priorknowledge in relation to PDHPE concepts.
Allowing students to ask questions in ananonymous manner will increase student
access to reliable information. Even thoughanonymous, it is expected that teachers
will reasonably be able to work out theidentity of a student should a disclosure be
made, so a child protection response can beprovided. If it is a large group or the teacher
is not familiar with students’ work, they
could invite students to add their name, if

ResourcesyTypes of power
teacher notes.

yType of power cardsyMeet Jane and Jim cards

yJane and Jim Step inside
thinking routine (formative
assessment – collect fromstudents)

they wish, saying it will not be shared withthe group. Although not all students will,
this should assist with identification, if it isneeded. The box should be a material item
such as a shoe box, bowl, or hat.
Explain to students:y

The question box can be used to ask
questions that they want to know but
don’t want to ask in front of everyone.

yThe question box is anonymous, but you
might choose to add your name if you
wish.

y

Everyone will be given a blank piece of
paper at the end of each lesson.

yEveryone must record something
on their piece of paper whether it
is a question or something else, for568 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

1

Influences on power in relationships

example, last night’s dinner to ensure
the questions remain anonymous or adrawing.
yThey must place their own paper into thequestion box.

y

Questions will be answered at the next
lesson.

Inform students that they will be focusing
on what influences people’s use of power in
relationships.
Google the ‘definition of power’:Power
The ability or capacity to do something or
act in a particular way.
The capacity or ability to direct or
influence the behaviour of others or thecourse of events.

As a class, discuss:y What do you see as the difference between
definition 1 and definition 2? Suggested
response may include: Number 1 is about
how a person or group chooses to act or thedecisions they make. Number 2 is about how
a person or a group can influence others
to act or decisions they make, or the way asituation evolves.
Students find a partner. One person nominates
as A and one as B.
y Person A – brainstorm all of the words,
thoughts, feelings and phrases that come tomind when you read definition 1.
y Person B – brainstorm all of the words,
thoughts, feelings and phrases that come tomind when you read definition 2.
y Share with your partner and look forsimilarities and differences.

y Swap with another pair and circle words thatreflect positive use of power and words thatreflect negative use of power.
y Students share some of the examples theylisted with the class. Create a class bankof positive and negative uses of power for
reference throughout the unit.
Brainstorm and discuss.
y Name places or positions where people havepower?
y To what extent does a person have the same
power in different places?
y To what extent does a person have the sameamount of power over different people indifferent circumstances?
y Why is it important for people to be aware
about how people use power?

UnderstandTypes of power
Explain to students that sometimes whenpower is discussed people often think ofstrength, knowledge, or position. Informstudents that there are other types of power
they need to be aware of.
Explain the different types of power (see typesof power teacher notes), to build student
understanding of the definitions and examples.
Students work in 8 groups, distribute one set of
the Type of power cards to each group.
Students work together to come up with justone example for the type of power they havebeen allocated. For example, Type. Connection.
Who? Basketball coach. Where? Basketballgame. How? Not subbing his son off at all
during the game.
Rotate the Type of power cards in a clockwise
direction, students read the examples alreadylisted before contributing another example.
Continue until each group has contributed an
example for each type of power.

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 569

NSW Department of Education

1

Influences on power in relationships

Ensure each group reads all the examples thathave been contributed on the type of power
they started with.
Distribute a highlighter to each group andask them to highlight the examples that show
positive use of power. Display for the class to
see throughout the unit.

UnderstandInfluences on power in
relationships jigsaw
Explain to students that there are influenceson the attitudes we form about how power isused in relationships. We may not realise it, but
we are constantly receiving messages from allaround us about acceptable uses of power in
relationships.
Students brainstorm examples of influences on
use of power as a class. Record on the board.
Guide students to group them together into
broader categories.
Inform students that the next activity will focus
on the following influences:y A. Familyy B. Mediay C. Peers
Students form a ‘home’ group of three andnominate one member as A, B, or C.
The As, Bs, and Cs join together in ‘expert’groups. Distribute a piece of A3 paper to each.
Each group must record the relevant headingat the top of the paper. Use a T chart as agraphic organiser to enable students to list,
compare or contrast two concepts. In thisinstance, each group records positive at the topof one column and negative at the top of theother.

Next, they sit in a circle and go around one at atime to suggest examples of how the influence
they have been allocated can influence how
people use power in relationships. Both positive
and negative examples should be included.
Students then return to their home group andshare their new knowledge with the othermembers.

Act and apply
Meet Jane and Jim
Introduce the class to Jane and Jim.

Jane is 14 years old and lives with herMum, Dad, older brother, and one
younger sister. She goes to a co-ed school.
Jim is 14 years old and lives with his Mum,
Dad, older brother, and one younger
sister. He goes to a co-ed school.

Students find a partner. One imagines they are
Jane the other is Jim.
Distribute a set of Meet Jane and Jim cards toeach pair and instruct students.
y Pretend you are the character you have been
allocated.
y Read each of the cards, place in a pile family,
media, or peers, after you decide where
the influence on power in relationships iscoming from.
Students complete a Step inside thinking
routine from either Jane or Jim’ s perspectivewith a focus on the examples in the family pile.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD4-3, identifying types of power, and how
they can be used positively and negatively
in relationships.

570 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

1

Influences on power in relationships

y What can Jane/Jim see, observe, or notice?
y What might Jane/Jim know, understand,hold true or believe? What makes you saythat?
y What might Jane/Jim care deeply about?
Provide reasons why.
y What might Jane/Jim wonder about or
question? Justify your answer.
Swap your answers with your partner.
As a class, discuss the following:y What were the main differences between
the Jane and Jim Step Inside responses?
y How was Jane expected to act in the family?
y How was Jim expected to act in the family?
y What was the main message you will takeaway from the activity?

The abuse of family power– forced marriage
The following case study has been provided by
the Attorney-General’s Department. It will bereferred to throughout this unit to explore theissue of forced marriage. Schools Source
My Rights – My Future-forced marriage A kit
of learning & teaching materials and support
documents for Australian secondary schools.
Case study – Ayla
Ayla is a 17-year old high school student
in Australia. Ayla’s teacher notices that
Ayla seems depressed and has taken a lotof time off school for overseas travel. Herteacher also observes that Ayla’s family
seem to be very strict and controlling.
Ayla always has someone with her outsideschool hours and the teacher has heard
from Ayla’s classmates that she isn’t
allowed to go out with friends without afamily member going with her.

When the teacher asks Ayla if she is okay,
Ayla says that her parents took her to visit
relatives overseas. When they arrived, herparents told Ayla that she would only beable to go back to Australia if she agreed
to marry her cousin, whom she had nevermet. With no passport or money, Ayla wasforced to marry her cousin overseas sothat she could return to Australia. Ayla’s
parents have also told her that, when sheturns 18, she will have to sign migration
papers for her cousin so that he can cometo Australia to live with her.
Ayla tells her teacher that she feels likea slave and never wanted to marry her
cousin. Ayla says that she feels trappedand is scared about what might happen if
she tries to leave. Ayla asks her teacher for
help.
Ayla’s teacher contacts the AustralianFederal Police (AFP) for help. Although
Ayla does not want her parents or‘husband’ to be prosecuted, the AFP isable to help her access support, including
safe accommodation, financial support,
legal advice and counselling. As a resultof this assistance, Ayla is able to work
towards establishing the future she wants
for herself.

As a class, read the case study.
y Who in the case study demonstrates power?
Explain your answer. For example, theteacher, Ayla’s parents, Ayla’s friends, theAustralian Federal Police, Ayla.
y Use a T chart and identify the positive usesof power seen in the case study and thenegative uses of power seen in the casestudy. Refer to the bank created by the classearlier if required.

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 571

NSW Department of Education

1

Influences on power in relationships

y Explain how Ayla’s power changes at homeversus at school. What influences andsupports this change of power?
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.

572 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

2

The impact of abuse of poweron health, safety, and wellbeing

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyDescribe different forms ofabuse of power (PD4-3)
Explain the impact ofabuse on health, safety, andwellbeing (PD4-3)

Success criteria
Students will:

ResourcesyPeople make choices about
using the power they have(image)yrecognise signs that indicate
abuse of poweryidentify situations whereabuse of power can occur
such as school, home, online
and in the workplaceyGuess my category Types ofabuse group sheetyGuess my category Types ofabuse teacher notes

identify how abuse can
impact the health, safety
and wellbeing of peopleyA3 paperyImpact on health, safety, andwellbeing scenariosySwitch on

y How could power have been used in an
equal way?

Introduce the learning goals and discuss themwith the class.

y What could the clip be a metaphor for?

Explain to students that they will be exploring
the impact of abuse of power on the health,safety, and wellbeing of individuals.
Display the image People make choices about
using the power they have. Students suggest
examples where people have used their power
in a positive way and where they have abused
their power.
Show the short YouTube clip Funny Seesaw.
Discuss the following:y Who had power in the clip?
y What type of power did they have?
y How did they use their power?

Explain to students that people can be harmed
when others abuse their power in relationships.

UnderstandTypes of abuse – guess my category
Students form groups of three.
Explain to students that they are going toparticipate in a challenge to assist them withbeing able to recognise the types of abuse.
Distribute the Guess my category Types ofabuse group sheet and instruct students.
y First read through the long list of examplesof types of abuse.

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 573

NSW Department of Education

2

The impact of abuse of power on health, safety, and wellbeingy Work together to come up with the six
headings they could be categorised under.
y When you think you have them correct, callthe teacher over to check your suggestion.
Once a group gets them correct or students
have had enough time to engage with theexamples, list the types of abuse on the board.
y Physicaly Emotionaly Sexual

UnderstandEffect of abuse of health,safety, and wellbeing
Explain to students that abuse of power can
include bullying, harassment, abuse, neglect,and violence. More specific examples are family
and domestic violence, homophobic andtransphobic bullying, racism, cyberbullying, anddiscrimination against people with disability.
Review students’ understanding of thefollowing terms.

y Financial
y Digitaly Stalking
Each group reviews the list and records which
category the example belongs in (recording thefirst letter will suffice).
As a class, discuss the following:y Where are some places these forms of abuse
are most likely to occur? Explain why theseplaces are higher risk places for abuse of
power than other places. For example, home,

Health: A state of complete physical,
social, emotional, mental, and spiritual
wellbeing, and not merely the absenceof disease or infirmity. It includes theability to lead a socially and economically
productive life.
Safety: The condition of being protectedfrom or unlikely to cause danger, risk, or
injuryWellbeing: A sustainable statecharacterised by predominantly positive
feelings, attitudes, and relationships.

school, workplace, public places. They are
the places frequented by people and young
people most often. Abuse can be hidden.
Power imbalances are most likely due todifferent roles and expectations in theseplaces. A person’s status may influence their
behaviour and their use or abuse of power.
y In what types of relationships could abuse

Divide the class into six groups and allocate oneof the following to each group:
y bullying at school
y harassment online
y abuse in the workplacey neglect in the homeof power most likely occur? For example,

y violence in the homewhere expectations are unclear, where

y forced marriage.

communication breaks down, where
someone is seeking higher status thansomeone else, where trust has been broken,
where gender expectations result in power
imbalance.

Distribute a piece of A3 paper to each group,
students record or paste the scenario they
have been given at the top of the paper. Draw
three columns and record the headings ‘health’,‘safety’, ‘wellbeing’ at the top.

574 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

2

The impact of abuse of power on health, safety, and wellbeing

Students read their scenario as a group and list
how the example of abuse of power impacts
on the health, safety, and wellbeing of people
involved.
Ask each group to swap their example with thegroup next to them in a clockwise direction.
Students read the existing examples and add
any further ideas. Keep rotating until eachgroup has read all six scenarios.

Act and apply
Students form groups of three and answer
questions about the Impact on health, safety,
and wellbeing scenarios. Students answer
below for each scenario.
y Who has power?
y What type of power do they have?
y How are they using their power?
y What type/s of abuse are happening?
Give examples.
y What is the impact of the abuse on thehealth, safety, and wellbeing of the people
involved? (Look back at the definitions)

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 575

NSW Department of Education

3

Impact of gender on rights andresponsibilities in the family

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyAssess the influence ofgender stereotypes onrights and responsibilities inrelationships (PD4-10)
Discuss how expectations
based on gender can leadto tension in relationships(PD4-9)Success criteria
Students will:y

explore the impact ofgender stereotypes related
to completing householdchoresydescribe how tension related
to rights and responsibilities
can lead to family anddomestic violenceychallenge gender
expectations topromote equal rights
and responsibilities inrelationships in the home

Switch on
Introduce the learning goals and discuss themwith the class.
Explain to students that they are going toconsider the impact of gender stereotypes onrights and responsibilities in relationships basedin the home.
Show the short clip about the analysis of theHousehold, Income and Labour Dynamics inAustralia (HILDA) Survey 2018.
Key data from the clip.
y Australia’s workforce: 47% women 53% meny Hours of housework per week: men 13 hours,
women 20 hours

y Paid work per week: men 36 hours, women
25 hours
y Child and relative care per week: men 5hours, women 11 hours
y A recent study conducted by The
Organisation for Economic Co-operation
and Development (OECD), found Australianwomen spend two hours and 19 minutes
more than men everyday doing housework.
(2018)y Men typically spend two hours and 52
minutes each day doing housework while
women spend five hours and 11 minutes each
day in unpaid work, including housework,
childcare and “routine shopping’.

576 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

3

Impact of gender on rights and responsibilities in the family

Students suggest what the data tells us about
expectations and gender roles in homes inAustralia.
Students find a partner and follow the threesteps of a Circle of viewpoints thinking routine
about unpaid work in the home. One student
explores a female’s perspective and the other amale.

y Who is responsible for cooking most of themeals?
y Who is responsible for doing the dishes andemptying the dishwasher?
y Who is responsible for doing the laundry?
y Who is responsible for ironing the clothes?
y Who is responsible for doing the grocery
shopping?
y Who is responsible for cleaning the home?

Female1. “I am thinking of unpaid work in thehome from the point of view of afemale”
2. “I think unpaid work in the home…
(describe from a female’s viewpoint) …
because … (explain your reasoning) …”
3. “A question or concern I have from afemale’s viewpoint is…”
Male
1. “I am thinking of unpaid work in thehome from the point of view of a male”
2. “I think unpaid work in the home …
(describe from a male’s viewpoint) …
because… (explain your reasoning) …”
3. “A question or concern I have from amale’s viewpoint is …”Students swap their response with theirpartner, read, then discuss any similarities anddifferences.
Individually, students reflect on the activity andrecord how the data represents and reflects
their household or expectations in their family.

UnderstandRead out the following statements and ask
students to raise their right arm for men, left
arm for women, both arms for both.
y Who is responsible for working and making
income?

y Who is responsible for being the main carerof the child/ren?
y Who is responsible for doing the school run?
y Who is responsible for deciding how tospend money?
y Who is responsible for deciding what thefamily does socially?
As a class, discuss the following:y What influenced your decision whenraising your arms? For example, their own
experiences, social expectations.
y To what extent is it ok for someone to makethe choice to be responsible for doing one orsome of the household chores? For example,
people can make their own decisions.
Work should be balanced and negotiated.
Someone may enjoy cooking or not mind
doing the washing and may choose to dothat chore. Expecting someone to do ahousehold chore against their will is a breachof their right to choose. Discussing andnegotiating the sharing of responsibilities
in the home is important to create balance,
respect each person in the family and to
reduce tension in the relationship.
In pairs, discuss the following statement“whoever makes the largest contribution to
the household should have more rights in a
relationship”. Encourage students to unpack
what the term contribution means (emotional,
financial, social, physical) and consider whatmore rights looks like. Allow 5-6 minutes forpairs to discuss.

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 577

NSW Department of Education

3

Impact of gender on rights and responsibilities in the family

As a class, invite pairs to share some of their
discussion points. Emphasise the need forbalance, equality, and equity in relationships.
Income should not be considered more
important than caring for children or managing
the home. Each responsibility and role brings
with it challenges and benefits for the family.
Explain that in some homes tension may leadto family and domestic violence.

Act and apply
Show the short clip Pull ‘ya head in. (Source:
Sutherland Shire Family Services 2015)
Students record a response to the following
questions:y What types of power did the male use in theclip? Suggested response should include
position and strength.
y What types of abuse happened in the clip?
Give specific examples. Suggested response
should include emotional and financial.
y What do you think are the rights andresponsibilities of the male in this family?
y What do you think are the rights andresponsibilities of the female in this family?

Students share their responses with a different
partner.
Finally show the short clip Because why …
assume who does what? (Source: Our Watch
2018)
Students record a response to the following
questions:y What do you think are the rights andresponsibilities of the male in this family?
y What do you think are the rights andresponsibilities of the female in this family?
Students share their responses with a different
partner.
As a class, discuss the following:y How much influence did gender stereotypes
have on each of the scenarios?
y Were there any expectations based on
gender stereotypes?
y What were the consequences of the
expectations not being met?
y To what extent does gender play a role infamily and domestic violence?

Students share their responses with a partner.
Next, show the short clip Domestic Violence inAustralia. (Source: MACE SMC Central Victoria
2015)
Students record a response to the following
questions:y What types of power did the male use in theclip? Suggested response should include
position and strength.
y What types of abuse happened in the clip?
Give specific examples. Suggested response
should include emotional and physical.
y What do you think are the rights andresponsibilities of the male in this family?
y What do you think are the rights andresponsibilities of the female in this family?
578 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education4

Help-seeking strategies to
respond to abuse of power

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyDevise a range of helpseeking strategies to
respond to abuse of power
in relationships (PD4-2)

Success criteria
Students will:ydiscuss the considerations ofsupporting others via faceto-face and text/onlineyreview their own support
networksypractise giving constructive
advice via text/onlineyexplore the What’s up at
home? to gather informationand skills about what to doin situations related to family
violenceydevelop a detailed safety
plan in response to a
scenario based on family
violence

Resources
y

Timer

y

My people speed chatquestionsyMy people support texts(formative assessment –collect from students)yWhat’s up at home?
Handout (formative
assessment – collect fromstudents)

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 579

NSW Department of Education4

Help-seeking strategies to respond to abuse of power

Switch on

UnderstandIntroduce the learning goals and discuss themwith the class.

My people (Adapted from Help-seeking
strategies ReachOut.com)

Explain to students that it is very importantfor people to know who they can turn to andwhere they can go if they are in a situation
where there is an abuse of power.

Explain to students that supporting others andhaving the support of others is one of the key
elements in building respectful relationships.
Building a network of support can assist us
when we are going through tough times andencourage us to seek help when needed. Being
part of a support network means it’s importantthat we practise the skill of recognising when
our friends are not okay.

Re introduce Eli to the students and informthem that they are going to imagine they are
Eli when completing the following activities.

Eli’s parents were always arguing. It would
start with the usual bickering and his
mum’s partner complaining. After a few
drinks his mum’s partner would startpushing his mum around. He said she
deserved it because she was a ‘stupid twit’
and a ‘lousy cook’. Sometimes his mum
would get really hurt and she couldn’t goout because of the bruises. Eli heard hercrying a lot and wished there was some
way of stopping his mum’s partner. Eli’s
mum said, ‘it was a family matter and not
to tell anyone.’ Eli’s mum worried that if
the police were involved that her partner
would lose his job or break up the family.

Ask students:
1. What might be Eli’s behaviours at schoolthat would indicate there are problems at
home?
2. What might these behaviours look like,sound like, and feel like? Students should
use a Y chart to organise their thoughts.
3. Would Eli’s behaviours online be different toin person? What might be some similarities
and differences?

Inform students that they are going to discuss
some questions about Eli in a speed chatactivity.
y Students form two circles, one inside theother.
y Position students facing each other, in pairs.
One person indicates they are Person A: theother, Person B.
y Read out below about Eli.

Eli’s friends at school have noticed that
he looks really tired lately. He’s been reallyquiet, and says he “can’t be bothered”
when the guys try to get him to shoothoops with them, like he used to love
doing. He also doesn’t reply to messages
or contribute to group chats anymore.

y Person A asks questions 1, 3, 5, and 7.
y Person B asks questions 2, 4, 6, and 8.
Students are provided with the My people
speed chat questions (see below) and ask
their first partner question 1. Each pair has one
minute to discuss their responses.
Student A moves one space to the left. Student
B remains in the same place and their new
partner reads out the next question, which
Student B answers. This process is repeateduntil all the questions are answered.

580 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education4

Help-seeking strategies to respond to abuse of power

My people speed chat questions
1. What indicators are there that Eli isn’t
okay? Include examples of what hemay look/sound like online and in faceto-face contexts.

UnderstandExplain to students that it is very important tobe aware of a range of help-seeking strategies
that can be used to address the imbalance ofpower in relationships.

2. What barriers may Eli be facing withsharing his feelings?

Direct students to the What’s up at home?
page of the What’s ok at home? website.

3. What qualities and characteristics do
people need in order to be part of a
network of support?

Explain to students that this section of thewebsite is aimed at providing information andsupport about family violence for young people
aged between 10 – 13.

4. What are the strengths of using text/
online chat to ask if Eli is okay?
5. What are the weaknesses of using text/
online chat to ask if Eli is okay?
6. What threats arise from using text/
online chat as forms of communication
to ask if Eli is okay?
7. Discuss a situation where you haveasked a friend if they are okay. How did
you ask?
8. What immediate support is available
for you and a friend at school andonline if you or they are not okay?

Distribute a copy of the My people support
texts to each student.
Students write or record what they would reply
to each of the messages ensuring they include
supportive advice.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD4-2, devising a range of help-seeking
strategies to respond to abuse of power in
relationships.

Inform students that they will be given time to
explore each tab, listed below, on the left-handside of the website.
y What’s up at home?
y What should I do?
y Staying safe
y Talk to someoney How to dealy Where to find helpy Frequently asked questionsy True stories
Students must use the information on eachpage to complete the activities on the What’s
up at home? handout
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD4-2, examining a source of help.
As a class, discuss the following.
y When should someone call triple 0?
y Is the website helpful to people your age?
y Is the information only relevant to dealing
with family violence?
y How could the website be used to support
someone in need of help?

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 581

NSW Department of Education4

Help-seeking strategies to respond to abuse of power

Act and apply

Students form a group of three.

Students find a partner.

Instruct students as follows:

Explain that Eli’s situation has deteriorated.
Read the following to students:

Eli knew there was going to be trouble
when his mum’s partner got home fromthe pub. His mum had made dinneralready as it was getting late. Eli’s mum’s
partner wasn’t impressed with what wason offer, so he picked up the plate andsmashed it on the ground. He was furious,
screaming at Eli’s mum, right up in her
face. Suddenly, he picked up a knife thatwas sitting on the sink. Eli needed to act …
quickly.

Inform students that they need to develop adetailed safety plan for Eli which includes what
he should do:y At the time of the incident? For example,
call the police-triple zero 000, remove
themselves from the situation with theassistance of a trusted adult such as a family
member, teacher, sports coach, staying witha trusted family member or a friend, if they
can’t hide at the time, find a safe place in thehouse to hide.
y After the incident? For example, tell a trusted
adult, seek information about external
support services.
y In the future? For example, contact support
services for alternative accommodation,
attended counselling and support groups,
connect in with friends and extended family/
kinship groups.

y one student imagines they are Eli, and theothers are two of Eli’s friends.
y students draft an online group chat thatflows on from this original message from Eli.

Bros. My mum’s partner was pretty
wasted when he got home from the pub
last night. Had to call the cops because he
had a knife at mum. Dunno what to do?

Explain to students that they must include
supportive advice in their chat.
Ask each trio to swap with another trio tocompare and give feedback on the advice
given.
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.

582 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

5

Getting help when you need it

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals
y

y

y

y

Identify barriers preventing
young people from seeking
help (PD4-2)
Identify techniques topersuade people to seek
appropriate help in a rangeof situations (PD4-9)
Create a communication
strategy to ask for help
(PD4-2)
Assess a range of sourcesof help to determine
appropriateness in different
situations (PD4-2)

Success criteria
Students will:yidentify a range of reasons
young people give for notseeking helpypractise statements thatchallenge reasons young
people give for not seeking
helpypractise a strategy to use
when communicating theneed for helpyreview a range of sourcesof help to assess theirappropriateness for a rangeof scenarios

Switch on

ResourcesySources of help handouty

Impact on health, safety, andwellbeing scenariosyTime to act handout(formative assessment –collect from students)yGive 3-feedback routine

As a class, discuss the following.

Introduce the learning goals and discuss themwith the class.
Show the short clip Healthy relationships.
(Source: Department of Premier and Cabinet
Victoria 2017)y Why didn’t Kiah didn’t reach out for help?
y What signs told Jas Kiah needed her
support?
y How did Jas reach out to Kiah?
Explain to students that they are going to
explore reasons why young people don’t reachout for help and how they can overcome thesebarriers.

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 583

NSW Department of Education

5

Getting help when you need it

UnderstandI don’t want to ask for help
Explain to students that asking for help can be
hard sometimes.
Students brainstorm the reasons they think
young people may not ask for help.
Set up a continuum in the classroom from
Strongly agree to Strongly disagree. Read out
each of the examples from the Kids Helpline
and ask students to stand along the continuum
in response to how they feel about thestatement.
1. They don’t really believe that talking about it,
counselling or therapy will help
2. They or other people see it as a sign ofweakness
3. They don’t like to rely on others and prefer todo things themselves
4. There is no one around that they feel able totalk to5. They’re not sure who they can trust and ifthey will keep what they say confidential
6. They’ve tried asking for help in the past, but
it didn’t go very well, and it put them off

Students find a partner. Randomly allocate
one of the above statements to each pair.
They must make up something someone could
say that reflects the statement and a comeback
to encourage the person to change their mind.
For example, reason number 1. ”I don’t reckon
the counsellor will have any idea about how I
feel, she’s an old lady!” “I think you should giveher a chance, at least go and have one chat.
She might have some good tips for you.”
Each pair role-plays their statement and comesback to the rest of the class.
Explain to students that asking for help canbring up a lot of negative thoughts and feelings
such as:y a sense of failurey a loss of independence
y feeling weak or inadequate
y fear that you aren’t measuring up to
expectations
y doubting your own ability
y feeling disappointed or bad about yourself.
Source: Kids Helpline
The best way to get good at asking for help is
to start small and practice.

7. It’s hard to know when it’s ok to cope bythemselves or when they really need help
8. They justify their feelings or make excuses tothemselves in order to avoid asking for help
9. It’s too expensive or they don’t have the rightservice in their neighbourhood
10. They’ve never done it before and feel scaredor worried about what might happen
11. They’re embarrassed or ashamed.
Ask students which of the above applied to
Kiah in the clip? Suggested answer: Number 8
and 11.

584 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

5

Getting help when you need it

Overcoming barriers to help
Review the Ayla forced marriage case study
from earlier in the unit.

Case study – Ayla
Ayla is a 17-year old high school student
in Australia. Ayla’s teacher notices that
Ayla seems depressed and has taken a lotof time off school for overseas travel. Herteacher also observes that Ayla’s family
seem to be very strict and controlling.
Ayla always has someone with her outsideschool hours and the teacher has heard
from Ayla’s classmates that she isn’t
allowed to go out with friends without afamily member going with her.
When the teacher asks Ayla if she is okay,
Ayla says that her parents took her to visit
relatives overseas. When they arrived, herparents told Ayla that she would only beable to go back to Australia if she agreed
to marry her cousin, whom she had nevermet. With no passport or money, Ayla wasforced to marry her cousin overseas sothat she could return to Australia. Ayla’s
parents have also told her that, when sheturns 18, she will have to sign migration
papers for her cousin so that he can cometo Australia to live with her.
Ayla tells her teacher that she feels likea slave and never wanted to marry her
cousin. Ayla says that she feels trappedand is scared about what might happen if
she tries to leave. Ayla asks her teacher for
help.

Ayla’s teacher contacts the AustralianFederal Police (AFP) for help. Although
Ayla does not want her parents or‘husband’ to be prosecuted, the AFP isable to help her access support, including
safe accommodation, financial support,
legal advice, and counselling. As a resultof this assistance, Ayla is able to work
towards establishing the future she wants
for herself.

Answer the following questions in groups of 3:y What are some barriers to asking for help in
Ayla’s scenario? Suggested answers include:
her family are the abusers of power andshe risks losing them, she feels shame, hercommunity might disown her if she goesagainst her family.
y How does Ayla access help? Suggested
answers include: her teacher identifies anissue and contacts the AFP who offer her the
support she needs.
y What can young people do if they do nothave access to 3 trusted adults in their
immediate circle or family? For example,
access a friend’s family, speak up at schoolwith a counsellor, search the internet for
online help services.
y Describe Ayla’s physical and emotional
response to accessing and receiving help.

UnderstandWhat can I say? (Adapted from Resilience,
Rights & Respectful Relationships: Level 7 – 8
DET Victoria 2018)
Explain that we often hope people will offer
help when we need it. Sometimes we thinkpeople should just notice our needs or bemind-readers. Sometimes we give hints,
and think this is the same as asking, but it isnot. Also, people don’t offer help sometimes

PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 585

NSW Department of Education

5

Getting help when you need it

because they are afraid of intruding. The next
activity is about developing help seeking skills.
These are skills for life. People need them intheir relationships, at school, when they travel,
and in their working lives.
Introduce the following three step help-seeking
formula. It is an assertive way of asking forhelp. If the first step does not seem useful, it
can be dropped, but the second two steps are
essential. In some situations, it is the emotional
level that is most important, but in othersituations, where practical help is needed, it
might not be as important.
Display the three-step help-seeking formula.
y Step 1: Explain how you feely Step 2: Name the problem
y Step 3: Make a request for help.
Students form groups of three.
Ask students to think back to Kiah and Jas.
Show the clip Healthy relationships (Source:
Department of Premier and Cabinet Victoria2017) again if required.
Instruct students as below:
y Imagine you are Kiah in the scenario. Decideon the two people she will ask for help.
y Draft what she will say using the three-step
help-seeking formula.
y Inform each group that they will need to roleplay their scripts to another trio where they
will be critiqued as to how well they followed
the three-step help-seeking formula.

UnderstandInform them that they will need to assess thequestions below for each source listed:y Is it easy to use or travel to?
y Can it help if I am in immediate danger?
y Do I feel OK using this source?
y Does it give me personal advice?
y Will I be taken seriously?
y Will I have to say who I am?
y Will what I say be kept confidential?
y How reliable is it?
Ask the class if they feel Kiah accessed the bestsource of help for her situation? What makes
you say that?

Act and apply
Time to act
Distribute a copy of the Time to act handout.
Formative assessment opportunity.
By collecting this work, students
can demonstrate evidence towards
outcomes PD4-2, persuading people
to seek appropriate help when needed,demonstrating a communication strategy
to ask for help, suggesting a source of help.
Students select one of the five Impact on
health, safety, and wellbeing scenarios.
Students will complete the activity for theirscenario.
y Identify reasons why the character may not
be seeking help.

Where can I get help?

y Suggest ways they could be encouraged toovercome these barriers.

Explain to students that it is important a personchooses the best type of help for the situation
they are in. For example, if their safety is under
immediate threat it is best to call 000.

y Imagine you are the character in the
scenario. Decide on the two people they
will ask for help. Why did you choose thosepeople?

Distribute a copy of the Sources of help
handout.

y Draft a script of what they will say using thethree-step help-seeking formula.

586 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

5

Getting help when you need ity Next pretend you are a friend of the characterand draft what you will say in response tothem asking for help.
y Recommend the most appropriate sources ofhelp and draft a timeline of actions for them.
Be specific and include websites.
Students can swap their work with a partner andcomplete a Give 3-feedback routine, see below.

Positive
Record one positive sentence about your partner’s piece of work.
Sentence stems include:y I really like the way________________, because______________.
y I noticed that _________________. I think this is effective because _______________.
y ______________________ really highlights how you have met the success criteriay Your choice of words in __________________really made ___________________.
Further explanation
Record one sentence about a part of the work that needs further explaining.
Sentence stems include:y This part confused me because _____________________y Can you tell me why __________________?
y What do you mean by _________________________?
y Tell me more about _______________________?
y Why is ____________________________?
y ______________________was not clear to me because _____________________.
Improvement
Record one sentence about how your partner might improve their piece of work.
Sentence stems include:y Moving forward I think this need _________________________.
y To make your work better, I would suggest ___________________.

Now share and discuss your feedback with yourpartner.
Finally apply the feedback you received to yourwork before submitting it to your teacher.
Ensure students submit their Time to act
handout.
PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively | 587

NSW Department of Education

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I need torevisit to ensure understanding?
y When will I/ can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence will
I need to adapt to ensure my learning goals
are achieved next time?

588 | PDHPE Stage 4: Child Protection Education | Unit of work Using my personal power positively

NSW Department of Education

PDHPE

Stage 4: Child Protection Education
Resources

Using my personal
power positively

NSW Department of Education

Contents
Teacher notes: Types of power ........................................................................................................................................................... 591
Card: Types of power................................................................................................................................................................................. 592
Cards: Meet Jane and Jim.................................................................................................................................................................... 600
Worksheet: Jane and Jim Step Inside thinking routine.................................................................................................. 604
Images: People make choices about using the power they have............................................................................605
Teacher notes: Guess my category Types of abuse.............................................................................................................606
Worksheet: Guess my category Types of abuse....................................................................................................................609
Worksheet: Impact on health, safety and wellbeing........................................................................................................... 613
Worksheet: My People.............................................................................................................................................................................. 616
Worksheet: My People.............................................................................................................................................................................. 617
Worksheet: What’s up at home?....................................................................................................................................................... 618
Worksheet: Sources of help.................................................................................................................................................................. 621
Worksheet: Time to act........................................................................................................................................................................... 622
Worksheet: Give 3 – Feedback routine......................................................................................................................................... 623

590 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Teacher notes

Types of power
Type

Definition

ExamplesInformation

Power through knowing
things.

y knowing procedures to appeal against
unfair practices
y knowing effective ways to get a part time
job locally

CharismaExpertise

Position

RewardPower through being
attractive.

y being lead singer in a well known band

Power through knowledge,
understanding, skills or
experience in a particulararea.

y being able to use first aid in an
emergency

Power through authority
or status.

y being the Prime Minister

Power through ability to
reward others.

y people responsible for selecting teams or
members of performances

y being voted the person most students
would like to meety being able to manage a difficult task

y being the president of the school SRC

y teachers awarding special prizes
Connection

Strength

Convention

Power through knowing
someone who has anothertype of power.

y being best friends with a ‘gold medal’athletePower through being
emotionally or physicallystrong.

y being an older child in a family where thechildren are young

Power through social
customs.

y being an Aboriginal elder

y being family friends with someone who is
an expert in an area in which you want tobecome involved

y being able to manage your own feelings
and to seek support from others when it
will help

y being on a jury and having to keep
discussions confidential

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 591

NSW Department of Education

Cards

Types of power
Information

Information

Power through knowing things

Power through knowing things

Who?

Who?

Where?

Where?

How?

How?

Information

Information

Power through knowing things

Power through knowing things

Who?

Who?

Where?

Where?

How?

How?

Information

Information

Power through knowing things

Power through knowing things

Who?

Who?

Where?

Where?

How?

How?

592 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Cards: Types of power

CharismaCharisma

Power through being attractive

Power through being attractive

Who?

Who?

Where?

Where?

How?

How?

CharismaCharisma

Power through being attractive

Power through being attractive

Who?

Who?

Where?

Where?

How?

How?

CharismaCharisma

Power through being attractive

Power through being attractive

Who?

Who?

Where?

Where?

How?

How?

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 593

NSW Department of Education

Cards: Types of power

Expertise

ExpertisePower through knowledge,
understanding, skills or
experience in a particular area

Power through knowledge,
understanding, skills or
experience in a particular area

Who?

Who?

Where?

Where?

How?

How?

Expertise

ExpertisePower through knowledge,
understanding, skills or
experience in a particular area

Power through knowledge,
understanding, skills or
experience in a particular area

Who?

Who?

Where?

Where?

How?

How?

Expertise

ExpertisePower through knowledge,
understanding, skills or
experience in a particular area

Power through knowledge,
understanding, skills or
experience in a particular area

Who?

Who?

Where?

Where?

How?

How?

594 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Cards: Types of power

Position

Position

Power through authority or
statusPower through authority or
statusWho?

Who?

Where?

Where?

How?

How?

Position

Position

Power through authority or
statusPower through authority or
statusWho?

Who?

Where?

Where?

How?

How?

Position

Position

Power through authority or
statusPower through authority or
statusWho?

Who?

Where?

Where?

How?

How?

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 595

NSW Department of Education

Cards: Types of power

RewardRewardPower through ability to
reward others

Power through ability to
reward others

Who?

Who?

Where?

Where?

How?

How?

RewardRewardPower through ability to
reward others

Power through ability to
reward others

Who?

Who?

Where?

Where?

How?

How?

RewardRewardPower through ability to
reward others

Power through ability to
reward others

Who?

Who?

Where?

Where?

How?

How?

596 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Cards: Types of power

Connection

Connection

Power through knowing
someone who has anothertype of power

Power through knowing
someone who has anothertype of power

Who?

Who?

Where?

Where?

How?

How?

Connection

Connection

Power through knowing
someone who has anothertype of power

Power through knowing
someone who has anothertype of power

Who?

Who?

Where?

Where?

How?

How?

Connection

Connection

Power through knowing
someone who has anothertype of power

Power through knowing
someone who has anothertype of power

Who?

Who?

Where?

Where?

How?

How?

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 597

NSW Department of Education

Cards: Types of power

Strength

StrengthPower through being
emotionally or physicallystrongPower through being
emotionally or physicallystrongWho?

Who?

Where?

Where?

How?

How?

Strength

StrengthPower through being
emotionally or physicallystrongPower through being
emotionally or physicallystrongWho?

Who?

Where?

Where?

How?

How?

Strength

StrengthPower through being
emotionally or physicallystrongPower through being
emotionally or physicallystrongWho?

Who?

Where?

Where?

How?

How?

598 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Cards: Types of power

Convention

Convention

Power through social customs

Power through social customs

Who?

Who?

Where?

Where?

How?

How?

Convention

Convention

Power through social customs

Power through social customs

Who?

Who?

Where?

Where?

How?

How?

Convention

Convention

Power through social customs

Power through social customs

Who?

Who?

Where?

Where?

How?

How?

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 599

NSW Department of Education

Cards

Meet Jane and Jim
Pretend you are the character you have been allocated. Read each of the cards, place
in a pile family, media or peers, after you decide where the influence on power in
relationships is coming from.

FamilyFamilyDad has a full-time job
and Mum has a part-timejob.

My parents want me tofind a partner who willlove and care for me.

FamilyFamilyMum does the washing
because she is the only
one who knows how to
use the washing machine.

At parties, all the womenhang out in the kitchen
and the men sit around in
the yard.

FamilyMy brother won’t showme how to play the latest
game she bought so I justhave to watch.

FamilyMy sister hits me if she
finds out I borrow her stuff
without asking.

600 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Cards: Meet Jane and Jim

FamilyFamilyMy parents only let mybrother sit in the front
seat of the car.

My grandparents expect
my Mum to cook for thembut not her brothers.

Media
The two guys who liked
the same girl in the show
had a punch up to show
her how much they cared.

Media
In the movie, the big
boss of the company told
everyone that they’d lose
their jobs if they didn’t doovertime.

Media
The hot guy saved thebeautiful girl from danger
in the movie.

Media
The ads on TV always
show the Mum looking
after the kids.

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 601

NSW Department of Education

Cards: Meet Jane and Jim

Media
The words in the songtalked about how “heowned her”.

Media
Some guys ask girls out
when they post photos
on socials-they don’t evenknow them!

Media
The guy is always driving
and the girl is in thepassenger seat in car
advertisements.

Media
I read in an article in a
magazine title ‘How toplease your partner’.

Peers

Peers

My friends told me I
should have sex withmy partner or otherwise
they’ll break up with me.

My partner asked me tosend them a sexy photobecause their fiends daredthem to.

602 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Cards: Meet Jane and Jim

Peers
Everyone wants to befriends with Jenny
because she has her P’s
and is allowed to borrow
her Dad’s car.

Peers
Mel always encourages
people in our class tomuck up when we have acasual teacher.

Peers
My friends and I
encourage each otherto study so we canget a good job and be
independent.

Peers
Joe is a great mate to haveas he gives me free foodwhen I visit him at work.

Peers
There are some seniors
who always push in on thecanteen line at school.

Peers
The guys always get topick the movie we watch
when we hang out at
someone’s place.

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 603

NSW Department of Education

Worksheet

Jane and Jim Step Inside thinking
routine1.

What can Jane/Jim see, observe, or notice?

2.

What might Jane/Jim know, understand, hold true or believe? What makes you
say that?

3.

What might Jane/Jim care deeply about? Provide reasons why.

4. What might Jane/Jim wonder about or question? Justify your answer.

604 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

ImagesPeople make choices about using thepower they have

Positive use of power involves
acting or influencing others in ways
which show respect for yourself andfor others. It also involves protecting
your own and others’ rights to safety.
Abuse of power occurs when people
do not respect the rights of othersor themselves.

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 605

NSW Department of Education

Teacher notes

Guess my category Types of abuse
Source: https://www.loveisrespect.org/is-thisabuse/types-of-abuse/

Physical abusey Scratching, punching, biting, stranglingor kicking.

y Using online communities or cell
phones to control, intimidate or
humiliate you.
y Blaming your actions for their abusiveor unhealthy behavior.

y Throwing something at you such as aphone, book, shoe or plate.

y Accusing you of cheating andoften being jealous of your outside
relationships.

y Pulling your hair.

y Stalking you.

y Pushing or pulling you.

y Threatening to commit suicide to keep
you from breaking up with them.

y Grabbing your clothing.
y Using a gun, knife, box cutter, bat,mace or other weapon.
y Smacking your bottom without yourpermission or consent.
y Forcing you to have sex or perform asexual act.
y Grabbing your face to make you look at
them.
y Grabbing you to prevent you
from leaving or to force you to go
somewhere.

y Threatening to harm you, your pet or
people you care about.
y Using gaslighting techniques to
confuse or manipulate you.
y Making you feel guilty or immaturewhen you don’t consent to sexual
activity.
y Threatening to expose your secrets
such as your sexual orientation or
immigration status.
y Starting rumours about you.

Emotional abusey Threatening to have your children
taken away.

y Calling you names and putting you
down.

Sexual abusey Yelling and screaming at you.

y Unwanted kissing or touching.

y Intentionally embarrassing you in
public.

y Unwanted rough or violent sexual
activity.

y Preventing you from seeing or talking
with friends and family.

y Rape or attempted rape.

y Telling you what to do and wear.

y Refusing to use condoms or restricting
someone’s access to birth control.

y Damaging your property when they’reangry (throwing objects, punchingwalls, kicking doors, etc.)

y Keeping someone from protecting
themselves from sexually transmitted
infections (STIs).

606 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Teacher notes: Guess my category Types of abusey Sexual contact with someone who isvery drunk, drugged, unconscious orotherwise unable to give a clear andinformed “yes” or “no.”y Threatening someone into unwanted
sexual activity.
y Pressuring or forcing someone to havesex or perform sexual acts.
y Using sexual insults toward someone.

Financial abusey Giving you an allowance and closely
watching what you buy.
y Placing your paycheck in their accountand denying you access to it.
y Keeping you from seeing shared bankaccounts or records.

y Spending money on themselves but
not allowing you to do the same.
y Giving you presents and/or paying forthings like dinner and expecting you tosomehow return the favor.
y Using their money to hold power overyou because they know you are not in
the same financial situation as they are.

Digital abusey Tells you who you can or can’t befriends with on Facebook and othersites.
y Sends you negative, insulting oreven threatening emails, Facebook
messages, tweets, DMs or othermessages online.

y Forbidding you to work or limiting thehours you do.

y Uses sites like Facebook, Twitter,foursquare and others to keep constanttabs on you.

y Preventing you from going to work bytaking your car or keys.

y Puts you down in their status updates.

y Getting you fired by harassing you,your employer or coworkers on the job.
y Hiding or stealing your student
financial aid check or outside financial
support.
y Using your social security number toobtain bad credit loans without yourpermission.
y Using your child’s social security
number to claim an income tax refund
without your permission.

y Sends you unwanted, explicit pictures
and/or demands you send some inreturn.
y Pressures you to send explicit video or
sexts.
y Steals or insists on being given yourpasswords.
y Constantly texts you and makes you
feel like you can’t be separated fromyour phone for fear that you will bepunished.

y Maxing out your credit cards without
your permission.

y Looks through your phone frequently,
checks up on your pictures, texts andoutgoing calls.

y Refusing to give you money, food, rent,
medicine or clothing.

y Tags you unkindly in pictures on
Instagram, Tumblr, etc.

y Using funds from your children’s
tuition or a joint savings accountwithout your knowledge.

y Uses any kind of technology (such as
spyware or GPS in a car or on a phone)
to monitor you

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 607

NSW Department of Education

Teacher notes: Guess my category Types of abuse

Stalkingy Show up at your home or place of work
unannounced or uninvited.
y Send you unwanted text messages,
letters, emails and voicemails.
y Leave unwanted items, gifts or flowers.
y Constantly call you and hang up.
y Use social networking sites andtechnology to track you.
y Spread rumors about you via theinternet or word of mouth.
y Make unwanted phone calls to you.
y Call your employer or professor.
y Wait at places you hang out.
y Use other people as resources toinvestigate your life. For example,
looking at your facebook page throughsomeone else’s page or befriending
your friends in order to get more
information about you.
y Damage your home, car or otherproperty.

608 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Worksheet

Guess my category Types of abuse
List the category for each type of abuse. For example, physical, emotional, sexual,
financial, digital, stalking.
Types of abuse

Guess my category

Accuses you of cheating or is jealous of your outside
relationships.
Blames your actions for their abusive or unhealthy behaviour.
Calling you names and putting you down.
Constantly call you and hang up.
Constantly texts you and makes you feel like you can’t be separated from your phone for fear that you will be punished.
Damages your phone, room or other property.
Damages your property when they’re angry (throwing objects,
punching walls, kicking doors, etc.)
Forces you to perform a sexual act.
Gives you an allowance and dictates what you buy.
Gives you presents and/or pays for things and expects you tosomehow return the favour.
Grabs you to prevent you from leaving or to force you to go
somewhere.
Grabs your clothing.
Grabs your face to make you look at them.

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 609

NSW Department of Education

Worksheet: Guess my category Types of abuse

Types of abuse

Guess my category

Hides or steals your money.
Intentionally embarrasses you in public.
Leaves unwanted items, gifts or flowers.
Looks through your phone frequently, checks up on yourpictures, texts and outgoing calls.
Shares unwanted images and videos with you.
Makes you feel guilty or immature when you don’t do what theywant to do.
Pressures you to send explicit video or sexts.
Prevents you from going to sport or friend’s houses.
Prevents you from seeing or talking with friends and family.
Pulls your hair.
Pushes or pulls you.
Puts you down in their status updates.
Rape or attempted rape.
Refuses to give you money, food, rent, medicine or clothing.
Refuses to use condoms or restricts someone’s access to birthcontrol.
Scratches, punches, bites, strangles or kicks you.

610 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Worksheet: Guess my category Types of abuse

Types of abuse

Guess my category

Sends you unwanted text messages, letters, emails andvoicemails.
Sends you negative, insulting or even threatening emails, videos,
tweets, DMs or other messages online.
Sends you unwanted, explicit pictures and/or demands you sendsome in return.
Shows up at your home unannounced or uninvited.
Smacks your bottom without your permission or consent.
Spends money on themselves but doesn’t allow you to do thesame.
Spreads rumours about you via the internet or word of mouth.
Stalks you.
Steals or insists on being given your passwords.
Tags you unkindly in pictures on Instagram and online apps.
Tells you what to do and wear.
Tells you who you can or can’t be friends with online.
Threatens to commit suicide to keep you from breaking up withthem.
Threatens to expose your secrets such as your sexual orientation
or immigration status.
Threatens to harm you, your pet or people you care about.

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 611

NSW Department of Education

Worksheet: Guess my category Types of abuse

Types of abuse

Guess my category

Throws something at you such as a phone, book, shoe or plate.
Unwanted kissing or touching.
Uses other people as resources to investigate your life. For
example, looking at your Facebook page through someone
else’s page or befriending your friends in order to get more
information about you.
Uses social networking sites and technology to track you.
Uses any kind of technology (such as spyware or GPS in a car oron a phone) to monitor you

612 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Worksheet

Impact on health, safety and wellbeing
Scenarios
Violence in the home
Eli’s parents were always arguing. It would start with the usual
bickering and his mum’s partner complaining. After a few drinks his
mum’s partner would start pushing his mum around. He said she
deserved it because she was a ‘stupid twit’ and a ‘lousy cook’.
Sometimes his mum would get really hurt and she couldn’t go out
because of the bruises. Eli heard her crying a lot and wished there wassome way of stopping his mum’s partner.
Eli’s mum said, ‘it was a family matter and not to tell anyone.’ Eli’s
mum worried that if the police were involved that her partner would
lose his job or break up the family.

Bullying at school
Jules walks home from school by himself every afternoon. He looks
forward to it as it’s a chance to stretch his legs after sitting most of theday. Jules is not concerned about people knowing he is gay; he is very
comfortable with who he is.
On his walk, he passes by a bus stop where some kids from his school
wait for a bus. Recently one of the boys has been calling him a “fag”
and “pansy boy” every time he walks past which has started to annoy
him and make him feel uncomfortable.
The other day the boy intentionally tripped Jules up. When he stoodup, he said “Hey! What was that for?” and the boy replied, “I wanted tosee a gay bounce”. All the other boys laughed. Now the same grouphas started to taunt him at school when they walk past.

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 613

NSW Department of Education

Worksheet: Impact on health, safety and wellbeing

Abuse in the workplace
Jia worked in a big hotel and was lucky enough to have her meals
provided in the staff canteen on her breaks during a shift. She always
sat by herself because the others never invited her to sit with them.
Jia felt like people joked about her sometimes, but she couldn’t be
sure because they didn’t speak in English or the language of her
background. She felt very lonely at work and incredibly isolated, but
she needed the money badly.
She recently asked her boss for more shifts, but he sat with the others
at lunch and Jia had noticed that they were being given extra work.
Jia didn’t want to worry her family and friends about her situation.

Neglect in the home
Amy was 10 and she had a little brother who was 5. She didn’t see her
Dad at all, and she couldn’t really remember much about him.
Her Mum had trouble finding work, so they didn’t have much money.
Lately her Mum started going to visit her friend Bill at night time.
She said that Amy was old enough to look after her brother, but Amy
didn’t really like being at home with him alone at night.
Sometimes she told Amy that she had to make dinner for herself andher brother, or she’d give them $5 and tell them to walk to the shops
to get some hot chips.
Her Mum wasn’t very good at doing the washing, so they always had
to wear the same school uniform over and over.
Amy’s teacher noticed that she didn’t have anything for lunch somedays, so she’d send her to the canteen to get something to eat.

614 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Worksheet: Impact on health, safety and wellbeing

Harassment online
Naomi and Ben had been going out for about a year. Things hadn’t
been great between them for a while, so Naomi decided it was timethat she broke up with Ben. She told him as they walked home fromschool one day and he seemed to take it ok.
Later that night Ben started to message her, and she replied at first
but then he started to get weird, so she decided to try to ignore themessages. They kept coming and would not stop even though she
told him to stop. Some of the messages were threatening say that hewas ”going to get back at her”.
The next day some of Ben’s friends were sending Naomi awful
messages, calling her some really nasty things. Ben got his revenge by
sharing an image that he had made by imposing a photo of Naomi’sface onto a picture of a naked model. She was absolutely devastatedand couldn’t believe that Ben had done this to her.

Forced marriage
Ayla is a 17 year old high school student in Australia. Ayla’s teacher
notices that Ayla seems depressed and has taken a lot of time offschool for overseas travel. Her teacher also observes that Ayla’s family
seem to be very strict and controlling. Ayla always has someone
with her outside school hours and the teacher has heard from Ayla’s
classmates that she isn’t allowed to go out with friends without afamily member going with her.
When the teacher asks Ayla if she is okay, Ayla says that her parents
took her to visit relatives overseas. When they arrived, her parents told
Ayla that she would only be able to go back to Australia if she agreed
to marry her cousin, whom she had never met. With no passport or
money, Ayla was forced to marry her cousin overseas so that she could
return to Australia. Ayla’s parents have also told her that, when sheturns 18, she will have to sign migration papers for her cousin so that
he can come to Australia to live with her.
Ayla tells her teacher that she feels like a slave and never wanted tomarry her cousin. Ayla says that she feels trapped and is scared about
what might happen if she tries to leave. Ayla asks her teacher for help.
PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 615

NSW Department of Education

Worksheet

My People
Speed chat questions
1.

What indicators are there that Eli isn’t okay? Include examples of what
he may look/sound like online and in face-to-face contexts.

2.

What barriers may Eli be facing with sharing his feelings?

3.

What qualities and characteristics do people need in order to be part ofa network of support?

4. What are the strengths of using text/online chat to ask if Eli is okay?

5.

What are the weaknesses of using text/online chat to ask if Eli is okay?

6.

What threats arise from using text/online chat as forms ofcommunication to ask if Eli is okay?

7.

Discuss a situation where you have asked a friend if they are okay.
How did you ask?

8.

What immediate supports are available for you and a friend at school
and online if you or they are not okay?

616 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Worksheet

My People
Support texts

Had the most terrible
day at school.

Failed my maths test.
Dad will be so mad.

Your support text:

Your support text:

Got dropped fromthe team.
Your support text:

Just got dumped.
Your support text:

I didn’t get an invite
to the party!!!!
Your support text:

Mum and dad
fighting again.
Don’t come over.
Your support text:

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 617

NSW Department of Education

Worksheet

What’s up at home?
Website exploration

What’s up at home?
What are signs of family violence?

What should I do?
What are the six steps to deal with family violence?

Staying safe
Enter your email and complete you own safety plan.
You will need to show your teacher the email in your inbox, not the actual safety
plan as this is private.

618 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Worksheet: What’s up at home?

Talk to someone
Record the details of your three trusted adults.

How to deal
Read through the 8 steps. What three things are you good at on the list in Step 7.

Where to find help?
Write the contact numbers or details for:y Kidshelpliney ConnectEDspacey Headspace

Frequently asked questions
Is there a question a young person may have that isn’t listed?

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 619

NSW Department of Education

Worksheet: What’s up at home?

True stories
Read each of the True stories and record how the family violence affected the person’shealth safety and wellbeing.

Steph

Pettina

HealthHealthSafetySafetyWellbeing

Wellbeing

Maya

JillianHealthHealthSafetySafetyWellbeing

Wellbeing

Gary

Arul

HealthHealthSafetySafetyWellbeing

Wellbeing620 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Worksheet

Sources of help
Examples of sources of help:y Close friendy Parent or carery Brother or sistery Grandparent, aunt or uncle
y Teachery Internet
y Family doctory Other
Assess the questions then write the names of your sources of help
next to each question.
QuestionsYour sources of help

Is it easy to use or travel to?
Can it help if I am in immediate danger?
Do I feel OK using this source?
Does it give me personal advice?
Will I be taken seriously?
Will I be taken seriously?
Will I have to say who I am?
Will what I say be kept confidential?
How reliable is it?

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 621

NSW Department of Education

Worksheet

Time to act
Scenario:
1.

Identify reasons why the character may not be seeking help.

2.

Suggest ways they could be encouraged to overcome these barriers.

3.

Pretend you are the character in the scenario. Decide on the two people they will
ask for help. Why did you choose those people?

4. Draft a script of what they will say using the three-step help-seeking formula.

5.

Next pretend you are a friend of the character and draft what you will say inresponse to them asking for help.

6.

Recommend the most appropriate sources of help and draft a timeline of actions
for them. Be specific and include websites.

622 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Worksheet

Give 3 – Feedback routine
Swap your work with a partner.

Positive
Record one positive sentence about your partner’s piece of work.
Sentence stems include:y I really like the way ________________ because______________y I noticed that ___________________. I think this is effective because _______________
y ______________________ really highlights how you have met the success criteria.
y Your choice of words in __________________really made ___________________PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 623

NSW Department of Education

Worksheet: Give 3 – Feedback routine

Further explanation
Record one sentence about a part of the work that needs further explaining.
Sentence stems include:y This part confused me because _____________________y Can you tell me why __________________?
y What do you mean by _________________________?
y Tell me more about _____________________y Why is _____________________
y ______________________ was not clear to me because ____________________

624 | PDHPE Stage 4: Child Protection Education | Using my personal power positively resources

NSW Department of Education

Worksheet: Give 3 – Feedback routine

Improvement
Record one sentence about how your partner might improve their piece of work.
Sentence stems include:y Moving forward I think this needs _________________________y To make your work better, I would suggest ____________________

Now share and discuss your feedback with your partner.
Finally, apply the feedback you received to your work before submitting it
to your teacher.

PDHPE Stage 4: Child Protection Education | Using my personal power positively resources | 625

NSW Department of Education

PDHPE

Stage 5: Child Protection Education
Unit of work

Setting and respecting
boundaries inrelationships

NSW Department of Education

Contents
Unit description ............................................................................................................................................................................... 628
Lesson 1: Setting and respecting boundaries................................................................................................................632
Lesson 2: Use your powers for good not evil................................................................................................................. 638
Lesson 3: Acting on the signs..................................................................................................................................................644
Lesson 4: Being respectful and responsible online..................................................................................................648
Evaluation...............................................................................................................................................................................................653

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 627

NSW Department of Education

Unit description
Through this unit, students will investigate
the need for establishing boundaries inrelationships. They will recognise and apply selfmanagement and interpersonal skills required
to maintain respectful intimate relationships
throughout the unit. For example, they will
demonstrate ways to give and receive consent.
Boundaries are a key part of establishingrespectful relationships. Setting and respecting
boundaries requires people to draw on theirself-management and interpersonal skills
including communication and compromise.
Negotiating consent protects and promotes
positive intimate relationships, allowing bothpeople to feel safe and supported. Recognisingand responding to early warning signs of
unsafe behaviours in relationships assists withavoiding unsafe, abusive and violent situations
in relationships.
Through this unit, students will recognisechallenging behaviours in relationships andidentify skills and strategies to manage unsafe,
abusive and violent situations in relationships.
This unit provides teaching and learning
activities around Child Protection education.
Students will investigate the essential question:
How does negotiating boundaries promote andprotect respectful relationships?

Skills in focus
Self-management
Self-awarenessy developing greater control and responsibility
for our actions, feelings and behaviours.
Decision-making and problem-solving
y finding solutions to problems.
Help-seeking
y recognising when help is needed
y accessing support and support networks.

InterpersonalCommunicationy verbal and nonverbal communication
y listening, eg active

y negotiation and conflict management
y assertiveness.

Propositions
Throughout this unit, the propositions areembedded as follows:

Educative purpose
Students are provided with opportunities todevelop the knowledge and skills required
to recognise early warning signs of abusive
behaviour and react in safe and positive ways.
They will create, apply, practise and evaluate
strategies and skills to keep themselves andothers safe.

Strengths-based approach
Activities in this unit are designed to allow
students to recognise and demonstrate
their personal strengths. Specifically, theircommunication skills and ability to create andrespect personal boundaries in relationships.
Students also develop their skills to provide
support and advice to those around them who
may be in relationships where boundaries havebeen crossed and a person’s health, safety andwellbeing may be at risk.

Develop health literacy
Students are provided with a range of
scenarios that depict unsafe, abusive or violent
relationships. They first analyse the situation
presented and identify warning signals present,
then suggest the most appropriate response
to protect the safety and wellbeing of those
involved. They also assess the appropriatenessof websites and services to support young
people.

Critical inquiry
Students are given the opportunity to assess
the appropriateness of information available on
the eSafety Commissioner website, with a focus
on engagement and accessibility for young
people and marginalise individuals and groups.
They are encouraged to challenge behaviours
which are viewed as abusive or which do notrespect personal boundaries and rights.

628 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PD5-2 researches
and appraises theeffectiveness ofhealth informationand support services
available in thecommunityyPD5-3 analyses
factors and strategies
that enhance
inclusivity, equality
and respectful
relationships

Evidence of learning

Assess the accessibility andinclusivity of the eSafety
Commissioner website

Students will:yconduct an audit of theaccessibility and inclusivity of theeSafety Commissioner websiteyIdentify the need forestablishing boundaries inrelationships

yidentify examples of boundaries
specific to different types ofrelationshipsyUnderstand the importanceof consent

ydescribe a range of sexual
behavioursy

Recognise that acting
responsibly online promotes
health, safety and wellbeingyidentify examples of unethicalonline behaviour

PD5-7 plans,
implements andcritiques strategies
to promote health,safety, wellbeing
and participation inphysical activity intheir communitiesyRecognise examples ofimage-based abuse andsupport offeredydevelop their understanding ofimage-based abuse and how toaccess support and offer advice if
requiredPD5-9 assesses
and applies selfmanagement skills
to effectively manage
complex situationsyRecognise communication is
an important skill required fornegotiating boundaries

yrecognise the importance ofcommunicating personal needs
and boundariesyRecognise and apply theskills of verbal and nonverbal
communication, active
listening and negotiation,required to maintain intimate
relationshipsypractise negotiation of boundaries
in a range of scenarios

yidentify how an individual might
respond to safe and unsafe
situationsyRecognise challenging
behaviours in relationships.

yy

Identify skills and strategies
to manage unsafe, abusiveand violent situations inrelationships

identify early warning signsof challenging and unsafe
behaviours in relationshipsyapply skills and strategies tomanage unsafe, abusive andviolent situations in relationshipsyAssess situations as safe andunsafeypractise clear no responses torequests from people to send
sexual images or videosyIdentify ways to give andreceive consentyreframe scenarios to reflect
positives uses of powerydemonstrate strategies forchallenging gender based abuseor violence

PD5-10 critiques
their ability to enact
interpersonal skills tobuild and maintainrespectful andinclusive relationships
in a variety of groups
or contexts

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 629

NSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus contentyExamine the impact of changes and transitions on
relationships (ACPPS090)‫ ݖ‬assess behavioural expectations in different
relationships and social situations and examine howthese expectations can influence decisions, actions
and wellbeing S I

How can people respond positively tolife challenges?

yPredict future challenges and opportunities and theskills required to manage these in a positive way‫ ݖ‬recognise early warning signs of challenging andunsafe situations, eg physical, emotional and social
indicators, external signs, controlling behaviour SyRefine skills to manage challenges to respond orprotect themselves and others from unsafe, abusive or
violent situations, eg refusal skills, emergency plans, risk
assessment, talk, trust, take control strategy I

yInvestigate the characteristics of respectful relationships
and the rights and ethical responsibilities of individuals
in relationships‫ ݖ‬describe rights and recognise responsibility toothers in a variety of relationships, eg consent,
ground rules, boundaries I‫ ݖ‬discuss the components of inclusive and equal
relationships, eg empathy, active listening I‫ ݖ‬practise and evaluate their ability to useinterpersonal skills to develop and maintainrespectful and inclusive relationships, eg informed
consent, conflict resolution, seeking help, providing
feedback, asserting a stance on an issue I

What factors enhance inclusivity,
equality and respect in relationships?

‫ ݖ‬evaluate influences on ethical behaviour acrossa range of relationships, eg online and offline
relationships, sharing material on social media I
yInvestigate how the balance of power influences thenature of relationships and propose actions to build andmaintain relationships that are respectfulyPropose protective strategies for a range of neglect
and abuse situations, eg family and domestic violence,bullying, harassment, homophobia, transphobia andvilification I

630 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education

Key inquiry questions

Syllabus content
yplan, rehearse and evaluate options for managing
situations where their own and others’ health, safety
and wellbeing may be at short or long-term risk
(ACPPS091)‫ ݖ‬practise self-management and interpersonal skills tomanage and respond to a variety of challenging or
unsafe situations,eg sexual relationships S I

What strategies can I plan andprioritise in my community toempower individuals to lead healthy,safe and active lifestyles for the
benefit of my own and others’
wellbeing?

‫ ݖ‬propose and practise a range of realistic responses
to scenarios where peers are encouraging them
to behave in unhealthy or unsafe ways in a varietyof contexts, eg drug use, sexual behaviours, use of
offensive online material, sexting, gambling, roaduse S Iydemonstrate and advocate appropriate strategies tokeep themselves safe while supporting others in various
situations,eg posting offensive material online, bullying,harassment S I

yevaluate strategies and actions that aim to enhance
health, safety, wellbeing and physical activity levels andplan to promote these in the school and community‫ ݖ‬examine Australian Government online safety
programs and resources to explore the support
services available to young people, eg cyberbullying,
offensive online material, gambling, sexting S

ycritically analyse health information, products andservices to promote health, safety, wellbeing andphysical activity levels‫ ݖ‬critique the appropriateness of health and support
services that provide advice and support on healthrelated issues and propose strategies to encourage
young people to access appropriate services S I

How can I plan and advocate
for health, safety, wellbeing andparticipation in a lifetime of physicalactivity?
yexamine and promote young people’s rights tohealthcare and support services‫ ݖ‬investigate community health resources to evaluate
how accessible they are for marginalised individuals
and groups and propose changes to promote
greater inclusiveness and accessibility, eg people
in rural and remote areas, lesbian, gay, bisexual,
transgender and intersex people (LGBTI), people
from culturally and linguistically diverse (CALD)
backgrounds, people with disability S

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 631

NSW Department of Education

1

Setting and respecting
boundaries

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyy

Identify the need forestablishing boundaries inrelationships (PD5-3)
Recognise communication
is an important skill required
for negotiating boundaries(PD5-9)Success criteria
Students will:yyrecognise the importanceof communicating personalneeds and boundaries

yidentify examples ofboundaries specificto different types ofrelationshipsypractise negotiation ofboundaries in a range of
scenarios

Switch on
Introduce the learning goals and discuss themwith the class.
Introduce the Question Box to the class.
The question box allows for anonymity
and establishment of student priorknowledge in relation to PDHPE concepts.
Allowing students to ask questions in ananonymous manner will increase student
access to reliable information. Even thoughanonymous, it is expected that teachers
will reasonably be able to work out theidentity of a student should a disclosure be
made, so a child protection response can beprovided. If it is a large group or the teacher

Resources
Signs‫ ݖ‬Two-way street‫ ݖ‬Not a two-way street

is not familiar with students’ work, they
could invite students to add their name, ifthey wish, saying it will not be shared withthe group. Although not all students will,
this should assist with identification, if it isneeded. The box should be a material item
such as a shoe box, bowl, or hat.
Explain to students:y

The question box can be used to ask
questions that they want to know but
don’t want to ask in front of everyone.

yThe question box is anonymous, but you
might choose to add your name if you
wish.

632 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education

1

Setting and respecting boundariesyEveryone will be given a blank piece of
paper at the end of each lesson.

yEveryone must record something
on their piece of paper whether it
is a question or something else, forexample, last night’s dinner to ensure
the questions remain anonymous or adrawing.

yThey must place their own paper into thequestion box.

y

Questions will be answered at the next
lesson.

Share the following statement “Relationships
are a two-way street.”
Students:
y record the types of relationships they have
had, currently have, or may have in the
future.
y suggest what they think this quote means.
Identify the characteristics of a two-way
street style relationship.
y contribute suggestions to a class discussion.

UnderstandSetting boundaries
Share the importance of setting and respecting
boundaries as an important part of respectful
relationships. Talking about your boundaries
with your partner or people in the relationshipis a great way to make sure that each person’s
needs are being met and individuals feelsafe in relationships. Setting and respecting
boundaries assists people to protect their rights
and responsibilities in relationships.
Students use a T chart to record:y the rights people have in relationships.
Sample answers may include: to be heard,
to be treated with respect, to say no,honesty, loyalty, personal space, to havefriends, to pursue interests, maintain family
connections.
y the responsibilities people have in
relationships. Sample answers may include:
to show respect, to actively listen, respectthat no means no, to be honest, to trust,allow people their space.
y Students use their list of current and future
relationships or relationships they see
around them from the earlier activity.
y Group the relationships into broader
categories ie family, school, friends, sexual,
work.
y With a buddy, list examples of boundaries
that should be respected under each of therelationship categories.
y Share with another pair.
Display the headings emotional, physical, anddigital. Explain to students that boundaries ina sexual relationship can be categorised underthese three headings. Students share their
examples of boundaries for sexual relationships
and suggest which category they fit under.

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 633

NSW Department of Education

1

Setting and respecting boundaries

Note: Share the examples below if not includedin the student’s suggestion:
Emotional
y expressing your feelings when you areready, not in response to what yourpartner says
y having time aparty feeling free to hang out with friends (ofany gender) or family without having to
get permission
y spend time by yourself doing things
that you enjoy or that help you relax.
Physicaly know your limits with sexual behaviours
and communicate this with yourpartnery Sex isn’t currency: You don’t owe yourpartner anything. Just because yourpartner takes you out to dinner, buys
you a gift, or says “I love you” doesn’tmean you owe them anything in
response. It isn’t fair for your partner toclaim that you don’t care about thembecause you won’t “go all the way.”
Even if you’ve done it before, you arenever required to do it just because
your partner is pressuring you.
y Remember, no means no.
Digitaly Before you talk to your partner about
your online relationship, check in withyourself to see what makes you feel
comfortable. Start by considering yourdigital boundaries.
y Is it okay to tag or check in?
y Do we post our relationship status?

Consider the statement “sex isn’t currency: you
don’t owe your partner anything”. Explore theconcept of being made to feel like you owe
someone.
y In groups of three, allocate one focus
relationship per group - family, school,
friends, or work.
y Groups develop five examples of when aperson could be made to feel like they ‘owe’
someone in the types of relationship they
have been allocated. Sample answers may
include owing your boss unpaid overtime
because they bought you lunch or give youa ride home; owing your old friends time
because you’ve been busy with new friends
and they are pressuring you to hang out
when you don’t want to.
y Groups swap and record what boundaries
could be put in place to protect individuals
from feeling the pressure of “owing”
someone.

It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can
assist in making an informed decision
regarding child protection concerns.
More information is available on the Child
Protection website.

y Is it okay to friend or follow my friends?
y When is it okay to text me and what isthe expectation for when we return it?
y Is it okay to use each other’s devices?
y Is it okay to post, tweet or comment
about our relationship?

634 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education

1

Setting and respecting boundaries

Exploring boundaries
Establishing an agreement in your relationships
is important.
Introduce the skills of negotiation andcompromise.
y Explain that negotiation and compromise
are two important skills required when
exploring boundaries in relationships.
y As a class, develop a definition for each skill.
y Identify some examples of when students
have used negotiation or compromise.
Students brainstorm what skills andstrengths they can draw on when negotiatingboundaries? For example, skills include
verbal and non-verbal communication,
active listening, expressing feelings,
assertiveness, understanding others needs andcircumstances. Strengths include discerning,honest, persistent, perceptive, creative, humour,courageous.
y In pairs, students choose a strength or skill
and a type of relationship, for example work,
home, school, friends.
y Identify a scenario within that relationshipwhich may require compromise andnegotiation. For example, asking for achange of shifts or more shifts at work.
Asking parents or carers to go to a party or
stay with friends over a weekend. Asking ateacher for an extension on an assignment.
y Students adopt a role and practise
negotiating new boundaries within this
scenario.
y Reflect on how each student drew on
their skills and strengths to negotiate andcompromise.

how they feel, they can talk to their partner tofigure out an agreement that works for both ofthem. This may involve some negotiation andcompromise. It is important to communicate
their boundaries at the start of a relationshipand recognise that they have the right tochange their boundaries at any time. This
also means that their partner has the right tochange their boundaries also. The key is being
open and honest about them.

Act and apply
Two-way street?
Read out each of the statements below andask students to move towards the sign ordesignated area of the classroom they feeldescribes the relationship: two-way street and/or not a two-way street. Invite students todiscuss their choice after each statement, focus
on their thoughts and thought process.
y Accepting responsibility for your own
happiness. Answer: Two-way streety Accepting transitions, change and endings.
Answer: Two-way streety Always focusing on your partner’s flaws andworst qualities. Answer: Not a two-way street
y Being able to balance being apart and being
together. Answer: Two-way street
y Being able to see and focus on your own andyour partner’s good points. Answer: Two-way
streety Being loyal and committed to your partner.
Answer: Two-way street
y Being open and asking for what you want ina clear way. Answer: Two-way street

y Share your reflections as a class.

y Being unable to ask for what you want.
Answer: Not a two-way street

Draw the focus to intimate relationships.
Explain to students that once a person knowsy Not listening when your partner says no tosexual activity. Answer: Not a two-way street

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 635

NSW Department of Education

1

Setting and respecting boundaries

y Being unable to build and maintain closefriendships with others. Answer: Not a twoway street
y Wanting too little togetherness. Answer: Not
a two-way street
y Being unable to change, let go, and move
on. Answer: Not a two-way street
y Being your own person. Answer: Two-way
streety Blaming and criticising your partner forhaving different traits and qualities from you.
Answer: Not a two-way street

Share the scenario below with the class.

Jamie and Ash have been going out
for about a month now and things are
getting serious. Jamie really likes Ash andwants to keep the relationship fun andexciting. Ash has suggested they movethe sexual side of their relationship to the‘next level’ via a message, Jamie isn’t sosure and replied saying “let’s discuss thesituation face-to-face”.

y Communicating in a way that is open andreal. Answer: Two-way street

In pairs, students follow the three steps of acircle of viewpoints thinking routine.

y Constantly checking your partner’s socials.
Answer: Not a two-way street

y One student in each pair will explore Jamie’s
perspective and the other Ash’s.

y Displaying jealousy and relationshipaddiction; being uncommitted to yourpartner. Answer: Not a two-way street

y Allocate each pair a particular type ofcommunication. For example, one groupin the class could write from a passive
perspective and another could write in an
aggressive perspective to focus on effective
communication.

y Feeling incomplete without the otherperson. Answer: Not a two-way street
y Having meaningful friendships outside thepartnership. Answer: Two-way street
y Playing games; being manipulative; notbeing willing to listen in a non-defensive
way. Answer: Not a two-way street

Jamiey “I am thinking of negotiatingboundaries from the point of view of
Jamie”y Not being assertive about your boundaries
and limits of sexual activity. Answer: Not a
two-way streety “I think negotiating boundaries …
(describe from Jamie’s viewpoint) …
because … (explain your reasoning) …”

y Posting information or images without
permission. Answer: Not a two-way streety “A question or concern I have from
Jamie’s viewpoint is …”

y Relying on others (especially your partner)
to make you happy. Answer: Not a two-way
streetAshy Respecting and accepting the ways in which
you and your partner are different. Answer:
Two-way street
y Wanting to know your partners passwords
for their online accounts. Answer: Not a twoway streety “I am thinking of negotiatingboundaries from the point of view ofAsh”
y “I think negotiating boundaries …
(describe from Ash’s viewpoint) …
because … (explain your reasoning) …”
y “A question or concern I have from
Ash’s viewpoint is …”

636 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education

1

Setting and respecting boundaries

y Students role play the face-to-faceconversation considering the other person’s
point of view.
y Pairs reflect on and share the skills andstrengths they displayed during the roleplay.
Formative assessment opportunity.
By collecting this work, students
can demonstrate evidence towards
outcomes PD5-3 and PD5-9, recognisecommunication is an important skill
required for negotiating boundaries
and demonstrates interpersonal skills
required to maintain respectful intimate
relationships.

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 637

NSW Department of Education

2

Use your powers for good not evil

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyyRecognise and apply theskills of verbal and nonverbal
communication, active
listening, and negotiation,required to maintainintimate relationships(PD5-9)Understand the importanceof consent (PD5-3)
Identify ways to give andreceive consent (PD5-10)

Success criteria
Students will:yyydescribe a range of sexual
behaviours
practice the use of personal
skills to communicate theirboundaries and give andreceive consent clearly
identify how an individual
might respond to safe andunsafe situations

Switch on
Introduce the learning goals and discuss themwith the class.
Highlight to students that one example of aphysical boundary in an intimate or sexual
relationship is consent.
As a class, review the key points regarding
consent. (Source: Victoria Legal Aid)y Consent is a legal term.
y Consent laws are meant to protect people’ssafety in a relationship.
y Consent means free agreement to having
sex or taking part in sexual touching.
y The person who wants to have sex must
make sure they get the other person’s
consent.

ResourcesyConsent Victoria Legal Aid
2017ySex? Not sex? activity cards(one set per group of four)yPaper strips of two different
colours (eg yellow andgreen), one of each perstudenty

Two small boxes
differentiated by the sametwo colours as the paper
stripsy Saying nothing is not the same as giving
consent. A person can show they do not giveconsent through their body language. They
do not have to say anything.
y Consent is required for all sexual activity.
Think, pair, share.
y Individually, students predict some potential
problems that may arise when it comes tonegotiating consent.
y Students share their list with a partner andtogether develop solutions to overcoming
these barriers.
y Share ideas with the whole class.
Focus communication on text or chat. Students
record responses and share as a class.
y What could be some advantages ofnegotiating consent via text or chat?

638 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education2

Consenty What could be some disadvantages ofnegotiating consent via text or chat?
It is important to reinforce the need toyWhat might Carla care deeply about?
Provide reasons why.

yWhat might Carla wonder about or
question? Justify your answer.

check in and ask for consent at the time.
Consent can be given and received at any
time before or during sexual activity andpeople have the right to change their mind.

Explain to students that discussing feelings isa way of establishing boundaries. Boundaries
allow people to engage in sexual behaviours
and feel comfortable. Pleasure is the ultimate
goal – consent is the first step to pleasure.
As a class, watch the short YouTube clip on
Consent, developed by Victoria Legal Aid.
y In pairs, complete a Step inside thinking
routine.
y One student completes the Step inside
thinking routine from Jimmy’s perspective
and one from Carla’s perspective, then share.
JimmyyWhat can Jimmy see, observe, or notice?

yWhat might Jimmy know, understand,hold true, or believe? What makes you
say that?

yWhat might Jimmy care deeply about?
Provide reasons why.

yWhat might Jimmy wonder about or
question? Justify your answer.

Carla
y

What can Carla see, observe, or notice?

yWhat might Carla know, understand,hold true, or believe? What makes you
say that?

Students share with class the differences
they noticed between Jimmy and Carla’s
perspectives.

UnderstandSex? Not sex? (Adapted from Catching On
Later AusVELS Levels 9 & 10 Sexuality Education
Activities)
In groups of four, students use a set of Sex? Not
sex? activity cards. The set is made up of the
Sex? Not sex? voting cards and cards outlining
a range of sexual behaviours.
Groups sort the sexual behaviour cards into two
categories: ‘sex’ or ‘not sex’.
Allow time for discussion and for a consensus tobe reached.
Once all the groups have completed this task,read out a sexual behaviour card to the class,and allow each group to vote either ‘sex’ or ‘notsex’ by holding up one of their voting cards.
Keep track of the results on the board. Repeat
with each sexual behaviour card.
Discuss the following as a class.
y Where there was class agreement, why
was this an easy or more straightforward
behaviour to classify?
y Where the whole class was not inagreement, had there also beendisagreement within the groups. If so, why?
Why is it more difficult to classify thesebehaviours?
y What would be a clear definition of sex?
Would it be the same for everyone?
y To what extent is it important for everyone tohave the same way of defining these sexual
behaviours?

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 639

NSW Department of Education2

Consenty What could be the implications for couples
who have different definitions of sex?
Use a continuum activity to explore differences
and similarities between online and offline
relationships. Allocate 4 areas within theroom: strongly agree, agree, disagree, strongly
disagree. As you read a statement, ask students
to move to the area of the room which
represents their view. Invite students from eacharea to share their views. Sample statements
include:y changing your mind during sex is not fair on
the other person
y oral sex is not sex
y if a partner engages in oral sex withsomeone else that is not cheating
y talking about sex with your partner before
you engage in it ruins the experiencey most people want the same thing when it
comes to sex anyway.
Teachers are encouraged to reinforce key
messages after students have responded,
including consent is required, communication
assists with building a level of comfort,
communication helps to establish what people
like/don’t like, what we see in media such as
pornography is not real, everyone’s preferences
and level of comfort is different when it comesto sex, and it can change too.

UnderstandThis activity assists students to develop andpractise their communication, assertivenessand negotiation skills using a bank ofconversation starters about whether or not tohave sex.
Use a think, pair, share to brainstorm andrecord:y the reasons young people may want to havesex. Display for the class.
y the reasons young people may not want tohave sex. Display these next to the first list.
Hand out one slip of yellow paper and one slipof green paper to each student. (Other colours
can be used.)Students use the yellow paper to record an
opening line which might be used to get aconversation started about whether or not tohave sex. Bundle these conversation starters
together. They can use the statements alreadyon the board to help them get started.
Students use the green paper to record a
response they might use if their partner had
started the conversation about having a sexual
relationship. Bundle these conversation starters
together.
y Ask students to consider writing responses
from a passive, assertive, or an aggressive
perspective.
y Responses could be a ‘yes, because …’
response, or a ‘yes, but …’ response with
attached conditions; or it might be a ‘no,because ...’ response pointing out thereasons why not.

Highlight to students that knowing how
and when to state your limits with sexual
behaviours to your partner can be a challenge.
Recognising and acknowledging your partner’s
limits is equally as important in maintaining
a respectful relationship. Using a range ofself-management and interpersonal skills can
assist you both to clearly express and adhere to
expectations.

In a circle, the responses are placed in thecentre.

Speaking up (Adapted from Catching On Later
AusVELS Levels 9 & 10 Sexuality Education
Activities)y Beginning with yellow, the student reads out
the statement and the student with green
reads the reply.

y Pair students. For example, the student on
your right and the student on your left tomove to the centre.
y The student from your right will take a slip
from the yellow bundle and the student
from your left will take a slip from the green
bundle.

640 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education2

Consenty The statements that have been read are left
on the floor beside the boxes.
y Go around the circle twice, until each
student has read both a yellow statement
and a green statement. Sometimes thereplies will not make a very good match forthe opening line. Don’t worry about it – havea laugh and proceed to the next pair.
y Repeat the process, this time asking
students to identify whether the yellow
statement is passive, assertive, or aggressive.
Where a response is passive or aggressive,
ask students to modify the response to focus
on negotiation in an assertive way.
y Repeat the process, this time asking
students to identify whether the green
statement is passive, assertive, or aggressive.
Where a response is passive or aggressive,
ask students to modify the response to focus
on negotiation in an assertive way.

This is addressed in the stage 4 units as areference point.
If you’re not sure about participating in a sexualact, but go ahead despite those inner feelings,
how might you feel afterwards? Who could youaccess to discuss this?
What is the law with regard to consent?

Understand
Recognising non-verbal
communication
Explain to students that it is also importantfor students to recognise that there are many
ways of communicating. The look on someone’s
face and their body language are also ways ofcommunicating how they feel, and often havemore meaning than the words they say.

Discuss the following questions as a wholeclass.

Read the statements to the class. Students

y Why do you think it might be difficult tostart the conversation?

sign or cross their arms in front if they think it isy Why do you think it might be difficult toreply to your partner?
y Where might this conversation lead?
y Is it OK to have the conversation and decide
not to have a sexual relationship?
y Why is communication about sex
important? Possible answers:‫ ݕ‬It helps to ensure that consent to having
sex is given freely, without coercion.

raise their hand if they think it is a comfortable
an uncomfortable sign.
Comfortable signs

Uncomfortable signs

Pulling you closer

Pushing you away

Actively touching,kissing, hugging

Holding their arms
tightly around theirbody

Relaxed body & facial
expressions

Uncomfortableor painful facial
expressions

Laughing/ giggling

Turning away fromyou or hiding theirface

Enthusiastic noises

Stiffening muscles

Responsive to yourtouch

Not responding to
your touch‫ ݕ‬It helps to avoid misunderstandings.
‫ ݕ‬It might help prevent an unintended
pregnancy.
‫ ݕ‬It might help prevent the spread of STIs.
If you’re not quite sure about participating in asexual act, how might your body indicate that?
Relate this discussion back to your teaching oftrusting your gut and recognising emotion.

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 641

NSW Department of Education2

Consent

Students reflect on the factors that may impact
on a person’s ability to express, recognise, andacknowledge non-verbal communication ofconsent.
Remind students that to achieve a ‘two-way
street’ in an intimate situation, they will needto protect their own physical boundaries while
being aware of, and acknowledging, theirpartner’s boundaries.
Revise the consent video, developed by Victoria
Legal Aid. Replay if necessary. As a class, discuss
the following:y What examples of non-verbal
communication did Carla use to convey how
she was feeling to Jimmy?
y What messages did Jimmy get from Carla’s
non-verbal communication?
y Did non-verbal communication impact on
the situation in a positive or negative way?
What makes you think that?

Act and apply
Students answer the following questions togauge their understanding and prepare themfor the next activities.
y Why is it important to set boundaries in
intimate relationships? What are someexamples?
y What might influence people to havedifferent ideas about what they consider tobe sexual behaviours?
y How can a clear understanding of the sexual
behaviours assist an individual to negotiate
consent assertively?
y How can taking the time to think about yourphysical boundaries and ways to express
them clearly, be beneficial in different
situations?
y How could a person use non-verbal
communication to not consent to sexual
behaviours? Give examples of assertive nonverbal communication.

As a class, watch the YouTube clip on Consent
again.

Carla and Jimmy(clip transcript)[Jimmy and Carla are lying in a bed
together. Carla is awake and looking at
her phone while Jimmy is still sleeping.]
Jimmy: Hey, chicklet. You sleep ok?
Carla: Sort of. Better get up, Jimmy. It’sfour o’clock.
Jimmy: Phone’s dead. Too much YouTube.
You should have slept.
Carla: I’ll just sleep later.
[Jimmy turns away from Carla, gets out of
bed and starts to put his jeans on.]Jimmy: I said I’m sorry.
Carla: I know.
Jimmy: It’s just, I think you’re a super-hot
girl. I can’t help it.
Carla: You should have asked me if I
wanted to do anything. You just went
ahead and did stuff.
Jimmy: I thought you liked what we did. I
thought you liked having sex with me. I’ll
call you later. Ok? Chicklet?
Jimmy turns to face Carla.

Students work through the following activities.
y Did Carla consent to having sex? What weresome indicators (verbal and nonverbal) thatmade you think that?
y Suggest some statements Carla could havesaid to Jimmy at the time when she felt
uncomfortable with what was happening.
y What would influence Carla’s ability to use
these statements and communicate herthoughts and feelings with Jimmy?

642 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education2

Consenty What strengths would have assisted Carla to
be more confident and able to communicate
her thoughts?
y What if they’ve had sex before? Do Carla or
Jimmy have the right to say ‘no’ at any timein the future.
Consider the situation and record responses tothe following:y How might Jimmy feel when Carla says no?
y How should Jimmy respond when Carla saysno?

Reflection
Each pair joins with another pair to complete a
What did we learn today?
Distribute sticky notes to each group and ask
them to record the main points they learn andany questions they may have. Students placesticky notes in a central place in the room.
Answer any questions asked. Review the key
messages.

y How might Carla feel when she says no?
y How will Carla feel if Jimmy acknowledges
Carla’s right to change her mind and say no?
If the situation was reversed, and Jimmy saidno, how would the response and feelings ofboth parties be similar or different?

Before and after
Divide the class into two groups, one is A, andone is B.
y Students in group A record a script for ascene that occurred before the clip where
Carla and Jimmy both communicate their
physical boundaries and clearly give consent
for the sexual behaviours, they are willing toshare together.
y Students in group B record a script for ascene that occurred after the clip where
Carla and Jimmy discuss what happened
and communicate how they are feeling.
Both Carla and Jimmy need to demonstrate
they have taken responsibility for theiractions, feelings, and behaviours. They
should also restate their boundaries andlevel of consent for sexual behaviours.
y Students pair up as A and B to compare how
Carla and Jimmy’s story has evolved.

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 643

NSW Department of Education

3

Acting on the signs

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyAssess situations as safe andunsafe (PD5-9)yRecognise challenging
behaviours in relationships(PD5-9)yIdentify skills and strategies
to manage unsafe, abusive,and violent situations inrelationships (PD5-9)

Success criteria
Students will:yyidentify early warning signsof challenging and unsafe
behaviours in relationships

ResourcesyExamples of red flags inrelationshipsyRed flag scenarios

apply skills and strategies
to manage unsafe, abusive,and violent situations inrelationships

Switch on

y What does it make you wonder?

Introduce the learning goals and discuss themwith the class.

UnderstandExplain to students that the previous activities
focused on boundaries, consent, and sexual
behaviours in intimate relationships. However,
it is important to be aware of a range ofchallenging and unsafe situations that canoccur in our own and others’ relationships.
How people manage them is critical to theirwellbeing and safety?
Show the short clip Love Control Victoria(Source: bentwheelproduction 2009).
Students work through a See, Think, Wonder
thinking routine. Remind students to use global
language rather than any personal language orreferences.
y What do you see?

y Share as a class.

Explain to students that there can be a numberof early warning signs of challenging andunsafe situations in relationships.
It is very important to watch out and be awareof them in your own relationships, and also
acknowledge the responsibility you have toalert others to them if you recognise themoccurring in their relationship.

‘Red flag’ sorting activity
Introduce the concept of a ‘red flag’ to students.

A red flag is something indicating awarning of trouble or danger ahead.

y What do you think is going on?
644 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education

3

Acting on the signs

This activity could also be completed online
using Padlet or a Google doc. The instructions
below are using graffiti sheets and post it notes.
This could be modified to suit the class and thecontext for learning.
Conduct a “brainswarm” where students write
as many relationship ‘red flags’ they can thinkof. This could be done using sticky notes.
Remind them to think about the wide rangeof relationships. Students could refer back totheir see, think and wonders from the previous
activity.
Display five A3 pages around the room with theheadings.
y Physicaly Emotionaly Socialy External signs
y Controlling behaviours.
Students place their sticky notes under theappropriate headings.
Invite students to complete a “poster walk” toread the sticky notes for each heading.

What are some skills and strengths people
could draw on when discussing ‘red flags’ with
their partner or someone they are worried
about?
Explain how one skill and one strength could beapplied, and how it would increase the comfort
or confidence level of an individual.
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.

Recognising ‘red flags’
Divide the class into groups of three.

You may wish to display the Examples of red
flags in relationships if students have difficulty
brainstorming.

Distribute a copy of ‘red flag’ scenario A, B, C, or
D and a highlighter to each group.

As a class, discuss the following questions:y Scenario B Lisa and Andyy Do you think people would be able to easily
recognise the examples you just read on theposter walk? Why? Why not?

y Scenario C Carol and Joey What might affect their ability to recognisethem? For example, they think the
behaviours are normal, they are in denial.
Select 5 red flags. Assess the level of challenge
for an individual to address each ‘red flag’ witha partner?
How confident and comfortable would you
feel to point out ‘red flags’ in other people’s
relationships? What would increase your levelof comfort or confidence?

y Scenario A Jasmin and Jamesy Scenario D Cameron and Raoul
Each group reads through the scenario to gain
an understanding of the relationship they will
be analysing.
For their scenario, highlight any ‘red flag’
behaviours they recognise.
Swap with another group until all groups havereviewed all four scenarios.
Discuss the following questions.
y Explain how realistic the scenarios are andprovide reasons for your views.

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 645

NSW Department of Education

3

Acting on the signs

y To what extent, do you think ‘red flag’
behaviours would be evident in intimate
relationships as people get older?

y How relevant are these strategies andskills to the lives and experiences of young
people?

Choose another type of relationship, forexample, family, peers, friends, work colleagues,coaches, tutors. Describe what these ‘red flag’
behaviours might look like, sound like or feellike in this type of relationship.

Distribute the information sheet on each of
the examples of skills and strategies. Students
become familiar with each skill and strategy
before applying them in the next activity.

Share as a class.

Act and apply

Reinforce to students that it is very importantto recognise, acknowledge and act on ‘red
flag’ behaviours as they are warning signsof challenging and unsafe situations inrelationships.

Students work in pairs with one of the ‘red flag’
scenarios. Ensure it is a different example to the
one they highlighted in the previous activity.
Students:

UnderstandHighlight to students that there are different
skills and strategies people can use to respondto ‘red flags’ and protect themselves if they are
in unsafe, abusive or violent situations.
Display the following four skills and strategies
for students:y refusal skills
y emergency plany risk assessmentsy Trust, Talk, Take control.
Assess student level of understanding on theskills and strategies. Students raise their hand
if they have heard of at least one of the skills or
strategies before.
Students turn to a shoulder buddy and share:y What is one thing you already know about
one or more of the skills and strategies?
y What is one strength that a person could
draw on to use one of the skills or strategies,
for example, honesty, bravery, leadership?
y Describe a time that you have seen one ofthese strategies or skills in action.

y read the scenario to first identify whichcharacter is at risk of an unsafe, abusive, orviolent relationship.
y identify which of the four skills or strategies
this character could use. They may use morethan one. For example:‫ ݕ‬Scenario A Jasmin and James = Risk
assessment‫ ݕ‬Scenario B Lisa and Andy = Refusal skills‫ ݕ‬Scenario C Carol and Joe = Emergencyplan‫ ݕ‬Scenario D Cameron and Raoul = Trust,Talk, Take control
y create the fourth scene of the scenario
where the character actions the chosen skills
or strategy.
As an application task, students could present
the scene they have developed by reading
it out, role playing it, or creating an online
cartoon.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcome
PD5-9, demonstrating application ofknowledge of strategies to solve problems
and seek help.

646 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education

3

Acting on the signs

Pairs join to make groups of four. Students
swap and read the scenario from the other pair.
y Each pair adopts the role of the friend of thecharacter at risk. As that friend:‫ ݕ‬o suggest which skill or strategy is mostsuitable in their situation‫ ݕ‬o provide advice about how the charactercan put the skill or strategy into action.
As an application task, students could present
the scene they have developed by reading
it out, role playing it, or creating an online
cartoon.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomes
PD5-9, demonstrating application of skills
and strategies to manage unsafe, abusive,and violent situations in relationships.
Discuss as a whole class:y Describe a time when you may need to seek
help for your friend if they don’t recognisethe ‘red flag’ warning signs?
y Who might you ask for advice about how
you can support your friend? For example, atrusted adult.

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 647

NSW Department of Education

4

Being respectful and responsible
onlineCreating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyySuccess criteria

Recognise that acting
responsibly online promotes
health, safety, and wellbeing(PD5-3)Students will:yidentify examples ofunethical online behaviour

Assess the accessibility andinclusivity of the eSafety
Commissioner website(PD5-2)ypractise clear no responses
to requests from people tosend sexual images or videosyRecognise examples ofimage-based abuse andsupport offered (PD5-7)
yconduct an audit of theaccessibility and inclusivityof the eSafety Commissioner
websitedevelop their understandingof image-based abuse, andhow to access support, andoffer advice if required

Switch on
Introduce the learning goals and discuss themwith the class.
Explain to students that this section of the unit
is going to explore how developing greater
control and acting responsibly online canpromote the health, safety, and wellbeing of
everyone.
To post or not to post? (Adapted from Building
Respectful Relationships: Stepping out against
gender-based violence)
Display the signs, Post/Don’t post, up on eitherside of the room as position points.
Students find a partner.

ResourcesyPost/Don’t post signyhttps://www.esafety.gov.au/
parents/big-issues/sendingnudes-sextingyYour stories handouty

The Hunting (Series) https://www.sbs.com.au/ondemand/
program/the-huntingy

Excerpt from The
Hunting https://www.
sbs.com.au/ondemand/
video/1574969411586

Inform students that you will be reading out
some examples of photos/videos and that they
will have to decide in their pair if they would
post it or not.
Read each photo/video example. They needto discuss, agree and stand on the side of theroom they have chosen.
Invite students to describe what influenced
their decision after each one.
y A photo of somebody blowing out candles
on a cake at their birthdayy A photo of a woman dressed in a burqa
y A photo of a group of friends swimming at
the beach648 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education

4

Being respectful and responsible online

y A photo of a student in their underwear in
their bedroom, taken without their consent
y A photo of a girl that shared with her partnery A video of somebody being bulliedy A photo of people in a race at a swimming
carnivaly School photosy A private video of a girl dancing to her
favourite song at home, which was stolen
from her mobile phoney A photo taken of two people kissing at aparty taken without their knowledgey A photo of students getting changed for PE
y A photo of a girl climbing some stairs, whichshows her underweary A photo of a year 8 boy crying in theplaygroundy A photo of some puppies
y A photo of an Indigenous Australian inceremonial dress (ie body paint).
As a class, discuss some observations. Whichexamples were harder to make a decisionon than others? Did you both agree on all
examples? Do you think everyone in the classanswered honestly?
Introduce the concept of ethical behaviour.
y Students record a definition for what they
think ethical behaviour means.
y Share as a class.
y Establish a class definition.
y Ethical behaviour can be describedas demonstrating respect, honesty,
fairness, equality, dignity, and diversity
in relationships. Examples of ethicalbehaviours can include respecting a person’sboundaries and decisions around consent.
Ask students:y How could we link ethical behaviour to ourprevious positioning activity?

y When discussing your position as a pair,
were aspects of ethical behaviour consideredor discussed? What makes you say that?
y What could be some influences on whether
people behave ethically online?
y Pausing to think before posting is a strategy
people can use to regulate their behaviour
online. How can this strategy promote
ethical behaviour? Sample responses could
include: allows people to think clearly,
reduces emotion, increases self-control,
people take greater responsibility for theiractions and behaviours.

UnderstandExplain to students that while they may feel
confident that they will behave ethically online,
some people can feel pressured, coerced,
bribed, threatened, or be influenced by others
to share information, images or videos.
Share the data with the class to reaffirm tostudents that not ‘everyone is doing it. (Source:
https://www.esafety.gov.au/parents/big-issues/sending-nudes-sexting)y In a 2017 eSafety survey, 9 out of 10 young
people aged 14 to 17 thought that sexting
happened among their peers — as a kind of
courtship behaviour. However, it may not bequite as common as they think.
y 1 in 3 said they had actually experienced
sexting in some way – whether sending,receiving, asking, being asked, sharing or
showing nude or nearly nude pictures.
y 5% said they had sent an intimate image,and 19% of these said they did it because
they trusted the person they sent it to.
y 15% reported being asked for an image, with
52% of requests coming from someone they
did not know.
y 73% said they did not send an image after
being asked (82% of 14-year olds comparedto 66% of 17-year olds).

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 649

NSW Department of Education

4

Being respectful and responsible online

Send noods not nudes
Show the short clip Send noods, not nudes,
developed by the eSafety Commissioner.
Share the four steps students can take if they
feel pressured to send a nude.

Ask them to stop
Sometimes in relationships people dothings without thinking about the otherperson. This isn’t cool. If someone ispressuring you and you feel safe to doso, ask them to stop. It might not always
work, but sometimes just letting themknow they’re upsetting you will makethem reassess their actions.
Send something else
It is always OK to say no. But you mightwant to get creative in the way you send
the message. Why not send somethingelse, like a meme or clever one-liner?
Instead, you could send noods.
Report and block
If asking them to change their
behaviour doesn’t work, don’t continuecommunicating with them. Follow thesesteps:y Take screenshots of the requests (thiswill help if you need to take further
action at any stage, so think of it as‘insurance’)y Report the person to the social media
service or app they used to contact you
y Block them so they can’t contact you
through that social media service orapp againy If they contacted you via text message,
block their phone number from yourdevice.
y The eSafety Guide has online safetyadvice, tips on how to block accounts
and reporting links.

Get support
If they’re not getting the message, talk toa trusted adult. If you want more support,
there are professional counselling services
like Kids Helpline where you can speak tosomeone confidentially online or over thephone.
Source: https://www.esafety.gov.au/
parents/big-issues/sending-nudes-sexting

Students imagine they have received amessage from a partner. Draft a reply to therequest clearly conveying that they will not be
sharing images or videos in return.

“Babe. Long-time no see. I miss you hottie.
How bout you send me a pic to make memiss you more? Show me how much you
love me”.

Acknowledge that it may be easy to drafta reply to a scenario during class but moredifficult in real life.
As a class, brainstorm reasons people may findit challenging to say no to the request.
Students record three things they could do tosupport a friend to say no.

UnderstandReliable sources – eSafety Commission
Inform students that the eSafety Commissioner(eSafety) is Australia’s national independent
regulator for online safety. Their purpose is tohelp safeguard Australians at risk from online
harms and to promote safer, more positive
online experiences.

650 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education

4

Being respectful and responsible online

The eSafety Commissioner website, https://www.esafety.gov.au/, is a reliable and valid
source of information they can access if in needof advice or support regarding theirs’ or others’
online safety.
Allow students time to explore the section of
the website dedicated to supporting young
people. https://www.esafety.gov.au/youngpeopley Whilst exploring the site, students completea P-M-I (Plus, Minus, Interesting).
y After exploring the site, discuss the following
as a class.
‫ ݕ‬Did you find the website easy to navigate?
‫ ݕ‬Was the information written in a way thatmade it easy to understand for young
people?
‫ ݕ‬Was the information accessible andrelevant to people in rural and remoteareas, lesbian, gay, bisexual, transgender,
and intersex people (LGBTI), people from
culturally and linguistically diverse (CALD)
backgrounds, people with disability?
‫ ݕ‬How could the website be improved
to ensure everyone can access theinformation?
‫ ݕ‬Did the website engage and keep you
interested?
‫ ݕ‬Would anyone like to share points fromtheir PMI?
Students draft an engaging post for the eSafety
Commissioner’s Communications Manager
to share on their social media accounts
to promote the availability of the eSafety
Commissioner website as a source of online
support for young people. Make young people
the audience.

Image-based abuse
Introduce the concept of Image-based abuse(IBA). Image-based abuse happens when an
intimate image or video is shared without theconsent of the person pictured. ‘Sexting’ or
sharing nudes is an example of IBA.
Students watch Image-based abuse, Officeof the eSafety Commissioner to develop theirunderstanding of what IBA includes.
Students access the Your stories page of the
Image-based abuse section of the eSafety
website.
y Randomly assign three characters to each
student to focus on for the activity.
y Draw student attention to the Get support
section at the bottom of each story.
Ask students to complete the questions on theYour Stories Handout.
y What image-based abuse happened to thecharacter?
y How did it affect their wellbeing?
y Who did they turn to for help?
y How was the situation resolved?
Next, ask students to circulate around the room
to find out from others about the stories they
did not read. They must tick off the list on thebottom to ensure they have heard all 13 stories.
Discuss the following:y Do you think the stories are realistic?
y Could you use some of the strategies thepeople used in other situations unrelated to
IBA?
y Do you feel reading through the stories hasdeveloped your ability to support friends
and family who may experience IBA in the
future? What further support do you need to
be able to offer help to friends and family?

Act and apply
The Hunting is an SBS television dramathat follows the lives of four teenagers, theirteachers, and families in the aftermath of anude teen photo scandal. The whole series is
rated M.

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 651

NSW Department of Education

4

Being respectful and responsible online

Note: In accordance with the audio-visualmaterial in schools – procedures for use,material classified M should only beconsidered for students who are 15 years
and over. Material in this classification
may contain themes and scenes which
require a mature perspective. Decisions
about whether the use of M classified
films, television materials and computer
games in the school will be approved
must be made by the Principal. The
Principal may delegate the task ofpreviewing the material to an appropriate
member of the teaching staff who willadvise the Principal as to suitability forstudents 15 years and over.
Parents are to be informed in advanceof presentation so that they have theopportunity to withdraw their child fromthe viewing.

Use the information you reviewed from the Get
Support section on the eSafety Commissioner
website to advise Amandip. Her parents haveremoved all access to technology from her so
you will need to write the main points down
and give it to her on paper. She will be able touse the computers at school if needed to actionsome of your advice.
Organise your advice under two headings:
y Get support https://www.esafety.gov.au/about-us/counselling-support-services
y Take action https://www.esafety.gov.au/keyissues/image-based-abuse/take-action
Ask students to share the advice they gave
to Amandip to ensure all aspects have been
covered.

Show students the excerpt from The
Hunting https://www.sbs.com.au/ondemand/
video/1574969411586. The characters in the clip
are: Nassim, Andy, and Amindip.
As a class, brainswarm aspects in the clipthat have been addressed so far in the unit.
Ensure the following examples are highlighted
and discussed: digital boundaries, ‘red flag’
behaviours, ‘sexting’, influences on ethicalbehaviour, image-based abuse.
Inform students that the story takes a terrible
turn when Nassim sends the photo of Amindip
to Andy who then shares on social media.
Much of the school community and Amandip’s
parents see the photo of her.
Pretend you are Amandip’s friend. She isincredibly distressed by the situation and needs
your advice and support to best deal with thesituation.

652 | PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationshipNSW Department of Education

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I need torevisit to ensure understanding?
y When will I/ can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence will
I need to adapt to ensure my learning goals
are achieved next time?

PDHPE Stage 5: Child Protection Education | Unit of Work Setting and respecting boundaries in relationships | 653

NSW Department of Education

PDHPE

Stage 5: Child Protection Education
Resources

Setting and respecting
boundaries inrelationships

NSW Department of Education

Contents
Images: Signs................................................................................................................................................................................................. 656
Cards: Sex? Not sex? Activity............................................................................................................................................................... 658
Worksheet: Examples of ‘Red flags’ in Relationships......................................................................................................... 662
Worksheet: ‘Red flag’ scenarios .......................................................................................................................................................664
Worksheet: Your stories activity........................................................................................................................................................ 672

PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources | 655

NSW Department of Education

ImagesSigns

656 | PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources

NSW Department of Education

Images: Signs

PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources | 657

NSW Department of Education

Cards

Sex? Not sex? Activity

SEX
NOT
SEX
658 | PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources

NSW Department of Education

Cards: Sex? Not sex? Activity

Kissing
Holding hands
A person gets sexual pleasurefrom holding hands withsomeone.

Body and/or
genital rubbing
Rubbing genitals against
a partner’s body or genitals
for sexual pleasure.

Partners use theirmouths to pleasureeach other’s mouths.
Can also kiss anywhereon partner’s body.

Love letters
A person gets sexualpleasure from writing or
receiving love letters.

Anal intercourse

Cuddling

A man inserts his penis
into his male or female
partner’s anus.

A person gets sexualpleasure from cuddlingtheir partner.

PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources | 659

NSW Department of Education

Cards: Sex? Not sex? Activity

Oral sex(cunnilingus)
A person uses his or
her tongue to stimulate
the female partner’s
genital area.

Fantasy

Vaginalintercourse
A male inserts his
penis into his female
partner’s vagina.

Oral sex (fellatio)

Imagining things thatare sexually arousing.

A person uses his or
her mouth/tongue
to stimulate theirpartner’s penis.

Digital stimulation

Internetmessages

A person inserts theirfinger(s) into theirpartner’s vagina or anus.

Messages which aresexuallyarousing but
not abusive.

660 | PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources

NSW Department of Education

Images: Signs

Massage

Masturbation

A person gets sexualpleasure from being
massaged.

Giving yourself sexualpleasure, usually bytouching or rubbing
your genitals.
Can involve fantasy.

Nipple stimulation

Pornography or
sex toys

Licking, sucking or
rubbing etc. the nipples
for sexual arousal.

Using images or toys
for sexual arousal andpleasure.

Phone sex

Text messages

Phone calls which aresexually arousing but notabusive.

Messages which aresexually arousing but
not abusive.

PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources | 661

NSW Department of Education

Worksheet

Examples of ‘Red flags’ in Relationships
PhysicalEmotionaly Making you afraid by using looks,
actions or gestures
Smashing things

y Making and/or carrying out threats
to hurt youy Destroying propertyy Threatening to commit suicide

y Abusing pets

y Threatening to leave,y Displaying weaponsy Threatening to report you to thepolicey Hurting youy Making you drop charges

y Getting your drunk or drugging you
to get sex

y Making you do illegal things

y Repeatedly making sexual
advances after you’ve said noy Forcing you into sexual behaviours
without consent

y Manipulating or making threats to
get sexy Threatening to take children awayy Threatening to cheat on you

SocialControlling behavioury Treating you like a servanty Controlling what you do

y Making all the decisions

y Doesn’t like you hanging out withyour friends

y Acting like the “master of thecastle”

y Discouraging you from studyingy Being the one to define men’s andwomen’s roles

y Deciding where you go and hangout all the timey Threatening to expose yourweakness or spread rumours

y Limiting your outside involvementy Telling malicious lies about you toyour peers

y Using jealousy to justify theiractionsy Limiting money you can have andwhat you can spend it on
y Dictating what you eat

662 | PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources

NSW Department of Education

Worksheet: Examples of ‘Red flags’ in Relationships

External signs
y Your friends have said they don’t really like your partnery Your friends have said you’ve changedy Your parents/carers don’t want you to spend time with your partnery Your friends and family say they don’t see you much anymore
y You don’t participate in hobbies you enjoy as much as you used toy You’ve started to get into trouble at schooly Your grades have started to drop at schooly You’ve received a few warnings at worky You’re not saving as much money as you used toy You’ve been in trouble with the law

PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources | 663

NSW Department of Education

Worksheet‘Red flag’ scenarios
Scenario A: Jasmin and James
Scene 1
James is fourteen years old and has his first girlfriend. He met
her at a party. Her name is Jasmin and she’s fifteen years old. He’s
thrilled because she’s so pretty and is really popular at school.
They’ve been going out for a month and have seen each otherevery day. She calls every day – five or six times, and they spend at
least a couple of hours together as well. Jasmin treats him very well.
She has a casual job, so buys him presents and takes him to really
nice places.
James has been so busy with Jasmin that he isn’t seeing his friends
except at school. When he talks about her his friends are all jealous
because he has such a hot girlfriend. James has dropped out ofsoccer and drama club because he has no time. Jasmin likes themto meet up straight after school and she doesn’t like to wait or have
him waste time when they could be together.

664 | PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources

NSW Department of Education

Worksheet: Examples of ‘Red flags’ in Relationships

Scene 2James and Jasmin have been going out for two months now.
James is really confused. Jasmin is so wonderful and he keeps
doing things that make her mad. He wonders how he can be so
dumb.
Jasmin loves him so much and she always wants to be with him.
Last week after school he was talking with Parveen. Their teacher
assigned them a school project and they were discussing it. Jasmin
was waiting and when he got to the school gate she screamed
and yelled and called him stupid and selfish, and other even worse
names. She was sure he was seeing Parveen and accused himof sleeping with her. James knew it was his fault for keeping her
waiting. That night Jasmin came over with a box of chocolates andtold him she got mad because she loved him so much and couldn’t
stand to see him with other girls.
Last night he was talking on the phone with a friend he hadn’t
talked to for weeks. He only talked to him for five minutes because
he knew Jasmin would be calling. She calls every ten to fifteen
minutes all evening. Jasmin phoned right after and called him all
kinds of names and accused him of seeing Parveen again. Jasmin
keeps saying and messaging mean things and then says it’s
because she loves him and no one else will love him like she does.
Scene 3As the relationship continued things got worse and worse. Jasmin
didn’t like anything James said or did.
Then Jasmin started to spread rumours about James, both offlineand online. This really hurt James as he found out that she wastelling everyone that they have had sex, which they haven’t. He
brought this up with Jasmin, but she called him lame for not
wanting to have sex and said they should be because everyone else
is. James was really upset, but he didn’t want to lose Jasmin.

PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources | 665

NSW Department of Education

Worksheet: Examples of ‘Red flags’ in Relationships

Scenario B: Lisa and Andy
Scene 1
Lisa is fourteen. She is fairly shy, and although she has always had
two or three close girlfriends, she also worries that she isn’t very
popular.
One day, a boy in her class named Andy asked her out. She wassurprised and pleased that he had noticed her, since he is well liked
at school and considered quite a “catch.”Once they started seeing each other, they spent almost all of theirtime together. Andy seemed flattered whenever Lisa mentioned
how lucky she was to be going out with him, and always mentioned
this when they were around his friends.
Since Andy didn’t really know Lisa’s friends, she didn’t get to seethem very often, but whenever she did they would go on and on
about how they couldn’t believe how lucky she was to have beenchosen by such a good looking, popular boy.
Scene 2In the past few months, Andy has started to criticise Sandy andPatricia, Lisa’s closest friends. He doesn’t want Lisa to go shoppingwith them on Saturdays or to visit with them at lunch or after
school. He says if she really cared about him, she wouldn’t need togo places without him.
Sometimes Lisa sees her friends without telling him, but if he finds
out he gets angry. He calls her names and says she doesn’t careabout him. Other times, Lisa makes excuses not to see her friends
and they wonder why she doesn’t want to visit with them anymore.
Lisa doesn’t want to end her friendship with Sandy and Patricia, but
she’s afraid she will lose Andy if she doesn’t do what he wants.

666 | PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources

NSW Department of Education

Worksheet: Examples of ‘Red flags’ in Relationships

Scene 3On their six month anniversary, Andy planned a lavish celebration
for just the two of them. His parents had agreed to go out for theevening and let Andy cook dinner for Lisa at home. Although it was
supposed to be a surprise, he’d talked about it so much with his
friends that Lisa found out about it and decided to do something
special.
Although she never thought she was beautiful, Lisa usually felt
OK about how she looked. Still, she decided a new haircut before
their special evening would make Andy happy. When she showed
up at Andy’s house, he laughed at her, and told her it looked ugly.
Lisa started to cry and decided to leave, but Andy apologised andconvinced her to stay.
Lisa felt stupid. “I should have known,” she thought, “Andy is soparticular about how I dress or act.” She was determined to behave
throughout the rest of the evening. So, after dinner, when Andy
started kissing her, she let him go farther than ever before. Before
she knew it, he was pulling her skirt up and taking off his pants.
When she hesitated, Andy told her that she owed him sex. After all,wasn’t she lucky to be going out with him? She wouldn’t have any
friends if it weren’t for him.
How could she refuse after he’d done so much for her? She said,“No, Andy. I’m not ready for this.” Still, he said it was too late, andforced her to have sex with him. When it was over, she just sat on
the couch and cried. Andy apologised, and told her she’d better getover it before his parents got home.

PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources | 667

NSW Department of Education

Worksheet: Examples of ‘Red flags’ in Relationships

Scenario C: Carol and Joe
Scene 1Carol is thirteen. For six months, she has been dating Joe, who is ayear ahead of her in school.
Since the beginning, the relationship has been going well. Joe sent
her special messages, and every evening they would spend hours
messaging each other. Sometimes, Joe accused Carol of flirtingwith other guys. He said that she had to be careful, since she wasso beautiful. Carol wasn’t too bothered by the accusations. She
thought that if Joe was jealous, it must mean he really cared about
her.
Scene 2
One month later, Carol and Joe had plans to go out on Friday after
school. He said he would meet her at the front door of the school
half an hour after the bell. Carol was talking with her friend Amy by
her locker after school. She lost track of time and was late meeting
Joe. He was gone by the time she got to the door, so she wenthome.
Joe was waiting outside her house. Before she could explain what
happened, he started yelling, “where have you been? What haveyou been doing?” He grabbed her by the hair and slapped her face.
She tried to get away, but he punched her and knocked her on the
ground. Carol blacked out for a minute or two, and when she cameto Joe was sitting on the ground crying and saying, “I’m sorry, I’m sosorry.”
Carol went into the house by the back door so her parents wouldn’t
see her. She cleaned herself up and put makeup where the bruises
would show. She came back outside, and Joe acted like nothing
had happened. They went out for the evening, and nothing else
was said about the incident.

668 | PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources

NSW Department of Education

Worksheet: Examples of ‘Red flags’ in Relationships

Scene 3Joe hadn’t had any violent outbursts for three or four months, so
Carol forgot about it and thought it wouldn’t happen again. But,in the last few weeks, Joe has started slapping her around once or
twice.
Carol has tried everything not to make him angry, but he seems to
get worked up for no reason. Carol hasn’t told anyone what is goingon, although her friends have asked her a few times if she has
hurt herself because sometimes the bruises show even under the
makeup. Carol always makes up an excuse.
She thinks her mother is getting suspicious, but so far Carol has
avoided any direct questions. Carol wants to help Joe, but she
doesn’t see how. She has tried to talk with him, but it only seems to
make him angrier.
She is often afraid that he will hurt her badly, but she cares abouthim. And deep down, she thinks he might come after her if she
tried to break up with him.

PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources | 669

NSW Department of Education

Worksheet: Examples of ‘Red flags’ in Relationships

Scenario D: Cameron and Raoul
Scene 1
Cameron is fifteen years old and is in his first official relationship.
He met him through his Basketball Club although they play indifferent age groups. His name is Raoul and he’s seventeen years
old.
They don’t go to the same school, so it is great to have someone
else to hang out with, especially since they have the love ofbasketball in common. They’ve been together officially for twomonths but only get to see each other twice a week at thebasketball stadium and usually once on the weekend.
They text and speak on the phone daily, plus keep updated via
socials. Raoul has his license and is kind enough to give Camerona lift home from basketball. He also has a part-time job and pays
when they eat out, go to the movies or see a basketball game.
Cameron is yet to tell his family and his school friends that he is gay.
Raoul knows this and is cool about it. Cameron is starting to worry
about his grades as he has been distracted by his relationship,
finding it hard to concentrate on homework. When he tells Raoul
about this, he says not to worry as he still has a few years left at
school.

670 | PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources

NSW Department of Education

Worksheet: Examples of ‘Red flags’ in Relationships

Scene 2
Cameron and Raoul have been together for six months now. Raoulhas been wanting to see Cameron more often, which he thought
was great at first but Cameron is now feeling very overwhelmed.
He tried to discuss his feelings with Raoul, who became very
upset. He even asked Cameron if he was interested in someone
else!! Cameron tried to reassure Raoul but this seemed to makehim angrier, it was like he wasn’t listening. Later that night Raoul
messaged Cameron to apologise, saying he should be happy thathe’s jealous because it shows how much he loves him. Cameron
replied to say he accepted his apology.
Cameron had his basketball grand-final on the following weekend,
his family and some friends from school were all coming alongfor support, Raoul would also be there representing the Club.
Cameron’s team won and his friends all came over to congratulate
him. Raoul did not like this, he whispered in Cameron’s ear “they’dbetter back off or I’ll show them you’re mine”. Cameron froze as
he was not ready to come out about his sexuality to his parents orfriends yet.
Scene 3
Cameron felt trapped in the relationship. Raoul was controlling him
by threatening to “let it slip” to people at the Basketball Club that
Cameron was gay. He felt like he had no one to turn to as he could
not discuss his worries with his friends and family.
Raoul had also pressured Cameron into sexual behaviours that hedid not want to do and forced him to watch pornographic material.
Raoul says it would be a “dog act” if he told as it would make people
think badly of the LGBTQ community. Cameron just can’t see a way
out.

PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources | 671

NSW Department of Education

WorksheetYour stories activity
Part A
Story 1:
1.

What Image-based abuse happened to the character?

2.

How did it affect their wellbeing?

3.

Who did they turn to for help?

4. How was the situation resolved?

Story 2:
1.

What Image-based abuse happened to the character?

2.

How did it affect their wellbeing?

3.

Who did they turn to for help?

4. How was the situation resolved?

672 | PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources

NSW Department of Education

Worksheet: Your stories activity

Story 3:
1.

What Image-based abuse happened to the character?

2.

How did it affect their wellbeing?

3.

Who did they turn to for help?

4. How was the situation resolved

Part B___ Anna___ Michael___ Ariba___ Min-jun___ Emily___ Mitch___ Kate___ Priya___ Jess___ Steven___ Luca___ May

PDHPE Stage 5: Child Protection Education | Setting and respecting boundaries in relationships resources | 673

NSW Department of Education

PDHPE

Stage 5: Child Protection Education
Unit of work

The impact of power
and identity on
relationships

NSW Department of Education

Contents
Unit description ................................................................................................................................................................................676
Lesson 1: Exploring identity and gender.......................................................................................................................... 679
Lesson2: Use your powers for good not evil................................................................................................................... 685
Lesson 3: Staying safe .................................................................................................................................................................. 688
Lesson 4: Challenging gender-based violence............................................................................................................692
Evaluation.............................................................................................................................................................................................. 696

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 675

NSW Department of Education

Unit description
Through this unit, students will investigate
norms, stereotypes, expectations and identity.
They will describe the influence of norms,
stereotypes and expectations on identity.
Norms, stereotypes and expectations related
to gender can influence a person’s or group’s
identity. This can impact on a person’s useof power for positive or negative. Gender
based violence is a major issue in Australia.
Challenging attitudes and behaviours to
reduce gender-based violence is a community
responsibility. Through this unit, students
will build their understanding of the link
between gender and violence and investigate
the influence of gender on power and how
power is used in positive and negative ways inrelationships.
Students will build their understanding of thecontextual factors that impact on a person’shealth, safety and wellbeing. This unit provides
teaching and learning activities around Child
Protection education.
Students will investigate the essential question:
How can we use our power for good and notevil to protect ourselves from harm and keep
the community safe?

Skills in focus
Self-management
Self-awarenessy awareness of rights and responsibilities,
influences, values, attitudes, strengths andweaknesses

InterpersonalCommunication
y expressing feelings
y negotiation and conflict management
y assertivenessEmpathy buildingy understanding others’ views
y understanding of others’ needs andcircumstances

Leadershipy influencing and persuading
Social awarenessy recognising difference and diversity

Propositions
Throughout this unit, the propositions areembedded as follows:

Educative purpose
Students are provided with opportunities todevelop the knowledge and skills required
to recognise how power can be used both
positively and negatively in relationships, witha focus on the influence of gender on the useof power. They will create and practise ways
to reframe scenarios to reflect positive use of
power. Students will build their understandingof the link between gender and violence, anddemonstrate strategies for challenging gender
based abuse or violence.

Strengths-based approach
Activities in this unit are designed to allow
students to recognise their personal power
when exploring ways to respond to different
types of abuse. This is achieved by encouraging
students to draw on their knowledge andunderstanding of abusive situations and theskills and strategies they can use safely tohelp them and others to respond to unsafe
situations, reflective of various contextual
factors.

Develop health literacy
Students will enhance their ability torecognise the influence of norms, stereotypes
and expectations on gender, engaging
in opportunities to challenge community
messages.
Students are provided with opportunities toresearch and evaluate available options in orderto create a safety plan to protect themselves
and others from abuse, taking a range ofcontextual factors into consideration.

676 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

Critical inquiry
Students will develop their knowledge andunderstanding of contextual factors that impact
on an individual’s options and choices when
responding to situations that involve abuse andneglect, recognising that different approaches
are required to promote and protect their safety
and wellbeing.

PDHPE Syllabus outcomes and learning focus
Outcomes

Unit learning goals

PD5-1 assesses their own andothers’ capacity to reflect
on and respond positively tochallengesyPD5-3 analyses factors andstrategies that enhance
inclusivity, equality andrespectful relationshipsyDefine norms, stereotypes,
expectations and identity
Describe the influence ofnorms, stereotypes andexpectations on identityyIdentify how power canbe used in relationships inpositive and negative waysyDescribe the influences on
power and how it is usedyDefine abuse and neglect

PD5-6 critiques contextual
factors, attitudes andbehaviours to effectively
promote health, safety,
wellbeing and participation inphysical activityyUnderstand the contextual
factors that impact on a
person’s health, safety andwellbeingy

Builds understanding of
the link between genderand violence

PD5-9 assesses and applies
self-management skills toeffectively manage complex
situationsyUnderstand why, when andhow abuse and neglect
might occur

PD5-10 critiques their ability
to enact interpersonal skills tobuild and maintain respectful
and inclusive relationships in avariety of groups or contextsyDiscuss the influence ofgender on power and how
power is usedyExamines positive uses ofpower using the “Hey mate”
campaign videos

Evidence of learning
Students will:yidentify the influences ongenderychallenge community
messages about gender(norms, stereotypes andexpectations)yidentify negative andpositive uses of powerydefine types of abuseyexplain how eachcontextual factor impacts
on a person’s health, safety
and wellbeing in abuse andneglect scenarios

yidentify where abuse has
occurred and name it using
the types of abuseycreate a safety plan toprotect themselves andothers from abuseyreframe scenarios to reflect
positives uses of powerydemonstrate strategies forchallenging gender based
abuse or violence

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 677

NSW Department of Education

PDHPE Syllabus content
Key inquiry questions

Syllabus content

How can I be the best
version of me and support
the identity of others?

yevaluate factors that impact on the identity of individuals andgroups including Aboriginal and Torres Strait Islander Peoples(ACPPS089)‫ ݖ‬analyse how norms, stereotypes and expectations may
influence individual and group identity‫ ݖ‬examine how diversity and gender are represented in the
media and communities, and investigate the influence these
representations have on identity S‫ ݖ‬plan, rehearse and evaluate strategies for supporting their own
and others’ identity and personal safety S I

What factors enhance
inclusivity, equality andrespect in relationships?

yinvestigate the characteristics of respectful relationships and therights and ethical responsibilities of individuals in relationships‫ ݖ‬assess the factors that influence inclusivity, equality and respect
in relationships, eg genderyinvestigate how the balance of power influences the natureof relationships and propose actions to build and maintainrelationships that are respectful‫ ݖ‬describe how forms of power are used in a variety ofrelationships I‫ ݖ‬examine the impact of power, conflict and cooperation indifferent settings including school, friendship groups, home
and workplace‫ ݖ‬propose protective strategies for a range of neglect andabuse situations, eg family and domestic violence, bullying,harassment, homophobia, transphobia and vilification I

What strategies can I
plan and prioritise in mycommunity to empower
individuals to lead healthy,safe and active lifestyles
for the benefit of my own
and others’ wellbeing?

y

Why are external
influences an important
aspect of my own
and others’ health,safety, wellbeing andparticipation in physicalactivity?

yplan, rehearse and evaluate options for managing situations where
their own and others’ health, safety and wellbeing may be at shortor long-term risk (ACPPS091)‫ ݖ‬formulate a safety plan to meet the particular needs of achallenging situation, listing choices and consequences andmaking a decision about the best choice for their own health,safety or wellbeing S I
analyse situations where external influences may have an impact
on their ability to make healthy and safe choices (ACPPS092)‫ ݖ‬describe pro-social behaviour expectations in social situations
and examine how these can influence decisions behaviours andactions S I

678 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

1

Exploring identity and gender

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyDefine norms, stereotypes,
expectations, and identity(PD5-1)
Describe the influence ofnorms, stereotypes, andexpectations on identity(PD5-1)

Success criteria
Students will:yidentify the influences ongenderychallenge community
messages about gender(norms, stereotypes, andexpectations)Switch on
Introduce the learning goals and discuss themwith the class.
Introduce the Question Box to the class.
The question box allows for anonymity
and establishment of student priorknowledge in relation to PDHPE concepts.
Allowing students to ask questions in ananonymous manner will increase student
access to reliable information. Even thoughanonymous, it is expected that teachers
will reasonably be able to work out theidentity of a student should a disclosure be
made, so a child protection response can be

ResourcesySets of Silent card shuffle
activity cards (groups ofthree)y+1 Thinking routine handoutyGender cardsyMale/Female signsyMedia world’ vs ‘real world’category cardsyThey’re never happy!
Scenarios. (Formative
assessment – collect fromstudents)

provided. If it is a large group or the teacher
is not familiar with students’ work, they
could invite students to add their name, ifthey wish, saying it will not be shared withthe group. Although not all students will,
this should assist with identification, if it isneeded. The box should be a material item
such as a shoe box, bowl, or hat.
Explain to students:y The question box can be used to ask
questions that they want to know but
don’t want to ask in front of everyone.
yThe question box is anonymous, but you
might choose to add your name if you
wish.

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 679

NSW Department of Education

1

Exploring identity and genderyEveryone will be given a blank piece of
paper at the end of each lesson.

yEveryone must record something
on their piece of paper whether it
is a question or something else, forexample, last night’s dinner to ensure
the questions remain anonymous or adrawing.

Use the Silent card shuffle resource. Students
form groups of three with a set of cards anddefinitions from the resource.

yThey must place their own paper into thequestion box.

Step one: Matching the terms and definitionsy

The question box is anonymous and thatmeans no-one puts their name on theirquestion.

y

No one is to write another person’s namein the question or statement. Encourage
global questions.

yEveryone will be given a blank piece of
paper at the end of each lesson.

yWrite questions related to what they
have been learning about.

yEveryone MUST write something on theirpiece of paper whether it is a question orsomething else, for example, an answer
to a question related to the lesson
they’ve just had.

y

They must place their own paper into thequestion box.

y

Questions will be answered at the next
lesson.

Explain to students that this activity will explore
how norms, stereotypes, and expectations
related to gender can influence a person’s orgroup’s identity.
Acknowledge that when we investigate
identity, there may be some overlap between
norms, stereotypes, and expectations, but the
combination of the three has a significant

impact on how a person develops and portrays
or shares their identity.

Explain the instructions for the Silent card
shuffle to students.

y In groups, students spread the cards out ona flat surface without talking.
y Still in silence, work together to rearrange
the cards to match the term with thedefinition.
Step two: Justify and refiney Now you may talk to each other and ask
for an explanation or justification for the
positioning of certain cards.
y Refinements or changes may be made at
this stage.
Step three: Circle and observey Groups move around to visit other groups
and discuss what they notice.
y Groups are not permitted to touch the cards.
Step four: Return and refine
y Return to your home table and based onwhat you observed and discussed in thevisits to other tables, decide whether or not
to make any refinements.
Step five: Teacher debriefy The teacher reveals the correct definitions tostudents and discusses any points that needclarification.

680 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

1

Exploring identity and gender

Correct definitionsy Norms: Customary rules that govern
behaviour in groups and societies, forexample expected ways to look andbehave.
y Stereotypes: A widely held but fixedand oversimplified image or idea of aparticular type of person or thing.

Explain to students that you are going to show
them a short clip that discusses these concepts.
Students record as many points they canrelated to the defined terms as they watch theclip.
Show the short clip Fairy tales to reality TV: how
girls and guys are portrayed in movies and TV
Source: Domestic Violence Resource Centre
Victoria, 2015.

y Expectations: Strong beliefs about theproper way someone should behave, orsomething should happen.

Distribute the +1 Thinking routine handout
and ask students to complete following the
instructions.

y Identity: Individual characteristics(including thoughts, ideas, feelings,
and attitudes towards self-worth)/and capabilities of a person, or
characteristics of a social or culturalgroup. Identity refers to all things
that define who we are at any given
moment in our lives. It is not static.
Identity is influenced by contextual
factors.

y Recall: In 2 – 3 minutes and working
individually, each student generates a listof key ideas they recall from the clip thatthey feel is important. Students do this frommemory.

y Gender: Gender refers to sociallyor culturally defined ideas aboutmasculinity (male roles, attributes, andbehaviours), and femininity (femaleroles, attributes, and behaviours).
y Sex: The biological characteristics
that define humans as female or
male. While these sets of biologicalcharacteristics are not mutually
exclusive, as there are individuals who
possess both, they tend to differentiate
humans as males and females.
y Sexual identity: The perception aperson has of themselves, theirsexuality, and the way they present
themselves to others.

y Add (+) 1: Students pass their +1 Thinking
routine handout to the right. Taking 1 – 2
minutes, each student reads through thelist in front of them and adds one newthing to the list. The addition might be anelaboration (adding a detail), a new point(adding something that was missing), or aconnection (adding a relationship between
ideas).
y Repeat this process at least two times.
y Review: Return the +1 Thinking routine
handout back to the original owner.
Students read through and review all the
additions that have been made on their
sheets. At the same time, they may add any
ideas they have picked up from reading
other’s sheets that they thought were
worthwhile.
As a class, discuss the following:y What are the main messages from the clip?
y To what extent, do you think people
recognise how they are influenced by what ishappening around them?
y Are the influences positive, negative or both?
Give some examples for each.

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 681

NSW Department of Education

1

Exploring identity and gender

UnderstandLabels are for jars (Adapted from Building
respectful relationships: Stepping out against
gender-based violence DET Victoria 2018)
Place the three floor cards (male, female, bothmale and female) on the ground, allowing
enough space for students to be able to movearound the room.
Give each student one of the gender cards. If
you have more than 25 students, you will needto add extra cards to ensure each student has
at least one.
Students place their card into the category
where they think it fits.
Once the cards have been placed, ask students
if there are any cards they would move. Explain
why they would move them?
As a class, discuss the following:y Which category is the largest? Why?
y What differences are biological? Whatdifferences are behavioural?
y Where do we develop an understanding of
the differences? Teachers are encouraged
to guide students to link back to norms,
stereotypes, and expectations.
y Who reinforces norms, stereotypes, andexpectations related to gender? Sample
answers include family, friends, community
groups and media.
Explain to students that the language usedby people also reinforces formation of gender
identity.
Show the short clip Stop it at the start – What
comes to mind when you hear these phrases?
Department of Social Services, AustralianGovernment.
Inform students that they are going toparticipate in a Circle talk centred around theclip they just viewed.

y Students form two concentric circles (onecircle within the other). This structure
facilitates dialogue between students.
y Students sit or stand facing each other toencourage active listening between partners.
y Read out each of the statements listed below
one at a time.
y Allow thinking time of 15 – 30 seconds.
y Students in the inside circle must come up
with an assertive or witty comeback which
they must practise saying to their partner.
Students may also choose to use non-verbal
communication to reinforce their message.
Their partner must critique their response
and give them feedback.
y Have the outside circle rotate one or twoplaces to the left or right.
y Read out the next statement and this time
the outside circle must prepare and deliver a
comeback. The process is then repeated foreach of the statements.
y To debrief, discuss the ideas produced
during the circle talk. List any questions
that students identified to generate further
learning.
‫“ ݖ‬He picks on you because he likes you”‫“ ݖ‬Lighten up, he didn’t mean it like that”‫“ ݖ‬It’s only a bit of fun”‫“ ݖ‬It’s just a joke”‫“ ݖ‬It’s tough being a boy”‫“ ݖ‬He’s just going through a phase”‫“ ݖ‬Boys will be boys”‫“ ݖ‬He didn’t know he was doing anything
wrong”‫“ ݖ‬It takes two to tango”‫“ ݖ‬She probably provoked him”‫“ ݖ‬Man up”‫“ ݖ‬Stop acting like a girl”‫“ ݖ‬Who wears the pants?”‫“ ݖ‬Boys don’t cry”

682 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

1

Exploring identity and gender‫“ ݖ‬She has you under the thumb”‫“ ݖ‬You’re so whipped”‫“ ݖ‬She’s such a bossy-boots”‫“ ݖ‬She’s a feisty one”‫“ ݖ‬Why are you being so uptight?”‫“ ݖ‬She can be a real know-it-all”‫“ ݖ‬She’s a bit of a tomboy”

social media) they have been assigned
supports the development of gender identity.
For example, how does family influence thegender identity of males?
Each group:
y swaps with the group that has the same
influence but opposite sex

As a class, discuss the following:y circles the positive examples and highlightthe negative examples listed on the sheet
they havey Have you heard people say any of thesethings before?

y considers if there is a balance of positive andnegative examples

y Why might someone use these statements?

y swaps with any group that has a different
influence and add more positive examples
you can think of‫“ ݖ‬She’s a little princess”

y To what extent do you think people
understand the impact of what they aresaying on the formation of gender identity?
y What impact might these statements haveon children under 10 of both genders?
y What impact might these statements haveon young people under 18 of both genders?

UnderstandInfluences on gender identity
Divide the class into eight groups, number
them 1 – 8. Distribute a piece of A3 paper toeach and one highlighter to each group.
Instruct students as below:
y Groups 1, 3, 5, 7 record male in large letters at
the top of their page.
y Groups 2, 4, 6, 8 record female in large lettersat the top of their page.
y Groups 1 and 2 record family on their page.
y Groups 3 and 4 record friends on their page.
y Groups 5 and 6 record community groups on
their page.
y Groups 7 and 8 record media/social media
on their page.
Each group records as many ways the influence(family, friends, community groups, media/

y swaps again with another group that has
a different influence and suggest how thenegative examples could be turned into
positive examples
y swaps for the last time with the remaining
influence and read through the points.
As a class, discuss the following:y Which group do you think has the mostinfluence on gender identity? Is your answer
the same for males and females? Whatmakes you say that?
y Which group do you think has the mostpositive influence on gender identity? Is youranswer the same for males and females?
What makes you say that?
y Which group do you think has the mostnegative influence on gender identity?
Is your answer the same for males andfemales? What makes you say that?
y How do you think gender identity influencesa person’s intimate relationships withothers?
Note: Keep the responses from groups 7 and
8 as the next activity focuses on gender in the
media.

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 683

NSW Department of Education

1

Exploring identity and gender

Understand
Focus on gender in the media (Adapted from
Building respectful relationships: Stepping out
against gender-based violence DET Victoria
2018)
Explain to students that they will now focus on
how gender is represented in the media.

y What sorts of risks are there to young people
if they are learning about sex from themedia?
y Which of the statements would you put
under a title of ‘ideal world’?
y Are there other statements you would want
to include?

Display the responses from groups 7 and 8 fromthe previous activity.

Act and apply

Are there any examples of how the media
represent gender on either list? What should amale look like? What should a female look like?
How should a male act? How should a female act?

They’re never happy!! (Adapted from Building
respectful relationships: Stepping out against
gender-based violence DET Victoria 2018)

In groups of six, students use a set of the ‘media
world’ vs ‘real world’ category cards.
Explain to students that they have four categorycards that represent ‘media world’ (the world
created by media or what the media portrays),‘real world’ (the world of real life), both andneither. They also have a selection of statements
about gender and sex.
Students read through the statements one attime, after each statement discussing whether
they think it belongs in ‘media world’, ‘realworld’, ‘both’ or ‘neither’. Students place themwith the appropriate ‘world’ card, until they haveworked their way through the statements.
Invite each group to read out a number of theirstatements describing which world they placed
it in and why.
Rotate through the groups, stopping to discussstatements that were subject to disagreement
or were of particular interest. This activity
provides an opportunity to highlight many of
the unrealistic and harmful messages that canbe conveyed through mainstream media in
relation to sexuality, gender, sexualisation andpornography, and to emphasise the ways inwhich these differ from respectful relationships
and sexuality.
As a class, discuss the following:y When you look at the statements under‘media world’, how respectful and pleasurable
does ‘media world’ seem?

Students find a partner. Allocate each student
as either A or B.
Distribute the They’re never happy! scenario
about Lucy to the student allocated as A,
and the scenario about Finn to the student
allocated as B.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD5-1, demonstrating an understandingof the influence of norms, stereotypes, andexpectations on gender.
Students read the scenario they have been
given and answer the questions at the bottom.
Students swap their scenarios and answers inorder for them to have the opportunity to gain
insight into their peers’ scenario and responses.
As a class, discuss the following:y Did you recognise the influence of family,
friends, community, and the media in the
scenarios?
y Share examples of positive influences.
y Share examples of negative influences.
y How could some of the norms, stereotypes,
and expectations represented in the
scenarios be addressed?

684 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

2

Use your powers for good not evil

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goals

Success criteria

Identify how power canbe used in relationships inpositive and negative ways
(PD5-3)Students will:yidentify negative andpositive uses of poweryDescribe the influences on
power and how it is used
(PD5-3)yreframe scenarios to reflect
positives uses of poweryDiscuss the influence ofgender on power and how
power is used (PD5-10)yResourcesyTypes of power cards A3 size.

yUse of power scenarios.
(Formative assessment –collect from students)

Switch on

y In what ways might some people have more
power than others?

Introduce the learning goals and discuss themwith the class.

y Do you think all people realise and recognise
how they use their power in a positive way?
What makes you say that?

Remind students that gender is just one
influence on a person’s identity albeit asignificant one.
Explain to students that identity has asignificant influence on how power is usedin relationships. Norms, stereotypes, andexpectations can also influence how people use
power in relationships.
Display the following quote on the board:“Use your powers for good not evil” (NnediOkorafor)
As a class, discuss the following:y To what extent do all people have power?

y Do you think all people realise and recognise
how they use their power in a negative way?
What makes you say that?
y Highlight to students that they will be
exploring the concept of the use of power toinfluence.

UnderstandTypes of power
Inform students that they are going to expand
their understanding of the types of power sothey are better able to recognise how it can beused in a variety of relationships and settings.

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 685

NSW Department of Education

2

Use your powers for good not evil

Distribute the Types of power cards evenly
amongst students.
Students communicate and cooperate tomatch up the type of power with the definitionand examples. They must line the type,definition, and examples up in a central placein the classroom for review.
Display the correct answers focusing discussion
on how power can be used in both a positive
and negative way.

Act and apply
Use of power in relationships
Explain to students that they will be reviewing
a number of scenarios that explore the use of
power.
Students form groups of four.
y Distribute a different scenario to eachmember of the group.
y Each student must read the scenario they
have been given and answer question 1.
y They then pass their scenario to the personon their right, and read the new scenario,
and their peers answer to question 1.
y Next, they answer question 2, and continue
this process until students have read all 4
scenarios and answered all four questions.
As a class, review the answers for each scenario.
Students consider their prior learning andassess if the scenario was impacted by identity,
gender and/or sexuality.
Suggested answers: Bill (sexuality), Mia (gender,
sexuality), Nell (gender), Raj (identity, gender)
Assign one scenario to each group and ask
them to imagine they are the friend of thecharacter. Together, they propose advice thefriend could give about how the character
could manage their emotions related to thesituation and the steps they could take to begin
to resolve the issue.

Each group presents their ideas to the classgiving other students the opportunity tocritique and give feedback on the advice theycame up with.
Following on from this, students choose one
scenario and ask them to reconstruct the
scenario to reflect power being used by all
characters in positive ways only.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD5-3, demonstrating an understanding of
how power can be used in a positive way.
Students share their revised scenario with atleast two other members of the class. Invite
willing students to share with the class anddiscuss.
y How did the positive use of power promote
inclusivity, equality, and respect for all
involved in each scenario?
To conclude show the short clip There’s
Nothing Good About Dads Who Abuse Women
Source: Department of Premier and Cabinet
Victoria 2016.
As a class, discuss the following:y What types of power were demonstrated by
the Dad in the clip? Teachers are encouraged
to guide students to answer using theterms from the types of power activity. For
example, information, expertise, position,and strength. Record them on the board.
y Recall examples of positive use of power
demonstrated by the Dad and place under
the correct type.
y Recall examples of negative use of power
demonstrated by the Dad and place under
the correct type.
y How do you think gender identity influenced
the Dad’s behaviours?
y How might the Dad’s behaviour influence
the gender identity of the little boy in both apositive and negative way?

686 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

2

Use your powers for good not evil

Explain to students that it is equally important
to be aware of how they themselves use
power as it is to recognise and act if others
are not using power positively in all of theirrelationships.
Remind students of the introductory quote“Use your powers for good not evil” (NnediOkorafor)

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 687

NSW Department of Education

3

Staying safe

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyyySuccess criteria

Define abuse and neglect(PD5-3)Students will:ydefine types of abuse

Understand why, when,and how abuse and neglect
might occur (PD5-9)

yidentify where abuse has
occurred and name it using
the types of abuse

Understand the contextual
factors that impact on a
person’s health, safety, andwellbeing (PD5-6)

yexplain how each contextual
factor impacts on a person’shealth, safety, and wellbeing
in abuse and neglect
scenariosycreate a safety plan toprotect themselves andothers from abuse

ResourcesyWho? How? Where? Why?
handout A3yTypes of abuse scenariosyTypes of abuse scenario
analysis handouty

Safety plan handout(Formative assessment
collect from students)

Switch ony Who might be involved in situations related
to abuse and neglect?

Introduce the learning goals and discuss themwith the class.

y How do people abuse and neglect others?

Explain to students that they are going tocomplete an activity to gauge their current
knowledge and understanding of abuse andneglect which are both examples of peopleusing their power in a negative way.
Display the terms abuse and neglect.
Students form groups of three. Distributeone copy of the Who? How? Where? Why?
handout.
Students record what they already know on thehandout using below as a guide:y Where does abuse and neglect happen?
y Why does neglect and abuse happen?
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm.

688 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

3

Staying safe

The Mandatory Reporter Guide (MRG) can
assist in making an informed decision
regarding child protection concerns.
More information is available on the Child
Protection website.
Students swap their completed copy withat least two other groups to broaden theirunderstanding.
As a class, discuss the responses highlighting
key messages listed below.
y Who is involved in situations related toabuse and neglect? Suggested answers may
include anyone but certain individuals andgroups are more vulnerable. Think back to
the previous scenarios – were Bill, Mia, Nell,
Raj subject to abuse or neglect?
y How do people abuse and neglect others?
Suggested answers may include violence,bullying, harassment, homophobia,
transphobia, and vilification.
y Where does abuse and neglect happen?
Suggested answers may include anywhere
to reinforce that all environments may haveelements of risk.
y Why does neglect and abuse happen?
Suggested answers should connect toprevious learning about negative use of
power.

emotional and financial, C – sexual andneglect, D – social and stalking. Students
become the group ‘expert’ in this type ofabuse.
y Each ‘expert’ uses either the fact sheet or
https://www.1800respect.org.au/ to develop
their understanding of examples of abuse in
the areas they have been allocated.
y Students return to their ‘home’ group toshare what they have learned and develop
their understanding of other types of abusefrom their peers.
While still in their ‘home’ groups, students readover all four scenarios and record which typesof abuse are evident for each character on their
Scenario analysis handout.
Invite willing students to share and justify theiranswers naming examples from each.
Suggested answers:
y Ayesha – psychological or emotional
violence, spiritual violence, social violence,
financial violencey Kim – psychological or emotional violence,social violence, stalking, financial
y Ben – physical violence, psychological oremotional violence, neglecty Ryan – physical violence, psychological oremotional violence.

Understand

UnderstandTypes of abuse – Jigsaw activity

Everyone’s situation is unique – Think,
pair, share

Explain to students that they are going to revisit
their prior knowledge about types of abuse.
Organisation of jigsaw activity.
y Students form ‘home’ groups of four and aredesignated as A, B, C, or D.
y Assign each type of abuse as follows: A –physical and spiritual, B – psychological/

Explain to students that there are contextual
factors that impact on a person’s health, safety,
and wellbeing.
Display the table below and unpack theexamples with students.

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 689

NSW Department of Education

3

Staying safe

Individual

Sociocultural

Socioeconomicyknowledgeyreligionyeducationyskillsyparents/carersyincomeyattitudesyfamilyyemploymentybeliefs

y

media

y

abilityyculture

y

sex

y

peers

y

genderylanguageysexualityypolitics

Students read over all four scenarios and record
which factors have had an impact on thesituation.
Students find a partner and assess how thefactors they have identified are impacting
on the person’s ability to seek help. Remind
students that ‘assess’ means they make a
judgement of how much impact the factor ishaving.
Suggested answers:
y Ayesha – religion, parents/carers, family,
culture, language, education income,y Kira – knowledge, skills, attitudes, beliefs,
gender, family, peers, income, employment
y Ben - skills, ability, geographical location,access to health services
y Ryan – attitudes, beliefs, sexuality, parents/
carers, family, peers, geographical location,access to health services.
Each pair joins with another pair to discuss
their answers.

Environmentalygeographicallocationyaccess to healthservices.

Act and apply
Time to act
Explain to students that it is time to act for the
person in each scenario as their safety, healthand wellbeing is at risk.
Students choose one Types of abuse scenario.
Using the Safety plan handout, students
research options and create a safety plan for the
person in the scenario they have chosen. There
are suggested websites (see Scenario analysis
handout) for each scenario but students are
expected to research further. The plan must
promote the safety, health, and wellbeing of theperson.
Formative assessment opportunity.
By collecting this work, students candemonstrate evidence towards outcomesPD5-6, demonstrating an understandingof strategies to promote a person’s health,safety, and wellbeing.

Explain to students that they will need toconsider and reflect on the contextual factors
as they complete an activity later.

Students must take the contextual factors into
consideration when formulating the plan.

Students also identify the areas of health thatare at risk in each scenario, ie physical, social,emotional, mental, and spiritual. Highlight theconnection to types of abuse.

Students find a partner and critique their safety
plan, providing constructive feedback andsuggestions to assist the person to action theplan.

690 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

3

Staying safe

As a class, discuss the following.
y Was the information easy to find, accessible
and relevant for each person? If no, how
could it be improved?
y Was the information written in plain English
and easy to understand?
y Was the information available in a range ofother languages?
y Was the information written in a culturally
sensitive manner?
y Was the information inclusive of all sexual
identities?
y Was the information accessible irrespectiveof geographical location?
y Do you think working through the processof developing the safety plan will be ofassistance if you or someone in your networkneeds help in the future?

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 691

NSW Department of Education

4

Challenging gender-based
violence

Creating a safe, supportive, respectful, and inclusive classroom
It is important that students feel that the classroom environment is safe, supportive, respectful,and inclusive. Activities provided in this unit are designed to help students contribute to, build,
and maintain a safe, supportive, respectful, and inclusive environment. The collaborative skills
explored during the lesson help students to learn and have fun whilst practising skills that
contribute to a happy and safe environment.

Learning goalsyy

Builds understanding of thelink between gender andviolence (PD5-6)
Examines positive uses ofpower using the “Hey mate”
campaign videos (PD5-10)

Success criteria
Students will:yResourcesyInfographic: What do weknow about family, domestic& sexual violence in Aust
2019.

y

Infographic: Key facts on
young women and family,
domestic & sexual violencein Aust 2019.

yInfographic: Putting theprevention of violenceagainst women into practise:
How to change the story.

demonstrate strategies forchallenging gender-based
abuse or violence

Switch on
Introduce the learning goals and discuss themwith the class.
Remind students that they have developed
their understanding of gender identity and how
the abuse of power can lead to different typesof abuse.
Violence against women is now recognised
to be a serious and widespread problem
in Australia, with enormous individual andcommunity impacts, and social costs.
Display the infographics to illustrate the data
proving the significance of the issue.
y Infographic: What do we know about family,
domestic & sexual violence in Aust 2019y Infographic: Key facts on young women andfamily, domestic & sexual violence in Aust
2019
Explain to students that a nationwide change inthe culture, behaviours and power imbalancesthat lead to violence against women and theirchildren is crucial.
Students record as many points as possible
while they are watching the short clip Let’schange the story: Violence against women inAustralia (Our watch 2017).
As a class, discuss the following:y What is meant by the quote in the video thatstates “the story starts with a little girl whogets told how pretty she is, never how clevershe is and a little boy who even though both692 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

4

Challenging gender-based violence

his parents work, on weekends his Mumdoes the housework while his Dad watches
sport”?
y Show the two short clips, Detention
and At the Museum from the AustralianGovernment Stop it at the start campaign.
How do these examples influence thechildren in these situations? What message
are they being given?
y Why does ending violence start with genderequality?
Display the infographic on pages 11 and 12 of
Putting the prevention of violence against
women into practise: How to change the story.
Explain the main points linking back to thecontent already covered:y Violence against women is preventable if we
all work together.
y Actions that will prevent violence against
women:‫ ݖ‬challenge condoning of violence against
women

Understand
Doing our bit
Explain to students that it is important toacknowledge and accept that our behaviours
can influence the decisions, behaviours, andactions of others in relation to preventing
violence against women.
Revisit the types of power. ie Information,
Charisma, Expertise, Position, Reward,
Connection, Strength, Convention.
Students form groups of four, inform them that
this is a silent activity.
Allocate one statement below to each memberof the group:y Challenge people who think violence against
women is oky Promote women’s independence and ability
to make good decisions
y Challenge gender stereotypes and roles‫ ݖ‬promote women’s independence anddecision-making

y Strengthen positive, equal, and respectful
relationships.

‫ ݖ‬challenge gender stereotypes and roles

Students record how a person or group could
positively use power to support the statement
they have been given.

‫ ݖ‬strengthen positive, equal, and respectful
relationships.
y Promote and normalise gender equality inpublic and private life.
y Mutually reinforcing actions are needed
through legislation, institutional, policy andprogram responses:‫ ݖ‬by governments, organisations, andindividuals

Students name the person/group, the type of
power and how it can be used. For example,
challenge gender stereotypes and roles. Ownerof a panel beater. Type of power: Position.
Employs a female apprentice.

‫ ݖ‬in settings where people live, work, learn,
and socialise

When they have finished, they pass theirstatement to the left, read the statement
they receive and existing responses, then add
anything further they can think of.

‫ ݖ‬tailored to the context and needs ofdifferent groups.

Encourage students to share their responses
with the class.

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 693

NSW Department of Education

4

Challenging gender-based violence

Doing my bit
Show the series of the Hey Mateadvertisements developed by White Ribbon
Australia as an example of positive use of
personal power.
As a class, discuss the following:y How easy do you think it would be tostand up to these types of statements andbehaviours in these situations?
y What could be some consequences ofchallenging the statements and behaviours
in these situations?
y What actions could be taken to manage thepotential consequences?
It is important that teachers are prepared to use protective interrupting if a student begins todisclose private information publicly. If a student discloses private information publicly and theteacher does suspect a student is at risk of significant harm they must inform their principal or
workplace manager as per the Child Protection Policy: Responding to and reporting students
at risk of harm. The Mandatory Reporter Guide (MRG) can assist in making an informed decision
regarding child protection concerns. More information is available on the Child Protection
website.

Act and apply
Doing nothing does harm
Display the Doing nothing does harm website
or allow students to explore on a device.
Highlight the tips in the 3 S’ response todisrespect towards women.
Show it’s not okSupport women

Speak up to stop disrespect

Actions can speak louder thanwords to show how you feel:Support women and anyone
else doing something:

Speak up about disrespectful
behaviour:yRoll your eyesy

Ask if she’s okyyShake your headyyDon’t laugh along

Back up others: ‘What theysaid’

Respond to a sexist jokewith ‘I don’t get it?’yy

Sit between the woman
and the disrespectfulpersonyPurposely change the topic:‘Ooo-kaaay, let’s move on?’yGently tease them: ‘Are you
still in the 1950s?!’y

Do something because
doing nothing does harm.

yy

Ask them to stop: ‘Mate,can you not? C’mon’

Acknowledge what’s
happened: ‘I’m sorry theysaid that’
Do something because
doing nothing does harm.

694 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

4

Challenging gender-based violenceShow each of the five Doing nothing does
harm clips.
Pause after each one and ask students
to suggest how the others could havedemonstrated the 3 S’.
Students form five groups and are allocatedone clip each. They must prepare a role play tocontinue the scenario after the main character
makes the sexist remark, evidencing the use of
the 3 S’.
As a class, discuss the following.
y Who do you think is responsible forchallenging gender-based abuse or
violence?
y How could someone draw on their strengths
to safely challenge gender based abuse or
violence?
It is important that teachers are prepared
to use protective interrupting if a student
begins to disclose private information
publicly. If a student discloses private
information publicly and the teacher does
suspect a student is at risk of significant
harm they must inform their principal
or workplace manager as per the Child
Protection Policy: Responding to andreporting students at risk of harm. The
Mandatory Reporter Guide (MRG) can assist
in making an informed decision regardingchild protection concerns. More information
is available on the Child Protection website.

PDHPE Stage :5 Child Protection Education | Unit of Work The impact of power and identity on relationships | 695

NSW Department of Education

4

Challenging gender-based violence

Evaluation
Use the following questions to complete ananalysis of the teaching and learning in the unitof work. Sample questions to address include:y Did all students demonstrate anunderstanding of the key concepts?
y What concepts within the unit will I need torevisit to ensure understanding?
y When will I/can I revisit these concepts?
y Did the learning sequence provide sufficient
opportunities to make quality assessment
judgements about student achievement?
y Which activities and tasks were mostengaging and effective?
y Which activities in the learning sequence
will I need to adapt to ensure my learning
goals are achieved next time?

696 | PDHPE Stage 5: Child Protection Education | Unit of Work The impact of power and identity on relationships

NSW Department of Education

PDHPE

Stage 5: Child Protection Education
Resources

The impact of power
and identity on
relationships

NSW Department of Education

Contents
Teacher notes: Silent card shuffle activity (answers)............................................................................................... 699
Cards: Silent card shuffle activity.......................................................................................................................................... 700
Cards: Gender..................................................................................................................................................................................... 704
Worksheet: They’re never happy! ......................................................................................................................................... 708
Teacher notes: Types of power................................................................................................................................................. 710
Cards: Types of power......................................................................................................................................................................711
Worksheet: Use of power scenarios......................................................................................................................................715
Worksheet: Who? How? Where? Why?.............................................................................................................................719
Worksheet: Types of abuse scenarios................................................................................................................................ 720
Worksheet: Types of abuse scenario analysis............................................................................................................... 724
Worksheet: Safety plan.................................................................................................................................................................725
Teacher notes: Infographic What do we know about family, domestic –sexual violence in Aust 2019.......................................................................................................................................................726
Teacher notes: Infographic Key facts on young women and family, domestic –sexual violence in Aust 2019.......................................................................................................................................................727
Teacher notes: Putting the prevention of violence against women into practise
How to change the story............................................................................................................................................................ 728
Cards: Media world versus Real world................................................................................................................................729
Worksheet: Plus 1 activity............................................................................................................................................................738

698 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Teacher notes

Silent card shuffle activity (answers)
Norms

Customary rules that govern behaviour in groups and societies, eg
expected ways to look and behave.

Stereotypes

A widely held but fixed and oversimplified image or idea of aparticular type of person or thing.

Expectations

Strong beliefs about the proper way someone should behave orsomething should happen.

Identity

Individual characteristics (including thoughts, ideas, feelings
and attitudes towards self-worth) and capabilities of a person, or
characteristics of a social or cultural group. Refers to all things thatdefine who we are at any given moment in our lives. It is not staticand is influenced by contextual factors.

Gender

Refers to socially or culturally defined ideas about masculinity(male roles, attributes and behaviours) and femininity (female roles,
attributes and behaviours).

Sex

The biological characteristics that define humans as female or
male. While these sets of biological characteristics are not mutually
exclusive, as there are individuals who possess both, they tend todifferentiate humans as males and females.

Sexual identity

The perception a person has of themselves, their sexuality and theway they present themselves to others.

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 699

NSW Department of Education

Cards

Silent card shuffle activity

Norms

Stereotypes

Expectations

Identity

GenderSex

Sexualidentity
700 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards: Silent card shuffle activity

Customary rules that govern behaviour ingroups and societies, eg expected ways tolook and behave.

A widely held but fixed and oversimplified
image or idea of a particular type of person orthing.

Refers to socially or culturally defined ideas
about masculinity (male roles, attributes andbehaviours) and femininity (female roles,
attributes and behaviours).

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 701

NSW Department of Education

Cards: Silent card shuffle activity

Refers to socially or culturally defined ideas
about masculinity (male roles, attributes andbehaviours) and femininity (female roles,
attributes and behaviours).

Individual characteristics (including thoughts,
ideas, feelings and attitudes towards selfworth) and capabilities of a person, or
characteristics of a social or cultural group.
Refers to all things that define who we are atany given moment in our lives. It is not staticand is influenced by contextual factors.

Strong beliefs about the proper way someone
should behave or something should happen.

702 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards: Silent card shuffle activity

The biological characteristics that define
humans as female or male.
While these sets of biological characteristics are
not mutually exclusive, as there are individuals
who possess both, they tend to differentiate
humans as males and females.

The perception a person has of themselves, theirsexuality and the way they present themselves
to others.

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 703

NSW Department of Education

Cards

GenderThey need to sleep

They can havechildren

They likehaving sex

They can work

They use
Facebook

They are strong

They get their
hair cut

They go throughpuberty

They like to dance

They are emotional

They have a penis

They have a vagina

704 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards: Gender

They havepubic hair

They use their legs

They need tofeel valued

They have a rangeof eye colours

They sometimes
fight with friends

They are protectedby their family

They do thecooking

They earn themoney

They do thecleaning

They care forchildren

They control themoney

They drive too fast

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 705

NSW Department of Education

Cards: Gender

They drive too
slow

They do thegroceries

They do theschool run

They do the laundry

Their bodies
are used to sell
products

They cry

They eat

They play sport

They save theirmoney

They can go out
alone

They can wear
what they want

They like to study706 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards: Gender

They don’t cry

They like to talk

They have friends

They can garden

They like to read

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 707

NSW Department of Education

Worksheet

They’re never happy!
Lucy 15
Jack and I have been going out for over a year. We really like eachother and have talked a lot about whether to have sex. We havedone basically everything except intercourse, and we spend a lot oftime lying together kissing, cuddling and watching movies.
I’m worried that if I do have sex with Jack, he will tell people and I
will get called a ‘slag’. Mum is really proud of me because I haven’t
had sex. Most of my friends also say I should wait.
I had two really bad things happen this week that made me glad I
hadn’t had sex with Jack. I found out that Jack has been telling otherpeople about other things we do together. Then my friend Jameschanged my Facebook status to say ‘Jack is going to get some sex
for his birthday’. I was so embarrassed. I know some of my friends’
mums are Facebook friends and they will think I’m a real slut.
One of the worst things about the whole situation is that Jack’s
sister is my best friend and she was really angry with me for being
cross at Jack and his friends. A girl can’t win!
Questions
1.

What is Lucy most worried about? Do you think this is a common concern for girls?
What does this tell us about sexuality and being a girl?

2.

Do you think boys have the same concerns?

3.

Why do you think Jack told the others about his relationship with Lucy?

4. What messages is Lucy’s mum giving her about being a girl and having sex?
5.

What other issues in the case study make Lucy think she should be worried?

6.

Would you call Jack and Lucy’s relationship respectful? Why/why not?

7.

What would you say to Lucy to challenge some of the messages she is gettingfrom the people around her to make her feel better about the situation?

708 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Worksheet: They’re never happy!

Finn 16
I have gone out with heaps of girls. Some of them I’ve really liked, we’ve
kissed and cuddled. One girl I saw for ages and we used to lie together
on her bed, kissing and cuddling and other stuff. But that was all.
Dad always calls me the stud of the family and I can tell he’s proud of me
because he thinks I’m doing it with all those girls. But my older brothergets heaps from Dad because at 22 he hasn’t had a girlfriend and only
goes out with his mates. Dad’s always saying to Mum he’s probably gay
like her brother.
I’m a virgin but I wouldn’t tell anyone that. My friends mouth off about
their experiences all the time and I feel like an idiot because I haven’t
done it yet. I just pretend that I have. I don’t know why I keep pretendingor what the big deal about going all the way is.
I don’t think about sex all the time, there are stacks of other things in mylife like football and school and basketball. I haven’t really met anyone
yet that I love enough to want to have sex with.
Questions
1.

What does Finn’s pretending to have sex say to other people about his sexuality
and what he thinks a man should be?

2.

If his friends knew he was a virgin, do you think it would change what they thinkof him?

3.

What does his dad think is important about Finn’s sexuality and being a man?
Where else might Finn learn these kinds of messages about boys and sex?

4. What if Finn was Fiona and was having sex with lots of boys? How would people
see her?
5.

Are the expectations about sexuality the same for boys and girls?

6.

What if Finn was gay? Would his expectations of sexuality and gender be different?
What would other people’s expectations be?

7.

Do you think Finn acts respectfully? Why/why not?

8.

What would you say to Finn to challenge some of the messages he is getting fromthe people around him to make him feel better about the situation?
PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 709

NSW Department of Education

Teacher notes

Types of power
Type

Definition

ExamplesInformation

Power through knowing
things.

y knowing procedures to appeal against
unfair practices
y withholding log in details to joint bankaccounts

Charisma

Power through being
attractive.

y using fame to advocate for a
marginalized groupy a social media influencer promoting an
unhealthy productExpertise

Position

RewardPower throughknowledge,
understanding, skills
or experience in aparticular area.

y being able to use first aid in an
emergency

Power through authority
or status.

y being the Prime Minister

Power through ability to
reward others.

y people responsible for selecting teams
or members of performances

y a tech guru not helping someone accesstechnology

y being the president of the school SRC

y teachers awarding special prizes
Connection

Strength

Convention

Power through knowing
someone who has
another type of power.

y being best friends with a ‘gold medal’athletePower through being
emotionally or physicallystrongy being an older child in a family where
the children are young

Power through social
customs.

y being an Aboriginal elder

y being family friends with someone who
is an expert in an area in which you want
to become involved

y being able to manage your own feelings
and to seek support from others when it
will help

y being on a jury and having to keep
discussions confidential

710 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards

Types of power

Type of power

Type of power

Information

CharismaType of power

Type of power

Expertise

Position

Type of power

Type of power

RewardConnection

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 711

NSW Department of Education

Cards: Types of power

Definition

Definition

Power throughknowing things

Power throughbeing attractive

Definition

Power throughknowledge,
understanding,skills or experiencein a particular area

Definition

Power throughability to reward
othersDefinition

Power throughauthority or status

Definition

Power throughknowing someone
who has anothertype of power

712 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards: Types of power

Examplesy knowing procedures to appeal against unfair
practicesy withholding log in details to joint bankaccounts

Examplesy using fame to advocate for a marginalizedgroup
y a social media influencer promoting an
unhealthy product

Examplesy being able to use first aid in an emergency
y a tech guru not helping someone accesstechnology

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 713

NSW Department of Education

Cards: Types of power

Examplesy being the Prime Ministery being the president of the school SRC

Examplesy people responsible for selecting teams or
members of performances
y teachers awarding special prizes

Examplesy being best friends with a ‘gold medal’ athlete
y being family friends with someone who is
an expert in an area in which you want tobecome involved

714 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Worksheet

Use of power scenarios
Scenario 1
Bill is in year 10 at school. He is well liked at the school and is a key
player on the Senior basketball team, even though he is younger
than the rest of the guys.
Bill ‘came out’ to his family and friends last year and is comfortablewith people knowing he is gay and he mostly feels safe andsupported at school.
Recently there has been a group of guys in Year 12 who have started
to hassle Bill. It first began during basketball games when he would
hear them shouting out things from the crowd like “Shit aim you
fag!”, “Watch out number 10, the poof might try to hit on you!” andworse!
It has become worse as things have now become physical. Bill has
been shouldered and tripped by the group when they see him byhimself at school. He is worried and not sure what might happen
next.
Questions
1.

What is the type of power being abused in the scenario? Where has theabuse occurred?

2.

How has power been abused in the scenario?

3.

What aspect of the person’s identity has made them vulnerable?

4. How has the abuse of power prevented the person from feeling included,
equal and/or respected?

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 715

NSW Department of Education

Worksheet: Use of power scenarios

Scenario 2
Mia is 15 and goes to an all-girls school. She is very self-conscious
about the way she looks and lacks confidence.
From afar, Mia admires the group of “hotties” and wishes herparents would let her colour her hair like theirs, she even hears
them talking about their beauty therapist in class!! She is linked up
with them on socials and sees the flood of amazing looking selfies
they post all the time.
A few weeks ago, Mia and her family went to a wedding. She had
her hair done especially and picked out a new dress which she
loved. Mia took a selfie and posted it on her socials. One of the girls
from the from the group wrote a mean comment about the way
Mia looked, tagged her friends and shared the picture.
Mia sat and read through all of the terrible comments people
wrote about her and because the girls had so many connections
on socials there were loads of them! She feels so embarrassed anddoesn’t know how she will face them at school.
Questions
1.

What is the type of power being abused in the scenario? Where has theabuse occurred?

2.

How has power been abused in the scenario?

3.

What aspect of the person’s identity has made them vulnerable?

4. How has the abuse of power prevented the person from feeling included,
equal and/or respected?

716 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Worksheet: Use of power scenarios

Scenario 3
Nell is 17 years old and comes from a large family of six children.
She has four older brothers and one younger sister.
Her father is quite sick and not well enough to work so her Mum
has two jobs. She works full time and four nights a week just to
make ends meet. Nell is expected to cook dinner every night andmake lunches for all her siblings every day.
She also needs to make sure the house is tidy as her father is very
well respected in the community and has many visitors come tocheck on him and keep him company.
Nell’s eldest brother has taken on the role of father figure in thefamily and is very hard on her. He constantly criticizes her cooking
and house-keeping skills. Recently he has started to slap her if she
is not doing as he asks. She is constantly worried and fearful of him.
Questions
1.

What is the type of power being abused in the scenario? Where has theabuse occurred?

2.

How has power been abused in the scenario?

3.

What aspect of the person’s identity has made them vulnerable?

4. How has the abuse of power prevented the person from feeling included,
equal and/or respected?

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 717

NSW Department of Education

Worksheet: Use of power scenarios

Scenario 4
Raj is 19 and a Sikh. He proudly wears a turban. He has beenworking at a variety store for over a year and has always worked on
the back dock, unloading pallets and organising stock.
It is very tiring and dirty work and Raj has asked his boss on anumber of occasions if he could work on the checkout to gain moreexperience and practise his customer service skills. The boss keeps
saying he’ll think about it.
Raj finds out that one of the checkout operators is leaving andthinks he will finally have his chance. He asks his boss again who
says, “you don’t have the look we need in the shop”. At the startof his next shift Raj finds out that the boss’ girlfriend is the new
person on the checkout.
Raj needs this job but does not feel happy about the way he has
been treated by his boss.
Questions
1.

What is the type of power being abused in the scenario? Where has theabuse occurred?

2.

How has power been abused in the scenario?

3.

What aspect of the person’s identity has made them vulnerable?

4. How has the abuse of power prevented the person from feeling included,
equal and/or respected?

718 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Worksheet

Who? How? Where? Why?
Who?

How?

Where?

Why?

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 719

NSW Department of Education

Worksheet

Types of abuse scenarios
Scenario 1: Ayesha
Ayesha is 17 years old and she is still learning to speak English. Her
family are refugees and maintaining their culture and religion isvery important to them. Ayesha’s teacher notices that she seems
depressed and has taken a lot of time off school. Her teacher also
observes that Ayesha’s family seem to be very strict and controlling.
Ayesha always has someone with her outside school hours and theteacher has heard from Ayesha’s classmates that she isn’t allowed
to go out with friends without a family member going with her. She
has a part time job but the money she earns goes into her Dad’sbank account.
When the teacher asks Ayesha if she is okay, Ayesha says that her
parents took her to visit relatives. Her parents told Ayesha that she
would only be able to go back to school if she agreed to marry a
man her parents had chosen for her, whom she had never met.
Ayesha married this man so that she could return to school. Herparents told her that when she turns 18, she will have to sign
migration papers for him so that he could get a permanent visa
and live with her in Australia.
Ayesha tells her teacher that she feels like a slave, and never wanted
to marry him. Ayesha says that she feels trapped and is scaredabout what might happen if she tries to leave her family as herparents threaten her regularly when she tries to tell them that she
isn’t happy. Her 18th birthday is coming up soon and she feels sheneeds to act before they force her to sign the papers.

720 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Worksheet: Types of abuse scenarios

Scenario 2: Kira
Kira has been with her husband for a long time and they have two
young children. Things were great when they first got together but
she standard to notice some negative changes in his behaviour
soon after their wedding. He has a very bad temper and yells at
her all the time over little things. Kira is put down regularly andconstantly told that what she does isn’t good enough, so she has
lost all confidence in herself. What upsets her the most is that thechildren see how he treats her.
No one sees the physical violence. Kira is in constant fear of her
husband as he hits her quite often but not where anyone will notice
the marks he leaves on her. She would love to talk to her friends
and family about what is going on, but he checks her phone all thetime so she is worried someone might send a message he would
read. He won’t let her get a job because they don’t “need” themoney, so he knows exactly where and how she spends money.
Things have been getting worse lately and she is getting worried
about the children as they have started to mention his behaviours.
The physical violence has escalated, particularly after he has been
to the pub with his mates. Kira has decided she must leave soon as
she fears for the safety of herself and her children.

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 721

NSW Department of Education

Worksheet: Types of abuse scenarios

Scenario 3: Ben
Ben is 22 and lives by himself as his parents passed away when
he was a teenager. Ben has an intellectual disability and his older
siblings pay for a carer to assist him with day to day tasks, but areliable one has not been easy to find. He finds it difficult to build
up a relationship with them as they change so often. Sometimes heis not even sure of who will turn up!
The latest one seemed nice at first. She isn’t much older than Ben
and liked the same music as him, so it was good to have somethingin common. Part of her responsibility is to take Ben shopping andto appointments, but she always says, “we’ll do that later”. She alsoyells at him if he asks too many questions or talks too much as
she says it disturbs her when she is on her phone. Sometimes her
friends come over and they bring food and drinks but don’t sharewith Ben. When he says he is hungry and there is no food in thefridge, his carer tells him to “just make some toast”. Ben was sickof just eating toast so he thought he would make some eggs to gowith it. He wasn’t supposed to cook when the carer wasn’t there
but he was starving! Ben burned his wrist badly but was too scared
to tell his carer because he thought he would get in trouble. He
pulled his jumper sleeve over it so she wouldn’t notice.
During the week the burn got very red and sore and Ben started
feel hot. He didn’t understand that the burn was infected. He knew
he needed help but wasn’t sure what to do or who to turn to.

722 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Worksheet: Types of abuse scenarios

Scenario 4: Ryan
Ryan is 16 and lives with his Mum, Dad and older brother in aregional town with a population of about 5000 people where
everyone knows everyone-and their business! He has known
for a very long time that he is attracted to guys and feels very
comfortable about it. There is a small but connected group ofkids in the community who all identify as same-sex attracted, andconfidentiality is respected as they are very empathetic with eachother’s situation.
His Dad’s family have lived in the town for generations and are very
well known and highly respected. Reputation is everything to them.
Rugby league is also very big in the town, although not something
Ryan is particularly interested in, much to his Dad’s disappointment
as he is President of the local club. Ryan has been feeling very
overwhelmed about his family finding out that he is gay throughtown gossip and has decided it is better if he tells them. One
Sunday afternoon he finally got up the courage to tell his parents
and older brother. He thought it was good timing as both his Dadand brother were on a high and had had a few beers to celebrate
after the footy team had won a tough match.
Things did not go as Ryan had planned. His Mum just started crying
and ran off to her room, his Dad and brother were engulfed withrage. Both got right up in Ryan’s face and started hurling verbal
abuse at him, calling him every name under the sun. His Dad wasadamant that he was not welcome in the family anymore and to
Ryan’s surprise, sent him to “pack his bags”. Ryan stood in dismay,
but soon realised his Dad was serious so he quickly went to his
room and gathered what he could. As he walked towards the front
door his brother called out to Ryan and as he turned around, he felt
a massive blow to his face. He blacked out momentarily and could
feel the blood running down his face. Ryan did not know where to
go or who to turn to.
PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 723

NSW Department of Education

Worksheet

Types of abuse scenario analysis
Types of power abusedContextual factors

Areas of health at risk

AyeshaAyeshaAyesha

Kira

Kira

Kira

Ben

Ben

Ben

Ryan

Ryan

Ryan

724 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Worksheet

Safety plan
1

2

3

4

Outline what
decision needs tobe madeList the choices andget information oneach choice

Consider theconsequences ofeach choice for eachcharacter

Make a decision andoutline how you
would implement it

What indicates thedecision needs tobe made?
Choice(option 1)

Consequences(for option 1)

Choice(option 2)

Consequences(for option 2)

Choice(option 3)

Consequences(for option 3)

How would thedecision be
evaluated?

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 725

NSW Department of Education

Teacher notes

Infographic What do we know aboutfamily, domestic – sexual violence inAust 2019726 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Teacher notes

Infographic Key facts on young womenand family, domestic – sexual violencein Aust 2019

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 727

NSW Department of Education

Teacher notes

Putting the prevention of violenceagainst women into practise How tochange the story728 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards

Media world versus Real world

MEDIA
WORLD

REAL
WORLD

The world we seein places such asfilms, television,
advertising,pornography,
music videos andgaming …

The world we seearound us in real life
in places such as
homes, schools andneighbourhoods …

BOTH

NEITHERPDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 729

NSW Department of Education

Cards: Media world versus Real world

Most people arewhite.

Most people are
happy.

Most people are
beautiful.

Things go wrong
but it all ends up
good in the end.

Good people getwhat they want.
Bad people getpunished.

People usually
have sex witha partner they
have just met.

730 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards: Media world versus Real world

People’scomplexions
appear to be
perfect.

It’s quite common
for women to havecosmetic surgery
on their faces,
breasts and/or
genitals.

Men are entitledto get sex when
they want it.

All men have verylarge penises.

All men want sex
all the time.

Women’s values
are based on theirlooks and sexuality.

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 731

NSW Department of Education

Cards: Media world versus Real world

Women are formen’s sexual
gratification.

Sexual decision
making is notcomplex or
difficult.

Heterosexual sex
almost always
includes anal sex.

Women don’t havebody hair.

Most women arethin.

Sex often occurs
between morethan two people
at once.

732 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards: Media world versus Real world

Violence seems
to be sexy.

Sex is for malearousal andpleasure.

There is no need
to be concerned
about engaging
in unprotected
sex with multiple
partners.

Women always
want sex, even if it
doesn’t seem thisway initially.

Women orgasm
easily from
whatever men do
to them.

Women love to
be called abusive
names.

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 733

NSW Department of Education

Cards: Media world versus Real world

Men are controllingand dominating.

Sex needs tobe negotiatedwith freely given
consent.

If sex occurs without
the consent of one Most women enjoy
party it is sexual
touching andassault, which is
kissing in the leada serious crime
up to sex.
and violation ofhuman rights.

Women and men
come in many
shapes, sizes andcolours.

Most women want
to please theirpartners.

734 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards: Media world versus Real world

Women want sex
to be pleasurable
for them.

Most men want
to please theirpartners.

Men want sex tobe pleasurable forthem.

Most women want
sex to be mutual
and respectful.

Men do not always
want to have sex.

Women do notalways want tohave sex.

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 735

NSW Department of Education

Cards: Media world versus Real world

Sex can be creative,
tender, loving
and genuinely
pleasurable foreveryone involved.

Most heterosexual
sex does notinclude anal sex.

Unprotected sex isa health risk.

Sex usually occurs
between two
people.

Women and men
like to be – andare entitled tobe – spoken to
respectfully.

Sex often occurs
in the context ofa relationship.

736 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources

NSW Department of Education

Cards: Media world versus Real world

Sex can be difficult
to negotiate.

Free and fullconsent is crucial
to good sex.

Women and men are
multidimensional
human beings withdiverse skills andinterests. While they
are all sexual beings,
they are much morethan that, too.

PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationship resources | 737

NSW Department of Education

Worksheet

Plus 1 activity
RECALL: Watch the short clip Fairy tales to reality TV: how girls and guys are portrayedin movies and TV. Take 3 minutes to record as many key points and important details
that you can remember.
Record key points and details

Activity instructions
PASS RIGHT & ADD 1
Add ONE new idea,
elaboration or connection.
→ Elaboration: add a new
detail to an existing item on
the list.
→ New Idea: something
missing from the list
→ Connection: relationshipbetween ideas
REPEAT
Pass the page again andrepeat at least 2 times.

REVIEW
Examine your original page,
read through and review theadditions. Add any new ideas
you gained from reading thework of others.
REFLECT→ What did you find as yourread the ideas of others?
→ How did it help you buildon the thinking of others?
→ How did it help to build
your understanding of what
you just read/ viewed?

738 | PDHPE Stage 5: Child Protection Education | The impact of power and identity on relationships resources