Keeping Safe Curriculum Early Years

Early Years:
Years R–2
The right to be safe
Relationships
Recognising and reporting abuse
Protective strategies
SECOND EDITION
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Several resources from this publication have been sourced from third parties and do not
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Published by the Government of South Australia,
Department for Education and Child Development
Designed by She Creative Pty Ltd
July 2017 | Second edition | Version 2.0 | KS 02
Keeping Safe:
Child Protection
Curriculum
Foreword
Since 2008, the Keeping Safe: Child Protection Curriculum has provided the framework to teach children and young
people from age 3 to year 12 to recognise abuse, talk to trusted adults and understand ways to keep themselves safe.
In 2013 the Curriculum was updated to align with the Early Years Learning Framework, the Australian Curriculum and
the Teaching for Effective Learning Framework, and reflect contemporary child safety issues.
Expert advice was provided by the late Emeritus Professor Freda Briggs, Professor Kenneth Rigby, Dr Barbara Spears
from the University of South Australia, and Professor Phillip Slee from Flinders University, along with leaders, teachers
and education professionals.
An independent evaluation in 2010 found it to be well-regarded, best practice curriculum that has a positive impact
on students. As a world class curriculum it is now used in several Australian sectors and international schools.
This latest update provides changes based on educator feedback, current research and additional information about
domestic violence and problematic sexual behaviour between peers.
South Australia has a proud history in the development and implementation of child protection education since 1985
and the implementation of the Protective Behaviours program. We continue to lead the way with the Keeping Safe:
Child Protection Curriculum ensuring that the content is contemporary and evidence-based.
Most importantly, the Curriculum provides children and young people with strategies that focus on their right to be safe,
respectful relationships, recognising and reporting abuse, and ways to protect themselves.
I would like to dedicate the second edition of the Keeping Safe: Child Protection Curriculum to the late Emeritus
Professor Freda Briggs who provided her expansive knowledge and expertise in child abuse and protection to this
outstanding Curriculum.
Hon Susan Close MP

Minister for Education and Child Development
3
Acknowledgments
2008
Reference groups Trial sites Ramco Primary School
Seaton Park Primary School
Department for Education and Child Darlington Kindergarten
The Heights School
Development Interagency Child Darlington Primary School
Protection Curriculum reference Westport Primary School
Dover Gardens Primary School
groups including representation from Whyalla Town Primary School
the following: Dover Kindergarten
Woodcroft Primary School
Child and Adolescent Mental Health Seacliff Community Kindergarten
Service Seacliff Primary School Secondary schools
Department for Families and Seaview Downs Kindergarten Aberfoyle Park High School
Communities, Families SA Seaview Downs Primary School Balaklava High School
Department for Education and Child Seaview High School Blackwood High School
Development Aboriginal Education Unit
Bowden Brompton Community School
Office of Early Childhood Services— Pilot sites Cambrai Area School
Learning Improvement and Support
Services Christies Beach High School
Aboriginal schools
Office of Primary, Middle and Senior Henley High School
Point Pearce Aboriginal School
Secondary Services Karcultaby Area School
Winkie Primary School
Preschool Directors Association of Loxton High School
South Australia
Preschools Maitland High School
Sexual Health information networking Modbury High School
Evanston Preschool
and education SA Inc (SHINE SA)
Greenwith Preschool Oakbank Area School
South Australian Area Schools
Leaders’ Association (SAASLA) Hawthorndene Kindergarten Para Hills High School
South Australian Association of School Highbury Preschool Penola High School
Parents’ Clubs (SAASPC) Karcultaby Area School Snowtown Area School
South Australian Association of State Melaleuca Park Kindergarten Thebarton Senior College
Schools Organisation (SAASSO) Murray Bridge South Kindergarten Tumby Bay Area School
South Australian Department of Health O’Sullivan Beach Kindergarten Whyalla High School
South Australia Police (SAPOL) Pooraka Community Kindergarten Woodville High School
South Australian Primary Principals Rose Park Preschool
Association (SAPPA)
Smithfield Plains Kindergarten
Special schools
South Australian Primary School Balaklava Special Class
Snowtown Preschool
Counsellors Association Inc (SAPSCAI) Christies Beach Disability Unit
Warradale Kindergarten
South Australian Secondary Principals East Torrens Primary School
Association (SASPA). Special Class
Primary schools
Black Forest Primary School Riverland Special School
Other sectors East Torrens Primary School Whyalla Special School R–12
Association of Independent Schools Eastern Fleurieu R–12 School
of South Australia (AISSA) Hewett Primary School
Catholic Education South Australia Kongorong Primary School
(CESA)
Lake Wangary Primary School
Mitcham Junior Primary School
Curriculum writers Mitcham Primary School
Heather Fels Anne Howard Morphett Vale East Primary School
Trish Newport Delvene Mathie Munno Para Primary School
Pamela Ball Alex McAskill Nairne Primary School
Raelene Carbins Angela Sullivan Parafield Gardens Primary School
Helen Foster Peterborough Primary School
Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

4
2013 2017
Advisory Group Additional advice
and reviewers Emeritus Professor Freda Briggs AO
(University of South Australia)
Dr Lesley-anne Ey (University of South
Department for Australia)
Education and Child Linda Woolcock (DECD)
Development (DECD) James Castle (DECD)
Leah Cassidy Laura Coonan (DECD)
Linda Woolcock Helen Rawnsley (SHINE SA)
Heather Fels SHINE SA
Jill Brodie-Tyrrell
Trish Newport
Lee Duhring
Vicki Wilson
Debbie George
David Coulter
Brenda Harris
Tijana Gramp
Paul Clapton-Caputo
Brenton Willson
Ros Cord-Udy
Carol Van der Wijngaart
Principals Australia
Institute
Lana Dubrowsky
Jo Mason
Annette Bulling
University of South
Australia
Emeritus Professor Freda Briggs AO
Professor Ken Rigby
Dr Barbara Spears
Flinders University
Professor Phillip Slee
Catholic Education
South Australia
Mary Carmody
Keeping
Keeping Safe: Child Protection Curriculum safe—Child
| Early Protection
Years: Years R–2 Curriculum | Early Years band: Ages 3–5 | XX
5
Contents
Keeping Safe: Child Protection Curriculum (KS:CPC)
A ‘Resources and external links’ page is provided at the end of each section as a quick reference list.
General introduction Early Years: Years R–2

Introduction to the KS:CPC 7 Overview 35
Description 7 Characteristics of the Years R–2 learner 35
Aim 7 Themes 36
Mandated requirements 7 Focus Areas and topics 36
Training 8 Curriculum and pedagogy 36
Purpose and nature 8 Planning tools 36
Educators’ responsibilities and obligations 9 KS:CPC Sample planning guide 37
Types of abuse 9 Resources and external links 38
Abuse-related trauma 10 Activities | Focus Area 1: The right to be safe 39
Domestic and family violence 10 Topic 1: Feelings 40
Problematic sexual behaviour 10 Topic 2: Being safe 44
Sexual imagery/pornography 11 Topic 3: Warning signs 46
Bullying, harassment and discrimination 11 Topic 4: Risk-taking and emergencies 49
Cyberbullying and e-crime 11 Resources and external links 53
Student diversity 12
Activities | Focus Area 2: Relationships 55
Aboriginal children and young people 12
Topic 1: Rights and responsibilities 56
Culturally and linguistically diverse 12
Disability and additional needs 13 Topic 2: Identity and relationships 58
Same sex attracted, intersex and gender diverse 13 Topic 3: Power in relationships 60
Resources and external links 14 Topic 4: Trust and networks 64
Resources and external links 67
Organisation of the KS:CPC 15
Themes 15 Activities | Focus Area 3: Recognising and
reporting abuse 69
Focus Areas 16
Topic 1: Privacy and the body 70
Summary of topics—Age 3 to Year 12 17
Topic 2: Recognising abuse 75
Developmental organisation of concepts 18
Topic 3: Secrets 79
Implementing the KS:CPC 19 Resources and external links 81
Frequently asked questions 19
Activities | Focus Area 4: Protective strategies 83
Recommendations for implementation 20
Topic 1: Strategies for keeping safe 84
Student wellbeing and positive psychology 20
Topic 2: Persistence 89
A whole site approach 21
Monitoring and reporting 21
Using relevant curriculum and pedagogy 21 Activity resources 93
Non-Negotiable Aspects (NNA) 23 Appendices: Information and resources 109
Recommended Learning Strategies (RLS) 27 Resources and external links 129

6
GENERAL INTRODUCTION
Introduction to
the Keeping Safe:
Child Protection
Curriculum
Description
The Keeping Safe: Child Protection Curriculum (KS:CPC) has been implemented
in Department for Education and Child Development (DECD) sites since 2008.
It is evidence-based, professionally evaluated, best practice curriculum developed
collaboratively with child protection experts, teachers, educational leaders and
other professionals.
The KS:CPC has been subjected to rigorous trialling by educators in early childhood
centres and schools and evaluated by leading experts in the field of child protection.
In 2013 the curriculum was reviewed and updated to align with current curriculum,
pedagogy and contemporary issues.
In 2017 the curriculum was updated in response to the 1National Plan to Reduce
Violence Against Women and their Children 2010–2022 and feedback from
educators.
Learn more 2Appendix 7: History of the KS:CPC.
Aim
The KS:CPC teaches all children from a young age, in an age appropriate way, to:
• recognise abuse and tell a trusted adult about it
• understand what is appropriate and inappropriate touching
• understand ways of keeping themselves safe.
Mandated requirements
The KS:CPC is a mandated curriculum for Preschool to Year 12 as outlined in
the DECD 3Child protection in schools, early childhood education and care services
policy (2015) that states:
• all children and young people in DECD preschools and schools will access
approved child protection curriculum each year
• the approved child protection curriculum will be taught by staff who have
received training in its use.

7
Training
Full day – All staff that deliver the KS:CPC must complete a full day face-to-face
training from the DECD approved provider.
Update – An 4online update is available for staff to refresh their training.
More information on KS:CPC training can be found on the 5DECD Child Protection
Curriculum training website.
Purpose and nature

The KS:CPC has both a broad and a narrow focus and is set within the context
of the:
• 6DECD Strategic Plan
• 7Belonging, Being & Becoming: The Early Years Learning Framework for Australia
• 8Australian Curriculum
• 9South Australian Teaching for Effective Learning (TfEL) Framework
• 10National Safe Schools Framework.
The curriculum’s effectiveness depends on engagement of the whole site and

learning community with:
• fostering care, empathy, respect and cooperation, leading to a safe and
supportive learning environment
• promoting reciprocal rights and responsibilities
• promoting high quality interactions and relationships and the dignity of cultural
and social diversity
• promoting informed, responsible and ethical decision-making about safety
and fairness
• promoting the development of skills in recognising standards of behaviour,
responding to unsafe and unfair situations, and seeking assistance effectively.
Taking the developmental stages of children and young people into account,
this curriculum provides a pathway for them to increase learning:
• about their right to feel and be safe
• about their right to protection from abuse and neglect
• to recognise acceptable and unacceptable behaviour and attitudes
• about their right to take action if a person engages in abusive or sexually
inappropriate behaviour towards them or threatens their safety
• to tell trusted people about abusive or unsafe situations and to persist in telling
a range of trusted people until they are believed and action is taken
• that help is available to them within their site and their community
• that they are at greater risk of abuse by known and liked people than by strangers
• that they can change their feelings about people they like and have trusted
• that it is not OK for children and young people to be abusive and sexually
inappropriate to each other (See 11Responding to problem sexual behaviour
in children and young people: Guidelines for staff in education and care settings,
DECD, CESA, AISSA 2013)
• about how unequal power relationships operate in society and how these might
be changed.

8
Educators’ responsibilities and obligations Reporting child abuse

Under the South Australia 12Children’s Protection Act 1993, DECD has a legislated Child Abuse Report Line (CARL):
131 478
responsibility with other agencies to protect children and young people under 18
years of age from abuse in its own settings and in the wider community. DECD 15Reporting child abuse
It is a legal requirement for DECD employees and volunteers to report all suspected Reporting to police
cases of abuse and neglect to the Child Abuse Report Line (Phone: 131 478). Emergency: 000 for attendance by
police, fire or ambulance.
It is a condition of employment in DECD schools and services that all individuals Police assistance: 131 444 for police
must have attended or be registered to attend a full day face-to-face assistance or to report non-urgent crime.
13Responding to Abuse and Neglect—Education and Care (RAN–EC) training.
13Responding to Abuse and
All DECD employees, contractors, volunteers and specific groups of students Neglect—Education and Care
(eg tertiary, some work experience and some adult re-entry students) must have (RAN–EC) training
a current approved 14relevant history screening at all times throughout their
employment or prescribed duties at a DECD site. Guidelines for staff and volunteers
DECD, CESA, AISSA (2017)
It is also DECD’s responsibility under its 3Child protection in schools, early childhood 16Protective practices for staff in their
education and care services policy (2015) to ensure that effective abuse prevention interactions with children and young
programs are implemented in schools and other education settings. Implicit in people: Guidelines for staff working
this is the need to develop a curriculum that addresses issues of child protection or volunteering in education and care
for all children and young people and a need to provide professional learning for settings 2017
educators responsible for its delivery.
Types of abuse
Child abuse can happen to any child in any family. The abuse may be:
• physical
• sexual
• emotional/psychological
• neglect.
Physical abuse is a non-accidental injury or pattern of injuries to a child caused

by a parent, carer or any other person. It is commonly characterised by physical
injury resulting from practices such as:
• hitting, punching, kicking
• burning, biting, pulling out hair
• shaking (particularly young babies)
• administering alcohol or other drugs.
Sexual abuse occurs when someone in a position of power uses their power to
involve a child or young person in sexual activity. Often children or young people
are bribed or threatened physically and psychologically to make them participate
in the activity. Behaviour can include:
• sexual suggestion and suggestive comments
• fondling or touching sexual body parts
• kissing, touching or holding in a sexual manner
• penetrating the anus or vagina with any object
• exhibitionism, flashing, oral sex, mutual masturbation or masturbating in front
of a child or young person
• making obscene phone calls or remarks
• sending obscene mobile text messages or emails
• using children or young people in the production of pornographic material
• showing pornographic material
• having a child or young person pose or perform in a sexual manner
• forcing a child or young person to watch a sexual act
• child prostitution.

9
Emotional/psychological abuse tends to be a chronic

behavioural pattern directed at a child or young person
Domestic and family violence
whereby their self-esteem and social competence is Domestic violence can be defined as violence that occurs in
undermined or eroded over time. This destroys the domestic settings between two people who are, or were, in
confidence of the child or young person, resulting in an intimate relationship whereas family violence is a broader
emotional deprivation or trauma. Behaviour may include: term that refers to violence between intimate partners and
• devaluing between family members. This can also include emotional/
• corrupting psychological violence and gender-based violence.
• ignoring Since the age of 15, one in three Australian women have
• isolating experienced physical violence, and one in five women have
• rejecting or withholding affection experienced sexual violence. The overwhelming majority of
• exposure to domestic and family violence acts of domestic violence and sexual assault are perpetrated
by men against women, and this violence is likely to have
• intimidation.
more severe impacts on female than male victims. Both
Neglect is characterised by the failure of a parent/carer to women and men are more likely to experience violence at
provide for the child or young person’s basic needs for their the hands of men, with around 95% of all victims of violence
proper growth and development. Behaviour may include: in Australia reporting a male perpetrator (18Australian
Bureau of Statistics, 2013; 19Our Watch: Facts and figures).
• inadequate supervision for long periods of time
• disregard for potential hazards in the home Exposure to violence against their mothers or other caregivers
• failure to provide adequate nutrition, clothing or personal causes profound harm to children, with potential impacts on
hygiene attitudes to relationships and violence, as well as behavioural,
• forcing the child or young person to leave home early cognitive and emotional functioning, social development,
and – through a process of ‘negative chain effects’ –
• failure to seek needed or recommended medical and
education and later employment prospects (19Our Watch:
dental care.
Facts and figures).
Learn more 17Appendix 15: Types of abuse and abuse-
KS:CPC topics on domestic and family violence should not
related trauma.
be taught in isolation without children and young people
developing a range of concepts to further their knowledge,
Abuse-related trauma skills and understandings.
These strategies can help them to protect themselves,

Children and young people who have experienced abuse- to talk to trusted people, and to understand their role
related trauma can become disconnected from their feelings. in respectful relationships and gender equality.
They may find it difficult to know, name and express what
may be a limited range of feelings. Feelings may be perceived Learn more 20Appendix 10: Domestic and family violence.
as a source of threat for traumatised children and young
people and they may respond with hyperarousal (anger or
anxiety) or hypoarousal (shutting down). It is important to Problematic sexual behaviour
be attuned to the emotional states of children and young
people. Support them to feel confident and contain their Problematic sexual behaviour is sexual activity by or between
feelings: support them to identify, name, understand and children or young people of any age that involves:
communicate their feelings in a safe environment. • coercion, bribery, aggression, clandestine behaviour
or violence
Abused children or young people may communicate their
• behaviour that is abnormal for age or development
feelings and experiences through their drawings. This may
include sexually explicit pictures with sexual knowledge • a substantial difference in age or developmental ability
beyond their age. between participants (DECD, CESA, AISSA, 2013, p10).
Learn more 17Appendix 15: Types of abuse and abuse- It includes behaviour that is self-directed as well as behaviour
related trauma. that is directed towards others.
In the document 11Responding to problem sexual behaviour

in children and young people: Guidelines for staff in education
and care settings (DECD, CESA, AISSA 2013), the term
‘problem sexual behaviour’ has a particularly broad
meaning because it is used to refer to behaviour exhibited
by very young children through to behaviour exhibited by
adolescents on the brink of adulthood. It refers, therefore,
to behaviour that requires counselling and monitoring in
some circumstances through to behaviour involving criminal
charges and prosecution in others.

10
Problematic sexual behaviours Bullying, harassment and

between peers
(By Dr Lesley-anne Ey, University of South Australia)
discrimination
Children and young people have a fundamental right to learn
Children’s problematic sexual behaviour towards peers can in a safe, supportive environment and to be treated with
be described as children imposing sexual acts on others of respect. DECD takes bullying, harassment and discrimination
the same or similar age. If there is a substantial age difference, very seriously, recognising that it has the potential for
then it must be considered as a higher order of sexual abuse. serious harm.
Children who instigate sexual acts often try to lure, threaten,
persuade, trick or bribe other children to engage in sexual The KS:CPC includes strategies to help children and young
activity and will generally try to conceal the behaviour from people recognise characteristics of bullying, harassment
adults. Sexual behaviours considered problematic differ and discrimination, to understand their rights, and to know
according to age, but generally any sexual behaviour involving the actions they can take. Relevant information and activities
others are considered problematic for pre-adolescent are included, particularly within Focus Area 1: The right to
children and non-consensual or aggressive sexual behaviour be safe and Focus Area 2: Relationships.
is considered problematic for adolescents.
Students need to know the difference between bullying,
harassment and discrimination, and the different forms
Sites managing significant problem including physical, verbal, non-verbal and online. Bullying,
sexual behaviours harassment and discrimination can be direct, such as direct
threats, or indirect, such as excluding people or setting
21Implementing the KS:CPC in a site managing significant someone else up to do the bullying, harassment or
problem sexual behaviours (DECD) provides additional discrimination. All forms can be equally devastating and
guidance when planning and implementing the KS:CPC. often these forms occur together.
This information includes the following steps:
Learn more 26Appendix 8: Bullying, harassment and
• develop a whole site plan
discrimination.
• develop an action plan for potential issues
• parent/carer communication
• involve agencies and community groups Cyberbullying and e-crime
• modify the curriculum With the proliferation of computer networks, mobile devices
• recommendations for implementation and virtual communities, learning has never before been so
• closing the session exciting, varied and accessible. However, with the rapid
• debriefing. take-up of information and communication technology (ICT)
such as internet and mobile phones, bullying, harassment
Learn more 22Appendix 13: Problematic sexual behaviour. and discrimination are increasingly occurring in the digital
world. For the victim, this can mean the behaviour continues
beyond the school walls through text messages, internet
Sexual imagery/pornography chat lines and social networking.
Sexual imagery, pornography and other inappropriate This risk includes online grooming which can be perpetrated
material has been made more accessible with the increased via all forms of digital technologies with the intention of
availability and use of personal electronic devices such as gaining a child or young person’s trust before engaging in
smart phones and tablets. Sexual imagery and pornography sexual abuse. Just like grooming in the non-digital world,
often show violence and/or unequal power distribution as it can be difficult to detect, particularly for children and
well as unrealistic and/or inaccurate messages regarding young people.
sexual health and relationships. This can have significant
impact on children and young people’s own experiences The KS:CPC includes strategies to increase children and
and expectations within relationships. Students must be young people’s awareness of the potential risks posed by
given the skills to critique material they are exposed to in the digital world and teaches them cyber safety and how
popular media such as the internet, social networking sites, to become responsible digital citizens, particularly in Focus
video games, movies and music video clips. Area 3: Recognising and reporting abuse and Focus Area 4:
Protective strategies.
Students must be aware of the laws regarding pornography,
including those specifically relating to child pornography and Learn more 25Appendix 9: Cyber safety, cyberbullying
sexting. For information regarding the law, visit 23Lawstuff or and e-crime.
24Legal Services Commission of South Australia.
Learn more 25Appendix 9: Cyber safety, cyberbullying

and e-crime.

11
Student diversity
Whilst child abuse and neglect occur across all socio-economic and cultural
groups, a number of factors can contribute to some groups of children and
young people being at greater risk of abuse and/or neglect.
DECD has a number of policies to support children and young people from
diverse groups to ensure schools are inclusive. Groups that are at greater risk
of abuse, including peer to peer abuse, include children and young people:
• from Aboriginal and Torres Strait Islander backgrounds
• with disability and additional needs
• from culturally and linguistically diverse backgrounds
• living in regional communities
• who are same sex attracted and gender diverse.
Each of these groups are culturally diverse and will have different needs requiring
different responses. It is important to deliver a curriculum and adopt pedagogical
approaches that are inclusive of all children and young people.
Aboriginal and Torres Strait Islander

When considering child protection issues for Aboriginal and Torres Strait Islander
children and young people, it is important for educators to acknowledge the
impact of past child protection practices and the grief and loss still experienced
by many Aboriginal and Torres Strait Islander families and their communities.
It is important too for educators to understand the broader issues that have
had and still continue to have an impact on Aboriginal and Torres Strait Islander
people and their communities.
27KS:CPC Support materials for Aboriginal children and young people have been
developed to provide additional information to educators who are implementing
the KS:CPC for Aboriginal children and young people. These support materials
should be used in conjunction with the KS:CPC year level documents.
Learn more 28Appendix 4: Aboriginal and Torres Strait Islander backgrounds.
Culturally and linguistically diverse

Australia is one of the most multicultural countries in the world. South Australia
has a rich cultural mix with over 70 language and cultural groups represented in
our schools and preschools. The migration program, which includes skilled migration
and humanitarian programs, adds to this diversity. In addition, the state is attracting
an increasing number of international students. Adoption from overseas countries
also contributes to the diversity. As a result, there is increasing cultural and
linguistic diversity in our preschools and schools in both metropolitan and
regional areas.
29KS:CPC Support materials for culturally and linguistically diverse children and
young people have been developed to provide additional information to
educators who are implementing the KS:CPC for children and young people
from culturally and linguistically diverse backgrounds. These support materials
should be used in conjunction with the KS:CPC year level documents.
Learn more 30Appendix 5: Culturally and linguistically diverse backgrounds.

12
Disability and additional needs Hughes K, Bellis M, Jones L, Wood S,

Preschools and schools that value diversity and are inclusive in their practices Bates G, Eckley L, McCoy E, Mikton
C, Shakespeare T & Officer A (2012)
can make important contributions to the safety and wellbeing of children and
‘Prevalence and risk of violence against
young people with disability and additional needs. Hughes et al (2012) found that adults with disabilities: a systematic
children who live with a physical disability, sensory disability, intellectual disability, review and meta-analysis of
Autism Spectrum Disorder, speech and language disorder or mental health observational studies’, The Lancet,
issues are at increased risk of becoming victims of abuse. Children and young Volume 379, Issue 9826, pp.1621–1629
people with disability and additional needs are a very diverse group with individual
strengths and abilities as well as needs. They may require individualised approaches
and adaptations to enable them to access and participate in all aspects of
the curriculum.
31KS:CPC Support materials for children and young people with disability and
additional needs have been developed to provide additional information to
educators who are implementing the KS:CPC for children and young people
with disability and additional needs. These support materials should be used
in conjunction with the KS:CPC year level documents.
Learn more 32Appendix 6: Disability and additional needs.
Same sex attracted, intersex and gender diverse

Schools and preschools should provide all children and young people with
a quality education in a safe, supportive and inclusive environment, free from
discrimination, bullying and harassment regardless of intersex status, sexual
orientation, gender identity or gender expression. Sites must address sexual,
homophobic, biphobic and transphobic bullying as part of their anti-bullying
and harassment policy, and be inclusive of all diversity.
Learn more 33Appendix 14: Sexual and gender diversity.

13
Resources and external links

1 National Plan to Reduce Violence Against Women and their Children 2010–2022 | http://tiny.cc/TheNationalPlan
2 Appendix 7: History of the KS:CPC | http://tiny.cc/KSCPC-App07
3 DECD: Child protection in schools, early childhood education and care services policy | http://tiny.cc/DECD-CPPolicy
4 DECD: KS:CPC Online update training | http://tiny.cc/DECD-CPCUpdateTraining
5 DECD: Child Protection Curriculum training | http://tiny.cc/DECD-CPCTraining
6 DECD Strategic Plan | http://tiny.cc/DECD-StrategicPlan
7 Belonging, Being & Becoming: The Early Years Learning Framework for Australia | http://tiny.cc/BBB-EYLF
8 Australian Curriculum | http://australiancurriculum.edu.au
9 South Australian Teaching for Effective Learning (TfEL) Framework | http://tiny.cc/TfEL-Framework
10 National Safe Schools Framework | http://tiny.cc/SafeSchoolsFramework
11 Responding to problem sexual behaviour in children and young people: Guidelines for staff in education and care settings |
http://tiny.cc/RespondingPSBGuidelines
12 Children’s Protection Act 1993 | http://tiny.cc/CP-Act-1993
13 Responding to Abuse and Neglect—Education and Care (RAN–EC) training | http://tiny.cc/RAN-ECTraining
14 DECD: Relevant history screening | http://tiny.cc/DECD-HistoryScreening
15 DECD: Reporting child abuse | http://tiny.cc/DECD-ReportingChildAbuse
16 Protective practices for staff in their interactions with children and young people: Guidelines for staff working or volunteering
in education and care settings 2017 | http://tiny.cc/ProtectivePracticesStaff
17 Appendix 15: Types of abuse and abuse-related trauma | http://tiny.cc/KSCPC-App15
18 Australian Bureau of Statistics (2013), Personal Safety, Australia 2012 | http://tiny.cc/ABS-PersonalSafety2012
19 Our Watch: Facts and figures | http://tiny.cc/OurWatch-FactsFigures
20 Appendix 10: Domestic and family violence | http://tiny.cc/KSCPC-App10
21 DECD: Implementing the KS:CPC in a site managing significant problem sexual behaviours | http://tiny.cc/DECD-ImplementingPSB
22 Appendix 13: Problematic sexual behaviour | http://tiny.cc/KSCPC-App13
23 Lawstuff | http://lawstuff.org.au
24 Legal Services Commission of South Australia | http://lsc.sa.gov.au
25 Appendix 9: Cyber safety, cyberbullying and e-crime | http://tiny.cc/KSCPC-App09
26 Appendix 8: Bullying, harassment and discrimination | http://tiny.cc/KSCPC-App08
27 KS:CPC Support materials for Aboriginal children and young people | http://tiny.cc/KSCPC-SpptMatA
28 Appendix 4: Aboriginal and Torres Strait Islander backgrounds | http://tiny.cc/KSCPC-App04
29 KS:CPC Support materials for culturally and linguistically diverse children and young people | http://tiny.cc/KSCPC-SpptMatC
30 Appendix 5: Culturally and linguistically diverse backgrounds | http://tiny.cc/KSCPC-App05
31 KS:CPC Support materials for children and young people with disability and additional needs | http://tiny.cc/KSCPC-SpptMatD
32 Appendix 6: Disability and additional needs | http://tiny.cc/KSCPC-App06
33 Appendix 14: Sexual and gender diversity | http://tiny.cc/KSCPC-App14

14
Organisation
of the KS:CPC
The KS:CPC from preschool to Year 12 is divided into 5 separate documents:

• Early Years: Ages 3–5
• Early Years: Years R–2
• Primary Years: Years 3–5
• Middle Years: Years 6–9
• Senior Years: Years 10–12.
In addition, there are three support documents for educators working with:
• children and young people with disability and additional needs
• culturally and linguistically diverse children and young people
• Aboriginal children and young people.
Themes
The KS:CPC is predicated on two main themes which are presented through
topics and activities of increasing complexity.
Theme 1: We all have the right to be safe

• Children and young people are encouraged to think about people and things
that keep them safe.
• For younger children, the theme is focused on their needs, for example,
to be cared for properly by adults.
• For older students, the theme is based on a human rights perspective and
includes responsibilities: we have the right to be safe and we have the
responsibility to act safely and keep others safe.
• Many schools and preschools include this theme as part of their values and
bullying and harassment policies.
Theme 2: We can help ourselves to be safe by talking

to people we trust
• This theme encourages children and young people to identify a wide range
of people they trust and can talk to and keep talking until someone listens.
• The curriculum is very explicit in covering the idea that our feelings of trust may
be confused, mixed up and can change. Someone whom we once trusted
may behave in a way that means we don’t trust them anymore and vice versa.

15
Warning signs vs early warning Focus Areas

signs
The two KS:CPC Themes are explored through four Focus Areas, which are
The term ‘early warning signs’ has been examined in growing complexity in accordance with the age of the students.
changed to ‘warning signs’, as it is a
more acceptable term for children and
young people to use in their everyday Focus Area 1: The right to be safe
language. Children and young people
should be encouraged to use language Children and young people learn about the various feelings they might experience
that helps them describe their warning in different situations. They are taught about warning signs: the external signals
signs such as ‘Something happened and internal messages (emotion/feeling) that help children and young people
that made me scared’ or ‘I’m worried recognise a situation where they may be at risk of harm. The curriculum
because…’ or ‘I’ve got something
acknowledges that some children and young people who have been or are being
important to tell you’ or ‘I need help’.
abused may not have these warning signs. Risks and emergencies are explored,
with older students also looking at psychological pressure and manipulation.
Focus Area 2: Relationships

Students explore a range of relationships and know that relationships can change.
Some relationships are positive, highly desired, and have the capacity to
complement our personal identity and sense of self-worth. Other relationships
are negative and destructive to our wellbeing. Students consider the concept
of power; harassment and bullying; sexual and gender diversity; and rights and
responsibilities in relationships so they can begin to recognise healthy, unhealthy
and abusive relationships. They identify a network of people and support services
they can trust and seek help from. Older students explore discrimination and the
United Nations Convention on the Rights of the Child.
Focus Area 3: Recognising and reporting abuse

This Focus Area is covered carefully according to students’ developmental level.
Children learn to recognise different forms of abuse, eg neglect, physical, emotional,
sexual, domestic and family violence and gender inequality. Younger children
explore appropriate and inappropriate touch, privacy, parts of the body, secrets
that are safe to keep and secrets that need to be told. Older students use critical
literacy skills to analyse popular media and social culture, explore issues relating
to cyber safety and cyberbullying, and learn problem-solving strategies.
Focus Area 4: Protective strategies

The KS:CPC carries the very clear message to all children and young people that
adults have a responsibility to protect them. However, there are some things children
and young people can do to help keep themselves safe. Reviewing a network of
people to talk to and developing strategies for problem-solving are explored
according to the students’ level of development with a strong emphasis on
‘persisting until we are safe’. Younger students are encouraged to think of scenarios
through everyday events and stories they have heard or read, and think of ways
to resolve the dilemmas or problems. Older students explore self-protection and
help seeking strategies in more depth.

16
Summary of topics—Age 3 to Year 12

In order to provide effective learning in the area of child protection, educators are expected to sequentially cover all four
Focus Areas. Each Focus Area contains a number of topics that must be covered. The topics vary according to the age
and development of students.
Early Years: Early Years: Primary Years: Middle Years: Senior Years:
Ages 3–5 Years R–2 Years 3–5 Years 6–9 Years 10–12
1 Feelings 1 Feelings 1 Being safe 1 Warning signs 1 Risk-taking and

emergencies
2 Being safe 2 Being safe 2 Warning signs 2 Risk-taking and

FOCUS AREA 1:
3 Warning signs 3 Warning signs 3 Risk-taking and emergencies 2 Psychological

4 Risk-taking and emergencies 3 Psychological pressure and
emergencies pressure and manipulation
manipulation
1 Rights and 1 Rights and 1 Rights and 1 Rights and 1 Rights and
responsibilities responsibilities responsibilities responsibilities responsibilities
FOCUS AREA 2:
2 Identity and 2 Identity and 2 Identity and 2 Identity and 2 Identity and
Relationships
relationships relationships relationships relationships relationships

3 Trust and networks 3 Power in 3 Power in 3 Power in 3 Power in
relationships relationships relationships relationships
4 Trust and 4 Trust and 4 Trust and 4 Trust and
networks networks networks networks
1 Privacy and 1 Privacy and 1 Privacy and 1 Privacy and 1 Privacy and
the body the body the body the body the body
Recognising and
FOCUS AREA 3:
reporting abuse
2 Touching 2 Recognising 2 Recognising 2 Recognising 2 Recognising

3 Recognising abuse abuse abuse abuse abuse
4 Secrets 3 Secrets 3 Cyber safety 3 Cyber safety 3 Cyber safety
4 Domestic and 4 Domestic and
family violence family violence
1 Strategies for 1 Strategies for 1 Strategies for 1 Strategies for 1 Strategies for
FOCUS AREA 4:
keeping safe keeping safe keeping safe keeping safe keeping safe
2 Persistence 2 Network review 2 Network review 2 Network review
and community and community and community
support support support

17
Developmental organisation of concepts

The topics within each Focus Area reflect concepts appropriate to the developmental stage of the students. The chart below
indicates the developmental organisation of concepts within each Focus Area and across the different year level groups.
Early Years: Early Years: Primary Years: Middle Years: Senior Years:
Ages 3–5 Years R–2 Years 3–5 Years 6–9 Years 10–12
Feelings Feelings Feelings

Safe and unsafe Safe and unsafe Safe and unsafe Safe and unsafe Safe and unsafe
Adolescents and safety

FOCUS AREA 1:
Warning signs: Warning signs: Warning signs: Warning signs: Review of warning signs
physiological physiological, emotional physiological, emotional physiological, emotional Online warning signs
and external and external and external
Online warning signs Online warning signs
Emergencies Personal emergencies Personal emergencies Planning for Assessing risk
Risk-taking Risk-taking emergencies Grooming
Grooming Risk-taking Psychological pressure
Grooming and manipulation
Psychological pressure Positive psychology
and manipulation
Needs and wants Needs and wants UN Convention on the UN Convention on the UN Convention on the
Fair and unfair Rights of the Child Rights of the Child Rights of the Child
Children’s rights Understanding rights Rights and UN Declaration of
and responsibilities responsibilities in Human Rights
relationships Rights and responsibilities
Sexual consent in intimate relationships
Sexual consent
FOCUS AREA 2:
Relationships
Exploring identity Exploring identity Identity Healthy and unhealthy Healthy and unhealthy
and relationships and relationships Gender stereotypes relationships relationships
Relationships circle Relationships circle Relationships circle Gender construction Gender construction
and stereotypes and stereotypes
Bullying Bullying and Bullying and Bullying and cyberbullying
Power cyberbullying cyberbullying Use of power
Language of safety Use of power Use of power Power in relationships
Tricks and bribes Power in relationships Gender equality
Bystander behaviour Discrimination
Gender equality Sexual harassment
Trust Trust Using a variety of Using a variety of Using a variety of trusted
Developing trusted Developing trusted trusted networks trusted networks networks
networks networks Peer networks
Anatomical names Anatomical names Anatomical names Anatomical names Privacy

for sexual body parts for sexual body parts for sexual body parts for sexual body parts Personal health
Privacy Privacy and personal Public and private Public and private
Whole body is private space Whole body is private
Whole body is private
Types of touch Types of touch Types of touch

Safe and unsafe Safe and unsafe Safe and unsafe
touching touching touching
Identifying abuse Identifying abuse Abuse and neglect Abuse and neglect Abuse and neglect
FOCUS AREA 3:
and neglect Abuse in relationships Grooming

Dating violence Abuse in relationships
Dating violence and date rape
Safe and unsafe secrets Safe and unsafe secrets Safe and unsafe secrets
Threats Tricks and trust
Cyber safety Cyber safety Cyber safety and the law Cyber safety and the law
Inappropriate and Online abuse Online abuse
offensive material Sharing personal Digital reputation
Sharing personal information and images Sexting
information and images Sexting Online grooming
Online grooming Online grooming
Digital citizenship
Identifying domestic Identifying domestic Domestic and family Domestic and family
and family violence and family violence violence and the effect violence; attitudes and
on children underlying issues
Bystander intervention Bystander intervention
Problem-solving Problem-solving Problem-solving Problem-solving Problem-solving strategies

strategies with strategies with Practising protective strategies Strategies to discuss

FOCUS AREA 4:
emphasis on telling emphasis on telling strategies Strategies to discuss difficult issues

Assertiveness Assertiveness Assertiveness difficult issues Resilience
Resilience Remembering Resilience Strategies to support
personal details friends
Resilience Resilience
Review trusted networks Review trusted networks Review trusted networks Review trusted networks Review trusted networks
Using community Using community Using community
support networks support networks support networks
Persistence Persistence Persistence Persistence Persistence

18
Implementing
the KS:CPC
Keep parents/carers informed Frequently asked questions

Inform parents/carers prior to Q Who is the KS:CPC for?
implementing the KS:CPC in your site.
A All children from Age 3 to Year 12.
The 1KS:CPC Parent/carer reporting suite
provides a range of resources such as: Q What about children younger than 3 years old?
• sample parent/carer letter A Modify the activities from the Age 3–5 document.
• brochures
Q Whose responsibility is it to deliver the KS:CPC?
• information in various languages
A It is a shared responsibility which should be a whole site commitment.
• PowerPoint presentation
• newsletter articles Q How often should I teach the KS:CPC?
• reporting overviews. A The KS:CPC must be delivered every year.
See 2Appendix 12: Parents/carers.
Q How much time should be given to the KS:CPC?
A This depends on the needs of the children or young people, teachable
moments, if it is integrated across learning areas, etc. There is no set time.
Q What concepts should be covered?

A Concepts should be covered over the year level band of each document
(ie distribute the activities across the year levels).
Q Can you mix the activities around?

A The Focus Areas are sequential so always try to start from Focus Area 1:
The right to be safe and work through to Focus Area 4: Protective strategies.
Variations may be needed if issues arise that need immediate action.
Q Can I teach one Focus Area one year and another the next year?
A In one year you need to cover activities from each of the four Focus Areas.
Q How can I keep track of what’s being taught across three year levels
within one document?
A Use the 3Appendix 2: Sample planning guides to develop a multi-year level
plan ensuring that all concepts are covered. A whole site plan will support this.
Q How can the KS:CPC be implemented across the site as an agreed plan?
A Discuss this with leadership staff. Develop a whole site plan (see the 4KS:CPC
Whole site implementation guide).
Q What strategies can I use to implement the KS:CPC with secondary

students given the SACE and timetabling commitments?
A Develop a whole site plan (see the 4KS:CPC Whole site implementation guide).
Choose ways that best suit the structure of the school eg pastoral care,
home group, split activities across learning areas, consider other programs
being used that cover some of the concepts, etc (see 18Appendix 1: Curriculum
mapping tools).

19
Q Are there any supporting resources?

A Yes. See 5KS:CPC Resources.
Q Can I use other resources instead of the KS:CPC?

A The KS:CPC is the DECD mandated curriculum so it must be used to
implement a child protection program. Other resources can be used to
complement the program. Some concepts may be covered within other
programs eg SHINE SA Relationships and sexual health program.
Q Do I need to get parent/carer permission?

A No. Permission is not required under the South Australia Education Act 1972.
Requests from parents/carers to withdraw their children from the curriculum
are to be dealt with cautiously. Advice can be sought from the DECD Child
Protection Curriculum Officer, the DECD Legislation and Legal Services Unit,
or the DECD Parent Complaint Unit. Always keep parents/carers informed.
Q How can I keep parents/carers informed?

A Use the 1KS:CPC Parent/carer reporting suite for ideas.
Recommendations for implementation

• Establish a student wellbeing team with site leadership representation.
• Develop a whole site implementation plan (see the 4KS:CPC Whole site
implementation guide).
• Teach the KS:CPC every year for children Age 3 to Year 12.
• Include activities from all four Focus Areas each year delivered in a
sequential manner.
• Use the Non-Negotiable Aspects (NNA).
• Use ideas from the Recommended Learning Strategies (RLS).
• Refer to developmentally appropriate learning strategies as outlined in the:
– 6Belonging, Being & Becoming: The Early Years Learning Framework
for Australia
– 7Reflect Respect Relate
– 8Australian Curriculum
– 9South Australian Teaching for Effective Learning (TfEL) Framework.
• Align the site’s behaviour guidelines and/or wellbeing plans to the two KS:CPC
Themes: ‘We all have the right to be safe’ and ‘We can help ourselves to be
safe by talking to people we trust’.
• Keep parents/carers and the Governing Council informed (see 1KS:CPC
Parent/carer reporting suite for ideas).
Student wellbeing and positive

psychology
Wellbeing is a critical part of how children and young people learn and grow.
DECD (2016) 10Wellbeing for Learning Research shows that children and young people’s wellbeing affects their ability
and Life: A framework for building to engage with their education. It is also a lifelong outcome of learning – those
resilience and wellbeing in children and that engage more with education are more likely to experience greater wellbeing
young people, Government of South as adults.
Australia
Learning that is intentionally designed to challenge and stretch students enhances
their wellbeing. When students are supported to see a perception of ‘failure’ as
an opportunity to learn they will feel safe to experiment, to question, and to
challenge themselves and others in their learning (DECD, 2016).
Learn more 11Appendix 16: Wellbeing and positive psychology.

20
A whole site approach as their transition to school. The framework was developed
collaboratively by the Council of Australian Governments
A whole site approach will involve working as a collective (COAG), which includes all State and Territory governments,
group of professionals led by the site leader to develop and incorporates feedback from an extensive consultation
a clear and coordinated curriculum across all year or age process. From the beginning of 2010, the EYLF became
levels and accessible to all children and young people. the official early childhood curriculum framework for
Research confirms that a whole site approach is critical in South Australia.
ensuring successful implementation of curriculum initiatives.
Child protection teaching is everyone’s business and must Reflect Respect Relate
include building positive partnerships with families and The resource 7Reflect Respect Relate (2009) supports the
community. implementation of the EYLF, providing detailed guidance and
processes for improving and assessing the effectiveness of
The 4KS:CPC Whole site implementation guide provides
teaching and learning environments in the early childhood
step-by-step tips.
sector.
Learn more 12Appendix 3: Whole site planning.
National Quality Framework
The 13National Quality Framework introduces a new quality
Monitoring and reporting standard to improve education and care across long day
care, family day care, preschool/kindergarten, and outside
The KS:CPC and its resources are designed to provide
school hours care. It is the result of an agreement between
activities that will support teaching, monitoring and
all Australian governments to work together to provide better
reporting. Within the KS:CPC there is an emphasis on
educational and developmental outcomes for children using
group work and discussion, which requires educators to
education and care services.
make close observation of students’ participation and
responses. Sites should map the KS:CPC in a way that,
regardless of learning pathway and/or extra-curricular Australian Curriculum and SACE
activities (particularly in secondary school), every student
has access to all four Focus Areas of the KS:CPC every The development of the 8Australian Curriculum is guided by
year. Individual student monitoring may need to occur for the 14Melbourne Declaration on Educational Goals for Young
some students, such as those with high absentee rates Australians adopted by the Ministerial Council in December
or engaging in modified, flexible or alternate learning 2008. The Melbourne Declaration emphasises the importance
(eg modified curriculum; Flexible Learning Options (FLO); of knowledge, skills and understandings of learning areas,
Vocational Education and Training (VET) courses). general capabilities and cross-curriculum priorities as the basis
for a curriculum designed to support 21st century learning.
Monitoring tips
15General capabilities, a key dimension of the Australian
• Design your program to ensure an even spread of key
Curriculum, are addressed explicitly in the content of the
concepts are covered across the year from the four
learning areas. The Australian Curriculum identifies essential
Focus Areas. Use the 3Appendix 2: Sample planning
skills for 21st century learners in literacy; numeracy;
guides as an example.
information and communication technology (ICT); critical
• Keep examples of student work. and creative thinking; personal and social capability; ethical
• Document successes and concerns. understanding; and intercultural understanding. These same
capabilities also underpin the 16South Australian Certificate of
Reporting tips
Education (SACE) and are embedded in all SACE subjects.
• Provide parents/carers with information eg KS:CPC flyer,
overview of concepts to be covered each term, parent/ For senior secondary students studying the SACE, the KS:CPC
carer letter. can be delivered in a number of ways such as through
• Provide information in the site newsletter or website. home group, pastoral care, FLO, VET and/or individual
subjects. Care must be taken to ensure all students,
• Present information at a Governing Council meeting.
regardless of their learning pathway, receive the KS:CPC.
• Provide an overview of topics covered in student reports.
The content of each topic in the KS:CPC can be taught
All of the above resources can be found in the 1KS:CPC through a range of learning areas. Child protection, safety,
Parent/carer reporting suite. relationships and sexuality fit primarily within the 17Health and
Physical Education (HPE) learning area of the Australian
Curriculum and SACE. However, educators can incorporate
Using relevant curriculum child protection in their planning and programming across
and pedagogy all learning areas and within the dimensions of the general
capabilities.
Within the Australian Curriculum, HPE is organised into two

Early Years content strands: ‘Personal, social and community health’
and ‘Movement and physical activity’. Each strand contains
Early Years Learning Framework (EYLF) content descriptions which are organised under three sub-
6Belonging, Being & Becoming: The Early Years Learning strands, which are further described by threads. The KS:CPC
Framework for Australia describes the principles, practices fits primarily within the ‘Personal, social and community
and outcomes essential to support and enhance young health’ strand.
children’s learning from birth to five years of age, as well

21
Strand Personal, social and community health Movement and physical activity
Sub strands Being healthy, safe and active Moving our body
• Identities • Refining movement skills
and threads
• Changes and transitions • Developing movement concepts
• Help-seeking and strategies
• Making healthy and safe choices
Understanding movement
Communicating and interacting for health • Fitness and physical activity
and wellbeing • Elements of movement
• Interacting with others • Cultural significance of physical activity
• Understanding emotions
• Health literacy Learning through movement
• Teamwork and leadership
Contributing to healthy and active communities • Critical and creative thinking in movement
• Community health promotion • Ethical behaviour in movement settings
• Connecting to the environment
• Valuing diversity
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was
downloaded from the Australian Curriculum website (http://www.australiancurriculum.edu.au/health-and-physical-education/structure)
(accessed January 2017) and was modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum
version history page of the Australian Curriculum website.
ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products.
Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or
approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not
limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is
a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers),
not the elaborations (examples provided by ACARA).
See 18Appendix 1: Curriculum mapping tools for KS:CPC connections with multiple learning areas.
Implementation of the Australian Curriculum in DECD schools is outlined in:

• 19Curriculum, Pedagogy, Assessment and Reporting Policy for Reception–Year 10 (2013)
• 20Guidelines for the implementation of the Australian Curriculum in DECD schools: Reception–Year 10 (2013).
South Australian Teaching for Effective Learning (TfEL) Framework

In South Australia, the advent of the Australian Curriculum Learning Design is a thinking framework to support the
presented a great opportunity to bring together the design of learning that brings together the Australian
curriculum (the what) with the 9South Australian Teaching Curriculum and the pedagogy of TfEL. The 21Learning
for Effective Learning (TfEL) Framework (the how). Design ‘thinking map’ has been created to support
teachers to work collaboratively to bring together relevant
The TfEL Framework describes DECD’s position on pedagogy: curriculum components, personalising and interweaving
the teaching and learning practice that leads to improved them to ensure the design of learning experiences is both
student engagement and achievement. Together with the highly intentional and responsive to students’ lives and
Australian Curriculum, the TfEL Framework articulates the contexts.
principles and practices for powerful teaching and learning
in South Australian DECD schools. See 22KS:CPC Learning Design example.

22
Non-Negotiable Aspects (NNA)

The KS:CPC has much flexibility built into it. However, for Children and young people have a right to know that any
it to be delivered safely and effectively, some aspects are information or disclosure about child abuse and neglect is
considered ‘non-negotiable’. These aspects concern how mandated to be reported by educators and site volunteers
the curriculum is managed regarding such things as under the South Australia Children’s Protection Act 1993
involvement of parents/carers, confidentiality, involvement and DECD’s Responding to Abuse and Neglect obligations.
of visitors, and self-protection.
When a Non-Negotiable Aspect is referred to in the KS:CPC 3 | One step removed technique
documents, it is represented by the acronym ‘NNA’ and a
reference number that corresponds to the numbers used One step removed is the technique of removing personal
below, for example: ‘NNA 1’. connection to a scenario or story, to maintain confidentiality
and safety of the person or people involved.
1 | Parent/carer communication In working with children and young people, educators can
keep discussion one step removed by using a third person
Parents/carers should be kept fully informed about the technique. Educators will need to explain this strategy and
teaching of the KS:CPC and given every opportunity to ask gain agreement from the group that it will be used when
questions. It is recommended that a range of approaches appropriate. Use examples of scenarios that could apply to
be used to increase their understanding of the issues and, any person in any situation rather than in specific instances
wherever possible, they should be provided with strategies of abuse. Children and young people can use this technique
to reinforce learning at home. Suggested ways to in a safe and nonthreatening way to find out information
communicate with parents/carers: about something that concerns them or to check out a
• Parent/carer letter situation before discussing a problem or disclosing more
than they should.
• Student reports
• Newsletter articles Ways to use one step removed technique include using:
• Parent/carer information session. • books, songs and stories
For examples and templates use the 1KS:CPC Parent/carer • puppets
reporting suite. • scenes and characters from TV, movies and other
popular media
Schools and preschools are not required to seek permission • a question box for students to pose questions.
from parents/carers for their children to participate in the
curriculum under the South Australia Education Act 1972,
but should be kept regularly informed of topics being S I walked from home to the shop Self-initiated disclosure
covered. Requests from parents/carers to withdraw their last night by myself to buy milk Student feels responsible
children from the curriculum are to be dealt with cautiously. for the baby and grown up.
Advice can be sought from the DECD Child Protection T You are very helpful to your mum. Reinforces sense
Curriculum Officer, the DECD Legislation and Legal How far away was the shop? of courage and
Services Unit, or the DECD Parent Complaint Unit. responsibility.
S Not far, just around the corner. Important to tease out
T Was it dark? facts before safety and
2 | Group operating norms S Yes, very dark, but I wasn’t scared. danger is broached.
T That’s very brave. Were there
Group operating norms are agreed upon by the group or
other people in the street?
class to create and maintain a safe and inclusive learning
S No.
environment. The following commonly identified group T I know another girl who helped her Introduces one step
operating norms relating to child protection are to be used mum but when she had to buy removed technique to
at all times: something she didn’t walk at night introduce alternative
• respect other people’s opinions by herself. What do you think solutions and not threaten
• only one person speaks at a time she did? the relationship between
the girl and her mother.
• everyone listens actively
Involves student in finding
• everyone’s contribution is valued and acknowledged a solution to the problem.
• everyone has a ‘right to pass’ S She walked with someone.
• use the strategies of one step removed (NNA 3) and T Yes, if she had to go to the shop Introduces strategies for
protective interrupting (NNA 4) when a student is at night she walked with her mum the student.
disclosing sensitive information. and the baby. Sometimes she
went to the shop by herself but
Group operating norms must be established prior to teaching only in the morning. Do you think
the KS:CPC and revisited when necessary, ie when group your mum will like these ideas?
norms are not adhered to or prior to content involving S Yes.
sensitive issues. T Can you tell your mum For younger students,
these ideas? the teacher could offer to
speak with the mother.

23
4 | Protective interrupting Students’ apparent lack of attention may be the result of

experiencing a flashback of a traumatic and possibly abusive
Protective interrupting is used to prevent or avoid children event. Physical symptoms of anxiety and the inability to
and young people disclosing information in a public environment attend and respond should alert teachers to this distress.
in front of their peers and in situations that may increase
their vulnerability. More broadly, protective interrupting also T [Name]…Are you listening? Teacher becomes aware
refers to any action taken to interrupt or stop an unsafe that the student is not
situation. For example when in a situation where others are attending.
telling racist or sexist jokes, the person can use protective S Sorry? What?
interrupting or walk away from the group, in order to show T Are you listening?
that they do not condone the jokes.
S No sorry.
The educator needs to be alert to a situation where a student T (quietly) Are you OK?
may be about to make a disclosure and needs to understand S (head lowered, sweating) Umm. Physical symptoms of
the repercussions of someone disclosing abuse. Children anxiety, inability to attend
and young people attempting to disclose abuse of any kind and respond alerts the
should be invited to talk privately to an educator or facilitator teacher to possible distress.
as soon as possible after the session. T You don’t look well. The teachers acknowledges
she has noticed distress
The following is an example of the use of protective interrupting rather than disinterest.
in a Primary Years context of a morning talk. I’d like to talk to you after The teacher organises to
the lesson. follow up on this later.
S My mum called me stupid.

She called me names.
T You must have felt sad when The teacher acknowledges Aggressive behaviour can also be an indicator that a student
she said that. she heard the story, is processing traumatic events in their life, experiencing life
Can you tell me more about affirms the feelings of as unfair or feeling inadequate. In this case, the teacher
that later? the student and indicates needs to diffuse the situation and respond to the distress
she will follow up the rather than the aggression.
disclosure.
What are some good things The teacher does not
to say to other people? want to explore this in T [Name Student 1]…
front of other students Are you listening?
nor does she want to S (shouting) What? What for? Aggressive behaviour, hyper
focus on the negative What are we doing this for? arousal alerts the teacher
things to say to others to possible distress.
and redirects the focus T (even tone) [Name Student 2]… The teacher diffuses the
to positive comments. Can you answer this for me? situation by bringing
attention away from the
student with distress.
An example of protective interrupting for a Primary Years T (quietly) [Name Student 1]… The teacher does not focus
or Middle Years context, possibly during a morning talk, I need to give you some on the anger displayed by
is below. feedback on your homework. the student, but on building
If I don’t get a chance to talk the relationship with the
to you in this lesson, can you student.
S I had a bad dream Teacher is alerted to possible meet me at the end of the day
last night. I saw a disclosure of a traumatic event. to talk it through?
man hit my mum.
T Yes, that does sound The teacher organises to follow
like a bad dream. up the disclosure with the student In the follow-up session, the teacher can reinforce the
Would you like to tell as soon as possible. relationship with the student and respond to the distress
me more at recess The teacher acknowledges she rather than the behaviour. This may provide an opening
time? heard the story but does not for full or partial disclosure of the reason for the distress.
over-react or make a judgement.
This may be traumatic family circumstances, difficulties

with relations with peers, or feeling inadequate with the
Now it’s Sarah’s turn. She switches to something ‘positive’
subject matter of the lesson.
Let’s ask Sarah what or ‘happy’. The teacher does not
she has to show us. want to get into other negative If handled with sensitivity, the teacher’s response to the
stories from other students and disclosure can be therapeutic. Some guidelines for this
wants to protect other students
include:
from negativity.
People who have experienced trauma • Just listen. Do not feel you have to fix the problem.
may not cope with the trauma of others. Listening is in itself beneficial.
People who have not experienced • Acknowledge the emotional cost of remembering and/or
significant trauma may experience telling: ‘I admire your courage to tell someone’ or ‘You
trauma from hearing the trauma are very brave. It must be very hard to have these
of others. memories and tell this story’.

24
• Validate the experience: ‘Your life has been very difficult.

I understand why you are so sad (or angry)’.
• Accept the content. Don’t interrogate the details or the logic of the narrative.
• Warn the student that they may take a long time to recover: ‘It may take a long
time for you to get over this’—and give hope—‘But I am sure you will find it
gets easier’.
• Don’t try to radically change the student’s way of coping but reinforce that
there is a range of support available: ‘Come and talk to me again. Is there any
other teacher that you trust and can talk to if I am not here? Would you also
like me to make an appointment for you with a counsellor?’
5 | The language of safety

The language of safety is language that is respectful, inclusive and enhances self-
worth, communication and relationships. Language is one of the most effective
tools we have to inform, teach and influence other people.
Educators must use, and encourage students to use, language that is consistent
with a language of safety. Using strengths-based language can encourage and
reinforce self-worth, confidence and active problem-solving.
The following is an example of the use of the language of safety to build self-
worth and problem-solving abilities.
S Here’s my work but it’s not very good.

T It looks as though you’ve made Respectful of student’s
a real effort. effort.
Accepting of what the
student offers.
This was difficult and I can see Builds relationship with
you’ve got some good ideas here. the student.
Do you want to keep working on it? Gives the student options.
Do you want any help from me?
6 | Closing the session

It is important to monitor the impact of the KS:CPC on students and allow adequate
time to conclude a session in an appropriate way.
Educators should ensure that time is allowed for sensitive discussion before the
Briggs, F & McVeity, M (2000) Teaching
end of each session, and should aim to close each session in a positive way.
children to protect themselves, Allen &
There are benefits in focusing students’ attention on what happens next in the Unwin, St Leonards, New South Wales
day, or doing a relaxation or physical activity. Evaluate the sessions in terms of
who developed the necessary concepts, and who needs more time and
opportunities for practice (Briggs & McVeity 2000, p.65).
Strategies will vary depending on the age and developmental level of students.
Steps for closing the session could include:
• acknowledgement that the session involved discussing sensitive content
• reviewing support services
• explaining what will be covered in upcoming sessions
• reinforcing the teacher’s availability to meet and discuss content
• physical activity or game
• relaxation
• music or fiction story.

25
7 | Multimedia use Adapted from School Drug Education and Road Aware (SDERA),
Government of Western Australia (1999) Drug Education K–12
Multimedia resources can be very useful in supporting learning Teacher Support Package: Phase 1, Phase 2, Phase 3 and Phase 4.
concepts and in discussing various opinions and media Reproduced with permission from, School Drug Education and
presentations. Educators must preview these resources to Road Aware Prevention Branch and the Mental Health Commission,
Western Australia.
determine their suitability and impact on children and young
people within the group prior to showing or interacting with
them. Films, DVDs, some television programs and computer 9 | Developing and reviewing networks
games have classifications that help determine their suitability
for certain age groups, but must still be previewed. Children and young people need to explore the whole notion
and meaning of trust in relation to identifying a network
Careful consideration must be given to the emotionally of trusted people with whom they can talk. Some children
powerful messages that multimedia resources contain in and young people may have difficulty developing a network
relation to students’ previous experiences. There is not because of such factors as isolation and disability and
always an educational advantage to viewing selected additional needs.
media in its entirety.
Networks should include a variety of support services,
There are protocols to follow when using media resources. including those available online and by telephone.
Educators should refer to the DECD:
• 23Selecting Children and young people must be given the skills to review
and Using Resources for Educational
networks on a regular basis to ensure that identified people
Purposes Guideline
are still available and suitable.
• 24Social Media Policy
• 25Online safety and social media
• 26Cyber-Safety: Keeping Children Safe in a Connected 10 | Persistence in seeking help

World Guideline Persistence is crucial for children and young people when
• 27Consent for images and student work.
seeking help. They must know that it is acceptable to persist
in seeking help from trusted networks until they have been
heard; feel adequate action has been taken; and ultimately
8 | Guest speakers feel safe. If one person on their network does not help, they
Guest speakers such as local experts, community agencies, must persist with the next person on their network. Children
service providers or online speakers can contribute to the and young people must also review their networks if they
educational experiences of children and young people. do not get the response they expect when seeking help.
Care should be taken when selecting a speaker to maintain

the integrity of the topic, connections with the KS:CPC and 11 | Learning self-protection
a balanced view.
Even though adults have the responsibility for protecting
For more information see 23Selecting
and Using Resources children and young people, they should learn a number of
for Educational Purposes Guideline (DECD, 2016). different strategies to help keep themselves and others safe.
As children and young people grow and develop, they
Other considerations: can increasingly build up a range of strategies to protect
• Identify the benefit of having a guest presenter conduct themselves in a number of different situations, particularly
a session in preference to school or preschool personnel. when not in the care of an adult.
• Determine what learning outcomes will result from the
presentation.
• Guest presenters have sometimes been asked to present
a session in response to a particular issue. Ensure
connections are made between the presenter’s session
and the KS:CPC topic. Presentations outside the context
of a planned program are not recommended.
• Prior to the visit, ask the agency or presenter questions
to determine how their philosophies and values relate
to current school and preschool practices and DECD
and other government policies.
• Sites considering the use of guest presenters for a single
session need to understand that it is difficult to cover
information, attitudes and values and provide opportunities
for skill development in a single session. Be clear about
the particular aspects the presenter is to cover and consider
what may be covered with students before and after the
‘one off’ session.
• Duty of care, Responding to Abuse and Neglect training
and criminal history screening requirements.

26
Recommended Learning Strategies (RLS)

The following strategies provided have been used and are moments’ (RLS 13) during children’s role-play and encourage
recommended by educators with experience in the area of children to invent and imagine roles to support learning in
teaching protective behaviour and child protection. When a the area of child protection.
Recommended Learning Strategy is referred to in the KS:CPC
documents, it is represented by the acronym ‘RLS’ and At the primary, middle and secondary levels of schooling,
a reference number that corresponds to the numbers used role-play will also be an important component of the child
below, for example: ‘RLS 12’. protection program. Role-play provides students with
the opportunity to experience real-life situations in a safe
There is particular emphasis in the KS:CPC on group discussion environment. This enables students to practise skills,
of a wide range of issues. Many of the recommended analyse hypothetical situations, and experience situations
strategies involve ways of structuring and organising from different perspectives.
effective group participation.
The educator may read a scenario and students can
Most of the strategies can be adapted to suit younger or demonstrate appropriate responses using role-play.
older students. A number of strategies, such as ‘Teachable Strategies such as ‘freeze frame role-play’ (RLS 3a) and
moments’, ‘Thumbs up opinions’, ‘Using songs and stories’, ‘fishbowl role-play’ (RLS 3b) are forms of role-play that
‘Drawing and scribing’ and ‘Persona dolls’, have been support students in practising responding to unsafe situations.
demonstrated to be particularly effective with Early Years
learners. To ensure effective role-play, a supportive learning environment
needs to be established. This can be achieved by:
The 28South Australian Teaching for Effective Learning • revisiting group norms prior to the role-play activity
(TfEL) Framework guide has a range of learning strategies
• maintaining control during student role-plays in order to
for each of the TfEL elements. There are also indicators
intervene if necessary, allowing students to then discuss,
of engagement for each element in Appendix A of the
improve, and present again.
TfEL Framework guide.
The following considerations can be followed when conducting
structured role-play:
1 | Pair swaps
• In most situations, all students will be involved. Allow
In pairs, give students a topic to discuss with their partner. students an opportunity to withdraw from the role-play
After a set time instruct students to find a new partner to if they feel uncomfortable with the situation, but have
discuss either the same or a new topic. Continue swapping them undertake another task, such as observing an
pairs until adequate discussion has occurred. Alternatively aspect of the role-play.
set up two concentric circles, with the inside circle looking • Select a scenario that is relevant to the students’ lives
outwards facing a student in the outside circle. One circle and developmentally appropriate. The scenario may be
then rotates at the end of a discussion to find a new partner. predetermined or selected by the students. Provide
students with props to help them assume their roles
2 | Knee-to-knee activity (or side-by-side) and ‘de-role’ afterwards.
• Allow adequate time for students to practise.
In pairs, students sit cross-legged on the floor, facing each • When students are presenting, set audience members
other, with knees almost touching, remembering to respect specific tasks to keep them focused on the role-play
body space. Alternatively, students may sit side-by-side. and to provide feedback.
Each student focuses on the other, practising good
• Allow plenty of time for feedback. The discussion may
communication skills: that is, facing each other, making eye
focus on responses to open-ended questions about
contact (if culturally appropriate), nodding the head, making
feelings, attitudes, consequences and alternative outcomes.
listening comments such as ‘OK’, and listening sounds such
as ‘mmm’. Students take turns to speak. The educator • After the role-play ensure that participants are taken out
times the activity and after a set time asks for new pairs of their role/character by using strategies such as:
to be formed. – addressing them by their correct name
– acknowledging feelings they may have had in the role
and feelings they now have
3 | Role-play – putting away any props
– moving away from the role-play area.
Role-plays need to be handled carefully, as the portrayal of
violence and abuse (even verbal violence and threats) may • Relate role-plays to real-life situations. Skills learnt in the
be disturbing to some students and young people. Sensitive group can be applied to diverse situations.
debriefing is always needed after role-plays. • Encourage students to have fun, but ensure that the role-
play does not become an exaggeration of an issue, as
For children in the Early Years, role-play is an integral this will reduce the effectiveness of the activity (for example,
component of play as a way of learning about the world and avoid using extreme stereotypes).
their place in it. Through play, children have opportunities to • Avoid having all students performing the same scenarios.
explore roles and identities, feelings and perspectives and Instead have each group practise a different skill in a
to express them in an increasingly considered manner. This large scenario, or the same skill in different, brief scenarios.
learning will take place both informally in interactions between
• Avoid judging student actions in a role-play as right or
the children and more formally as part of the teaching and
wrong. Instead, focus on alternatives and/or consequences
learning program. Educators will take advantage of ‘teachable
of these actions for student discussion.

27
3a Freeze frame role-play 5 | Concept or mind mapping

The freeze frame activity is a role-play technique that Concept or mind mapping is a strategy that encourages
maximises learning and helps to maintain control. Freeze students to visually record learning. The process establishes
frames include three separate frames in chronological order connections and helps students to understand relationships
that represent: between different concepts and ideas. Mind maps can be
• the situation/introduction used to create a picture of students’ understanding at a
• the decision/incident point in time or can evolve on a class chart as the unit of
study evolves. Mind maps are personal representations and
• the consequence/conclusion.
are not usually right or wrong. Educators can use them to
To move participants through the frames, the educator make judgements about a student’s level of understanding
uses the clap and click method, where a clap means ‘hold’ of the issues and connections.
and a click means ‘move and prepare for the next frame’.
Concept or mind mapping begins with a key concept such
as safety, placed in the centre of a page, sheet of paper,
3b Fishbowl role-play or on a whiteboard. Students identify key words and write
Between two and five students sit in the centre of the room them around the concept and then progressively move to
and the rest of the class sit as observers in an outer circle less directly related words. Once students have added all
around them. The observers choose one role-player each the concepts to the map, they can draw links between
to focus on. At the end of the role-play the educator leads ideas and concepts to make connections, and to establish
a discussion on issues/solutions that are highlighted by cause and effect relationships.
the role-play. Mind maps can also be developed using computer software
such as:
4 | Y chart, T chart, X chart • 29Mind maps for kids
• 30Inspiration:
Teaching and learning with mind maps
The use of these charts enhances students’ understanding
of a concept. The charts can be scribed for younger students • 31Free mind mapping tools for teachers and students.
while older students can create their own.

Example of a concept/mind map
Y Chart
Safe behaviour
Feels like
What is being safe?
Sounds like Looks like Different ways Why do people

to keep safe take risks?
Safety
What is Laws
T Chart
safety?
Effects of being unsafe
Sounds like Looks like on learning on our health on relationships
6 | Lotus diagram
X Chart
A Lotus diagram can be used as a form of concept or mind
mapping. It is also an organisational tool for analysing and/
Looks like or separating a complex topic into manageable sections; for
example, students dividing tasks into separate learning projects.
Sounds like Feels like
The educator divides a large sheet of paper into nine equal
Thinks like sized squares and enters the main topic in the centre of the
middle square. Students brainstorm to identify up to eight
sub-topics which are placed in the small squares around
the main topic. The educator divides each of the outer
squares into nine equal squares and transfers the sub-topics
into the centre of each outer square. Students brainstorm
ideas for each sub-topic and write their ideas in the smaller
surrounding squares.
The next diagram shows an example of a Lotus diagram.

There is also a blank template of a Lotus diagram for you
to use with your class (see p.30).

28
Example of a Lotus diagram
Mum Dad Uncle Ms............... LAP helper Mr............... Coach Alex’s Dad Kerrie’s Mum
Brother FAMILY Grandparent SCHOOL NETBALL
Aunty
Kids Helpline FAMILY SCHOOL NETBALL Leanne Jo Chris

1800 551 800
PHONE PHONE MY FRIENDS Laura FRIENDS

NUMBERS NUMBERS NETWORK
Emergency Police COMMUNITY SHOPPING

000 131 444 HELPERS WEBSITES CENTRE
www.
Library Police station Shop kidshelpline.
com.au
COMMUNITY SHOPPING
Neighbour WEBSITES
HELPERS CENTRE
www.cyh.
com.au
For more ideas see Tool Time for Education <www.langfordlearning.com>

29
Lotus diagram template
Name
For more ideas see Tool Time for Education <www.langfordlearning.com>

30
7 | Modified jigsaw activity four students then share and clarify their ideas, adding new
points as they arise.
The modified jigsaw strategy is a structure for small group
work. It encourages participation and co-operative learning, The group arrives at one idea or a set of ideas on the topic,
and places responsibility for learning on students. It is an which all members agree are the most important, and writes
effective strategy when dealing with complex information them in the space in the middle of their placemat.
or a large amount of information.
The educator breaks up the information to be learnt into 10 | Brainstorming
small sections. Students are formed into groups according
Brainstorming is an oral literacy strategy, which allows all
to the number of sections of information to be learnt. Each
contributions to a discussion to be considered. It is inclusive
group learns about and becomes an ‘expert’ on its topic
and empowering when all students feel that their ideas
through discussion or further research. The group reports
are important.
back to the whole class about their topic. Allow groups to
report back using a variety of forms such as oral presentation, Students contribute ideas on a topic, while a scribe (educator
written report or short film. or student) records all ideas on a large sheet of paper or
whiteboard, ensuring that it can be referred to and revised
later in the light of new learning. It is important to ensure
8 | Values walk or values continuum all students have a chance to express a thought.
The educator prepares three signs:
• agree 10a Modified brainstorming
• unsure While brainstorming is used to generate a flow of ideas,
• disagree. modified brainstorming allows the educator to ‘interrupt’
if responses are inappropriate or unsafe. In this case,
The signs are placed on a continuum. The educator reads students’ responses to questions such as ‘How will this
statements on a chosen topic and students move to the help to keep someone safe?’ usually lead to agreement
sign which best expresses their opinion about the statement. within the group that the idea is inappropriate or unsafe.
They discuss their thoughts about the statement with other The idea is then not recorded, or can be crossed out or
students at the same sign and then discuss as a class. removed if already recorded. If the teacher is concerned
Students should be allowed to ‘pass’ on stating their opinion. about a student’s response, they can seek to talk to the
Students may go to the sign labelled ‘Unsure’ and reconsider student individually at an appropriate time.
their opinion after discussion.
Consider asking students to move to the sign that they believe 11 | Relaxation
most children or young people of their age would go to when
using some statements. This ‘one step removed’ (NNA 3) Relaxation may support children and young people as part
technique may make students feel more comfortable in of a closing activity at the end of a session or at any time
moving to the sign that they want to. when calmness is needed. Relaxation is a useful calming
strategy that allows time to think of a plan or action to
8a ‘Thumbs up’ opinions keep safe. It is also a protective strategy.
This strategy allows students to express opinions or values There are many relaxation strategies and different people
on a given topic. Students express their opinions by showing: will prefer different approaches. For example:
• thumbs up for ‘yes’ or ‘agree’ • listening to relaxing music
• thumbs down for ‘no’ or ‘disagree’ • taking a walk
• thumbs horizontal for ‘OK’ or ‘unsure’. • doing simple stretch exercises or yoga
• focusing on deep breathing.
9 | Placemat activity Whilst relaxation exercises are often done with a large
group at school or preschool, students should understand
Students work in groups of four, preferably sitting on four that they can use the technique in other situations to keep
sides of a table or on the floor. Each group has a large piece themselves safe. The group establishes rules or group
of paper and draw the placemat as in the diagram below. norms such as no touching and remaining quiet so others
can listen and concentrate.
Being relaxed is not the same as being unconscious; students
will know what is going on around them; and will remember
what is said and what happens. It is important that students
can find their own personal space and location such as on
a chair, bean bag or the floor. It is not appropriate to insist
that all students lie down as this may act as a reminder of
past or present abuse.
Any of the following relaxation strategies can be used
according to the context and developmental level of students:
• Slow deep breathing: Sit or lie comfortably. Breathe slowly
Each member of the group has their own section of the and deeply.
placemat (not including the centre circle) and writes, draws • Listening to music.
or uses symbols to show their ideas on a given topic. The
• Imagining being on a journey or in a specific location.

31
• Relaxing and tensing the body, beginning with the toes, Throughout the KS:CPC, educators will use fiction and non-
tell each body part to tense and relax. Feel the body relax fiction texts in a range of media to reinforce the major themes.
and get heavier, then reverse the order. Stretch and take Print and electronic media (including social media) need to
a deep breath. be approached from a critical literacy perspective, whereby
students are encouraged to develop understandings about
how texts and media may be used to influence their attitudes
12 | Problem-solving and behaviour.
Students need to be presented with a variety of problem- Reinforce appropriate online behaviour and the risks involved
solving strategies and models. Scenarios provide a useful when using the internet. The legal implications of inappropriate
way of highlighting how to apply the various models in use of media sites will also add to students understanding
real-life situations. of internet protocols.
Across the different KS:CPC curriculum documents students
use a range of problem-solving models, particularly in Focus 16 | Drawing and scribing
Area 4: Protective strategies, as demonstrated in the table
below. Strategies and models are explained and relevant Students can reinforce their understanding throughout
resources provided for each of the activities. the KS:CPC through drawing, painting and model making.
Some students will respond better to the opportunity to
visually represent their learning as opposed to tasks with
Early Years: What if…? higher literacy demands. When children and young people
Ages 3−5 and Stop, Think, Do are invited to tell their story about the artwork created,
Years R−2 educators can act as scribes and, in doing so, are able
to monitor their learning and provide information to parents/
Primary Years: What if…?
carers about their child’s learning.
Years 3–5 POOCH
Stop, Think, Do Abused children may communicate their feelings and
Middle Years: POOCH experiences through their drawings. This may include
Years 6–9 Trust, Talk, Take control sexually explicit pictures with sexual knowledge beyond
the child’s age. Children may identify abuse with the
Senior Years: Think, Feel, Act, Persist following features, for example by:
Years 10–12 Protect yourself decision-making model • drawing the abuser:
– with very large hands or arms
– with sharp teeth and enlarged mouths
13 | Teachable moments – with a huge erect penis
– with a sinister grin
While the concept of teachable moments is particularly relevant – floating in the air
to very young students, it can be applied to students of all ages. – as a scary monster, witch, insect or snake.
Learning about safety and what it entails will occur throughout • drawing themselves with:
the student’s day, both in the classroom setting and at play. – sad mouth
These are the ‘teachable moments’ that educators can take – tears
advantage of, using students’ interactions and questions to – no arms
discuss topics and concepts such as ‘feelings’, ‘emergencies’, – no mouth
‘safe and unsafe’, ‘fair and unfair’, ‘touching’, and ‘trust’. – faceless
– attached to the ground whilst abuser is floating.
14 | Using songs and stories Examples of drawings are depicted in Briggs, F (2012) Child
Protection: The essential guide for teachers and other
Throughout the KS:CPC, songs and stories are suggested professional whose work involves children, JoJo Publishing,
as models and discussion starters for the Focus Area topics. Melbourne (pp.227−230). The paper 32Guidance in responding
Many of these songs and stories are known to students or to children and young people (DECD) suggests ways to
used in other teaching areas. Educators are encouraged discuss matters of concern with a child.
to make wide use of these resources and to supplement
existing suggestions with other songs and stories that they
may find useful for presenting concepts in a one step 17 | Persona dolls
removed manner to discuss sensitive issues.
Persona dolls can be an effective, nonthreatening way
to raise issues and encourage young children to explore,
15 | Critical literacy in using electronic uncover and confront unfairness and related feelings and
ideas. Persona dolls help children express their thoughts,
and print media think critically, challenge unfair treatment, and develop
Critical literacy requires students to critique and analyse the empathy with others who may be different. They can also
media that they consume on a daily basis. Students are help children problem-solve to develop an understanding
encouraged to question authorship and purpose; position of what is fair and unfair.
and power; and stereotyping and appropriateness of texts, Persona dolls can be any dolls as long as they can be given
both in print and electronic media. a ‘persona’. The use of the dolls can support educators to
build histories and stories around the dolls to challenge social
inequalities in positive ways. Persona dolls must not be used
to illustrate scenarios about abuse and neglect.

32
18 | Relationships circle
The technique of the relationships circle is used throughout Using the relationships circle to discuss types of touch
the KS:CPC. It is inclusive of all relationships and social associated with each type of relationship is not recommended,
structures, and promotes individuals in making choices. as this may suggest that people in certain relationships
have the right to touch them in certain ways. Touch is a
It can be applied successfully to relationships from the early normal part of everyday life and should be discussed in a
years to adulthood to develop the concepts of trust and positive way with emphasis on the different types of touch,
safe networks. The relationships circle can be developed to the context and intent, appropriate and inappropriate touch,
include several categories of relationship, depending on the and consent. In doing so students will have greater skills and
developmental level and experiences of the students. knowledge to identify inappropriate touch and strategies to
keep themselves safe within all relationship types.
eo ple I don’t know

P
le I know
Peop
o are importa
wh nt
e
ho are clos
pl
to
w
Peo
me
e
le
to
Peop
me
M
ME
Adapted from Education Department of South Australia (1977) Health education years 8−10, Teachers’ handbook, EDSA, Adelaide, p.105

33

1 KS:CPC Parent/carer reporting suite | http://tiny.cc/KSCPC-ParentCarerSuite
2 Appendix 12: Parents/carers | http://tiny.cc/KSCPC-App12
3 Appendix 2: Sample planning guides | http://tiny.cc/KSCPC-App02
4 KS:CPC Whole site implementation guide | http://tiny.cc/KSCPC-ImplementationGuide
5 KS:CPC Resources | http://tiny.cc/KSCPC-Resources
6 Belonging, Being & Becoming: The Early Years Learning Framework for Australia | http://tiny.cc/BBB-EYLF
7 Reflect Respect Relate | http://tiny.cc/ReflectRespectRelate
10 Wellbeing for Learning and Life: A framework for building resilience and wellbeing in children and young people |
http://tiny.cc/WellbeingLearningLife
11 Appendix 16: Wellbeing and positive psychology | http://tiny.cc/KSCPC-App16
12 Appendix 3: Whole site planning | http://tiny.cc/KSCPC-App03
13 National Quality Framework | http://tiny.cc/NationalQualityFramework
14 Melbourne Declaration on Educational Goals for Young Australians | http://tiny.cc/MelbourneDeclaration
15 Australian Curriculum: General capabilities | http://tiny.cc/AC-Capabilities
16 South Australian Certificate of Education | https://sace.sa.edu.au
17 Australian Curriculum: Health and Physical Education | http://tiny.cc/AC-HPE
18 Appendix 1: Curriculum mapping tools | http://tiny.cc/KSCPC-App01
19 DECD: Curriculum, Pedagogy, Assessment and Reporting Policy for Reception–Year 10 | http://tiny.cc/DECD-CPARPolicy
20 DECD: Guidelines for the implementation of the Australian Curriculum in DECD schools: Reception–Year 10 |
http://tiny.cc/DECD-ACImplementation
21 Learning Design ‘thinking map’ | http://tiny.cc/LD-ThinkingMap
22 KS:CPC Learning Design example | http://tiny.cc/KSCPC-LearningDesign
23 DECD: Selecting and Using Resources for Educational Purposes Guideline | http://tiny.cc/DECD-SelectingResources
24 DECD: Social media policy | http://tiny.cc/DECD-SocialMediaPolicy
25 DECD: Online safety and social media | http://tiny.cc/DECD-OnlineSafetySM
26 DECD: Cyber-Safety: Keeping Children Safe in a Connected World Guideline | http://tiny.cc/DECD-CyberSafetyGuideline
27 DECD: Consent for images and student work | http://tiny.cc/DECD-ConsentStudents
28 South Australian Teaching for Effective Learning (TfEL) Framework guide | http://tiny.cc/TfEL-FrameworkGuide
29 Mind maps for kids | http://mindmapsforkids.com
30 Inspiration: Teaching and learning with mind maps | http://tiny.cc/InspirationMindMaps
31 Free mind mapping tools for teachers and students | http://tiny.cc/MindMappingTools
32 DECD: Guidance in responding to children and young people | http://tiny.cc/DECD-RespondingGuidance

34
EARLY YEARS: YEARS R–2
Overview
Characteristics of the Years R–2 learner

Children generally enter the Reception class as experienced learners. Children’s participation and engagement during
the R–2 phase of schooling is often directly related to the opportunities they are given to make decisions about their
learning. By working with educators to establish learning goals and expected outcomes, children initiate, negotiate
and plan, and take responsibility to extend their learning.
In a supportive learning environment, children in Years R–2 have opportunities to explore and practise many ways
of interacting and responding in a range of situations. They can be helped to:
• reflect on the impact of their own behaviour on others
• modify their behaviour in response to feedback
• recognise the range of behaviour displayed by individuals in a variety of situations and contexts
• develop a critical understanding of social conventions.
The school-aged child is more socially involved with peers than ever before. Acceptance by peers is extremely important
and children’s play reflects a strong need to belong. Children and educators together will explore real-life social issues
and better ways of relating with each other.
Children demonstrate a range of cognitive competencies and are constantly trying out comparisons by analogous
reasoning (it seems like this, or like that), by hypothesising and questioning, by logical reasoning, and by understanding
causal attribution. ‘Talking the problem through’ is often vital at this stage – some children will be ‘synthesisers’, others
build understanding slowly and in segments; some will rely on leaps of insight, while others estimate and guess. The
‘match’ of effective scaffolding to the thinking and learning of the child is of vital importance. This includes seeking to
know the child through working with families, observing, and questioning and sharing information with previous educators
to ensure that planning for the child’s learning is tailored to individual and group interests and skills.

35
OVERVIEW | EARLY YEARS: YEARS R–2
KS:CPC support materials for Themes We all have

the right to
We can help
ourselves to be
educators working with:
be safe. safe by talking
• 1children and young people with
disability and additional needs to people we
• 2culturally and linguistically diverse trust.
children and young people
• 3Aboriginal children and young people.
Focus Areas and topics

The organisational structure of the Early Years: R–2 curriculum is indicated in
the chart below. Educators are expected to cover all Focus Areas and all topics
within the R–2 timeframe. In order to provide effective learning in the areas of
child protection, both themes and some topics from each of the Focus Areas
must be included every year for every child.
Focus Areas Topics
1 Feelings
2 Being safe
3 Warning signs
4 Risk-taking and emergencies
1 Rights and responsibilities

2 Identity and relationships
Relationships
3 Power in relationships
4 Trust and networks
1 Privacy and the body

Recognising and
2 Recognising abuse
reporting abuse
3 Secrets
1 Strategies for keeping safe

2 Persistence
Curriculum and pedagogy

The Keeping Safe: Child Protection Curriculum (KS:CPC) for Early Years: Years
R–2 is set in the context of the:
• 4Australian Curriculum
• 5South Australian Teaching for Effective Learning (TfEL) Framework
• 6Reflect Respect Relate.
See ‘Using relevant curriculum and pedagogy’ on page 21 for more information.
Planning tools
Australian Curriculum mapping tool
Child protection, safety, relationships and sexuality fit primarily within the Health
and Physical Education learning area of the Australian Curriculum, but can also
be incorporated across other learning areas.
The Australian Curriculum mapping tool provides relevant connections between

the Australian Curriculum’s content descriptions and achievement standards
from multiple learning areas and the KS:CPC topics. When mapping the KS:CPC
across multiple learning areas, sites must ensure that the KS:CPC is delivered
sequentially.
See 7Appendix 1: Curriculum mapping tools.

36
KS:CPC Sample planning guide: Years R–2

The sample planning guide provides a suggested way of distributing the activities across the three year levels. Some activities
should be repeated each year. Modify as needed. For other year levels see 8Appendix 2: Sample planning guides.
TERM 1 TERM 2 TERM 3 TERM 4

Focus Area 1: Focus Area 2: Focus Area 3: Recognising Focus Area 4:
The right to be safe Relationships and reporting abuse Protective strategies
Topic 1: Feelings Topic 1: Rights and Topic 1: Privacy and the body Topic 1: Strategies for
1.1 Characters’ feelings responsibilities 1.1 Body awareness keeping safe
1.2 Different feelings 1.1 Needs and wants 1.3 Parts of the body 1.1 Memory activities
1.5 Our whole body is private 1.2 Remembering name,
Topic 2: Being safe Topic 2: Identity and
1.6 Touching that is ‘OK’ address, telephone numbers
2.1 How do we make it safe? relationships
RECEPTION
1.4 Revisiting trusted networks

2.2 Stories about being safe 2.1 Exploring identity Topic 3: Secrets
1.8 Saying ‘no’
2.2 Exploring relationships 3.1 Defining secrets
Topic 3: Warning signs
3.1 Introducing warning signs Topic 4: Trust and networks
3.3 Warning signs 4.1 Exploring the meaning of trust
4.2 Developing a trusted network
4.4 People I don’t know who
might help
1.3 Strategies to identify feelings responsibilities 1.1 Body awareness keeping safe
1.2 Children’s rights 1.2 Personal space 1.2 Remembering name,
Topic 2: Being safe
1.3 Behaviour code and 1.3 Parts of the body address, telephone numbers
2.2 Stories about being safe
children’s rights 1.4 Meaning of private 1.3 Revisiting trusted networks
2.3 Identifying a safe place
1.5 Our whole body is private 1.4 ‘What if…?’ problem-solving
Topic 2: Identity and
Topic 3: Warning signs 1.5 ‘What if…?’ scenarios
relationships Topic 2: Recognising abuse
3.1 Introducing warning signs 1.6 Practising being assertive
2.2 Exploring relationships 2.1 Accidental or deliberate
3.2 Signs 1.8 Saying ‘no’
2.3 Relationships circle injury?
3.3 Warning signs 1.9 Choosing strategies to
Topic 3: Power in relationships 2.2 Identifying physical abuse
keep safe
YEAR 1
Topic 4: Risk-taking and 3.1 Demonstrate the language Topic 3: Secrets

emergencies Topic 2: Persistence
of safety 3.2 Recognising unsafe secrets
4.1 Defining unsafe and 2.2 Introduction to persistence
3.2 Understanding bullying 3.3 Tricks and trust
risk-taking 2.4 Practising persistence
3.4 Fair and unfair
4.2 Unsafe situations and
risk-taking Topic 4: Trust and networks
4.4 Defining an emergency 4.1 Exploring the meaning of trust
4.3 Will you be on my network
please?
might help
1.3 Strategies to identify feelings responsibilities 1.3 Parts of the body keeping safe
1.4 Miming feelings 1.2 Children’s rights 1.4 Meaning of private 1.2 Remembering name,
1.3 Behaviour code and 1.5 Our whole body is private address, telephone numbers
Topic 2: Being safe
children’s rights 1.7 ‘OK’ touching in relationships 1.3 Revisiting trusted networks
1.4 ‘What if…?’ problem-solving
Topic 2: Identity and Topic 2: Recognising abuse
Topic 3: Warning signs 1.6 Practising being assertive
relationships 2.2 Identifying physical abuse
3.1 Introducing warning signs 1.7 Role-playing assertive
2.2 Exploring relationships 2.3 Identifying emotional abuse
3.2 Signs communication
2.3 Relationships circle 2.4 Identifying sexual abuse
3.3 Warning signs 1.8 Saying ‘no’
Topic 3: Power in relationships 2.5 Identifying neglect 1.10 Resilience
YEAR 2
Topic 4: Risk-taking and 3.3 Dealing with bullying 2.6 Identifying domestic and
emergencies family violence Topic 2: Persistence
behaviour
4.3 Looking for clues about risks 2.7 Online safety 2.1 Theme reinforcement
3.5 Introducing the concept
4.4 Defining an emergency of power 2.3 Persistence
Topic 3: Secrets
4.5 Personal emergency 3.6 Adults using power 2.4 Practising persistence
3.2 Recognising unsafe secrets
4.6 Thinking and feeling in
Topic 4: Trust and networks 3.3 Tricks and trust
an emergency
4.1 Exploring the meaning of trust
4.3 Will you be on my network
please?
might help

37

1 KS:CPC Support materials for children and young people with disability and additional needs | http://tiny.cc/KSCPC-SpptMatD
2 KS:CPC Support materials for culturally and linguistically diverse children and young people | http://tiny.cc/KSCPC-SpptMatC
3 KS:CPC Support materials for Aboriginal children and young people | http://tiny.cc/KSCPC-SpptMatA
6 Reflect Respect Relate | http://tiny.cc/ReflectRespectRelate
7 Appendix 1: Curriculum mapping tools | http://tiny.cc/KSCPC-App01
8 Appendix 2: Sample planning guides | http://tiny.cc/KSCPC-App02

38
Activities
Focus Area 1:
Topic 1: Feelings Topic 2: Being safe Topic 3: Warning signs Topic 4: Risk-taking
and emergencies
1.1 Characters’ feelings 2.1 How do we make 3.1 Introducing warning 4.1 Defining unsafe
1.2 Different feelings it safe? signs and risk-taking
1.3 Strategies to identify 2.2 Stories about being 3.2 Signs 4.2 Unsafe situations
feelings safe 3.3 Warning signs and risk-taking
1.4 Miming feelings 2.3 Identifying safe places 4.3 Looking for clues
about risks
4.4 Defining an
emergency
4.5 Personal emergency
4.6 Thinking and feeling
in an emergency
1SA TfEL Framework elements
2.1: Develop democratic relationships 3.4: Promote dialogue as a means of learning

2.2: Build a community of learners

39
ACTIVITIES | FOCUS AREA 1
TOPIC 1: FEELINGS
Children need to learn (at an age and developmentally appropriate level):
• how to identify feelings in self and others
• how to appropriately demonstrate a variety of feelings.
Educators’ tips
• Children in Years R–2 learn about feelings by exploring, interacting with people, playing, experimenting and rehearsing,
as well as through explicit teaching of the concept.
• Integrate teaching across the learning areas, enabling children to demonstrate their learning in a variety of ways.
• Partnerships between the educator, families, communities and support agencies are important for gathering and sharing
information to help the educator modify activities to address perspectives such as culture, Aboriginality, ability, disability,
gender, age, socio-economic status, location and religious beliefs.
• Acknowledge previous experiences and knowledge that children bring with them to school, and be aware that some
children respond to situations in ways that can be misinterpreted such as smiling or laughing when they feel uncomfortable.
• Teach the concepts of one step removed (NNA 3) and protective interrupting (NNA 4) prior to beginning the topics.
Children usually require both rehearsal and repetition of these concepts.
• As part of the class’ vocabulary-building activities, a chart or series of flash cards could be made as the lessons
progress, adding new words as they are introduced (NNA 5).
1.1 | Awareness of and willingness 1.1 Characters’ feelings

to acknowledge feelings will vary
between children. 1 Read a range of books to children (RLS 14) from the listed texts.
Consider the full range of emotion 2 Discuss the different sorts of feelings that the characters ACTIVITY RESOURCE
FOCUS AREA 1: THE RIGHT TO BE SAFE | TOPIC 1: FEELINGS | FOR EDUCATOR USE ONLY
Activity resource 1: Feelings vocabulary
words rather than simply discussing experience. Refer to 2Activity resource 1: Feelings vocabulary
This resource is for educator reference only.
Abandoned Destructive Happy Low Proud Threatened

Affectionate Determined Hateful Lucky Pushy Trapped
Agitated Different Healthy Mad Quarrelsome Troubled
opposites; for example, happy – sad.

Agonised Distracted Helpful Marvellous Refreshed Uneasy
(teacher reference only) for a wide range of feelings.

Amused Disturbed Helpless Mean Rejected Unhealthy
Angry Dumb Homesick Miserable Relaxed Upset
Annoyed Eager Horrible Moody Relieved Vain
Anxious Empty Hurt Nasty Reluctant Violent
Ashamed Energetic Ignored Naughty Restless Weary
Bad Envious Impressed Nervous Rewarded Weepy
3 Include discussion about how the characters display

Bitter Excited Insecure Nice Sad Wonderful
Blue Exhausted Inspired Numb Satisfied Worried
Bored Fascinated Intolerant Nutty Scared Yucky
Brave Fearful Isolated Obsessed Secure Zany
Calm Fed-up Jealous Odd Shocked Zesty
a range of behaviour associated with feelings such as in:

Capable Foolish Jittery Outraged Silly
Cheated Free Joyful Overlooked Sneaky
Cheerful Frightened Joyous Pained Spiteful
Clever Frustrated Jumpy Panicked Startled
Competitive Furious Keen Peaceful Stupid
• McBratney, S (2005) It’s lovely when you smile

Confused Glad Kind Petrified Talkative
Cruel Gloomy Lazy Picked on Tender
Crushed Good Left out Pleasant Tense
Photographs
Daring Greedy Lonely Pleased Terrible
Delighted Guilty Lousy Pressured Terrified
• Hedderwick, M (2010) Katie Morag and the Tiresome Ted Keeping Safe: Child Protection Curriculum | Early Years: Years R–2
When photographs are taken in school,

94
teachers and parents/carers need to 4 Children mime the feelings of the characters in the stories.
know who is taking the photographs, 5 Record the mimes using a digital camera and display the images. Alternatively,
exactly how they will be used and who record the activity using a story map with thinking bubbles for characters’ thoughts.
will see them. Ensure that appropriate
procedures are followed in seeking
permission from parents/carers to Books
photograph children. See DECD • Andreae, G & Parker-Rees, G (1999) Giraffes can’t dance, Orchard Books, Sydney
3Consent for images and student work.
• Ball, D (2005) My dog’s a scaredy cat, HarperCollins Publishers, Sydney
• Bengt, M & Friberger, A (1992) Olaf the ship’s cat, Holmes & Meier Publishers
• Bevan, C & Gordon, M (2006) Poems about being jealous: Everyone I see is
luckier than me (Poemotions), Hodder & Stoughton, Sydney
• Bourgeois, P & Clark, B, Franklin series, Scholastic
• Hedderwick, M (2010) Katie Morag and the Tiresome Ted, Red Fox Picture
Books, London
• McBratney, S (2005) It’s lovely when you smile, Penguin Group, London
• McBratney, S (2006) I’m sorry, Harper Trophy, United Kingdom
• Milton, T & Gordon, M (2006) Poems about being angry: I want to shout and
stamp about (Poemotions), Hodder and Stoughton, Sydney
• Moses, B (1993) Your emotions series, Hodder Wayland Publishers, England
(I feel angry; I feel frightened; I feel jealous; I feel sad)
• Moses, B (1997) Your feelings series, Wayland Publishers, England (I’m bored;
I’m lonely; I’m shy; I’m special; I’m worried; I’m happy; It’s not fair; I feel bullied)
• Moses, B & Gordon, M (2006) Poems about being scared: Is there anything
there at the top of the stair? (Poemotions), Hodder & Stoughton
• Oram, H & Kitamura, S (1993) Angry Arthur, Random House Children’s Books,
London

40
• Toczek, N & Gordon, M (2006) Poems about being sad: Can anyone be
as gloomy as me? (Poemotions), Hodder & Stoughton Bernard, M (2006) 4Program
• Vail, R (2002) Sometimes I’m Bombaloo, Scholastic Press, Singapore Achieve: A Social & emotional
learning curriculum (Primary), Australian
• Willis, J (2005) Misery Moo, Henry Holt & Co Scholarships Group, Queensland,
Australia
Other suggested activity
Program Achieve
Use resources focussing on feelings from Program Achieve, a curriculum of
lessons for teaching students how to achieve success and develop social–
emotional–behavioural wellbeing.
1.2 | Children need an awareness

1.2 Different feelings of a range of feelings and need to
be able to discuss their own feelings.
1 Brainstorm (RLS 10) and record feelings onto individual ACTIVITY RESOURCE
FOCUS AREA 1: THE RIGHT TO BE SAFE | TOPIC 1: FEELINGS
Children must be able to recognise the

Activity resource 2: Feeling faces
flash cards. Alternatively, make ‘feeling faces’ using

5Activity resource 2: Feeling faces. Happy Cross Excited Sad
four basic feelings of anger, sadness,
happiness and fear. If this needs further
2 In small groups, children sort the feelings into comfortable Bored Embarrassed Angry Loving
development, refer to the KS:CPC

and uncomfortable feelings. Scared Worried Frustrated Confused Early Years: Ages 3–5.
3 Discuss each feeling as a whole class. A third group of Upset Ashamed OK Hurt
It is appropriate to feel ‘OK’ rather than
feelings may arise for feelings that can be either comfortable Keeping Safe: Child Protection Curriculum | Early Years: Years R–2
95
either ‘happy’ or ‘sad’.
or uncomfortable, depending on the situation. Feelings may change – eg a friend
4 Use these lists as a reference and add to them as children’s understandings may do something that causes a child
increase. to change their feelings. Consider the
stage of development of children when
exploring this concept.
Other suggested activity 6Boardmaker (Mayer-Johnson) can
be used to create a range of visual
Card activities resources. Visual aids for Boardmaker
1 Develop card activities such as Snap, Memory or Lotto, to build vocabulary can be purchased through the DECD
and reinforce children’s understanding. 7Special Education Resource Unit
2 For example, matching a feeling word card with a photo or image that illustrates (SERU).
the feeling. Similar card activities are available from education suppliers of
teaching aids.
1.3 Strategies to identify feelings 1.3 | Continual use of the

language of and discussion about
Judge the level of children’s understanding about feelings and select from feelings in everyday situations is
the following activities to reinforce their understanding. important to reinforce learning
(RLS 13).
Mirrors
1 Children work in pairs with a mirror.
2 Name a feeling such as sad. Children make a sad face in front of the mirror
and discuss with their partner what this facial expression looks like.
3 Use 6Boardmaker or pictures from magazines to prompt children.
Class book
1 Make a class book about feelings in which children complete the sentence:
‘I feel … when …’.
2 Draw illustrations for each sentence.
Songs
1 Sing songs (RLS 14) about feelings; eg If you’re happy and you know it.
2 The CD Super me! Growing with Music 5 by Hilary Henshaw has songs about
feelings and an accompanying booklet of activities.
Music
1 Play a range of music (RLS 14) that express a range of physical feelings
and emotions.
2 Children respond through drawing pictures or symbols, or by physical actions.

41
3 Use songs for example:

Clark, H (2003) The new useful • The new useful book: songs and ideas from ABC Play School
book: songs and ideas from ABC
• Peter Combe’s CDs Wash your face in orange juice and Toffee apple
Play School, ABC Books, Sydney,
NSW • Hilary Henshaw’s CD Super me! Growing with Music 5.
Combe, P (1987) Toffee apple, CD,
Displays
Rascal Records, Sydney
1 Add new ‘feelings’ words to a classroom ACTIVITY RESOURCE ACTIVITY RESOURCE
Combe, P (2003) Wash your face in

FOCUS AREA 1: THE RIGHT TO BE SAFE | TOPIC 1: FEELINGS | FOR EDUCATOR USE ONLY FOCUS AREA 1: THE RIGHT TO BE SAFE | TOPIC 1: FEELINGS
Activity resource 1: Feelings vocabulary Activity resource 2: Feeling faces
display according to children’s stages of

orange juice, CD, Rascal Records,

development (Refer to 2Activity resource 1:

Sydney
Angry Dumb Homesick Miserable Relaxed Upset Happy Cross Excited Sad
Feelings vocabulary).
Henshaw, H (1994) 8Super me! Growing

Bored Embarrassed Angry Loving
2 Encourage children to use the words in

with Music 5, CD, Elsternwick, Vic

Scared Worried Frustrated Confused
conversation.
Delighted Guilty Lousy Pressured Terrified Upset Ashamed OK Hurt
3 Use 5Activity resource 2: Feeling faces or 94

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2 Keeping Safe: Child Protection Curriculum | Early Years: Years R–2
95
6Boardmaker for children requiring visual
strategies.
Feelings wheel
1 Give children a template each of a circle
divided into quarters. Each quarter has a Sad OK
feeling label (eg angry, sad, happy, OK).
2 Children draw and cut out a small pointer
arrow which they affix to the centre of their
circle with a brass fastener.
3 Children individually use their feelings Angry Happy
wheel to point to how they might be feeling
before and after events during their day.
4 The feelings wheel can be adapted for
older children to include eight sections
and more feelings.
1.4 | These activities aim to: 1.4 Miming feelings

• further develop vocabulary relating
to feelings 1 Ask children to improvise a movement that depicts the following scenarios,
• allow practise of non-verbal using a freeze frame role-play (RLS 3a):
communication • a bad tempered tennis player
• highlight similarities and differences • an excited sports fan
in the way people express their feelings
• further extend children’s vocabulary • a crazy pop star
of feelings • a frustrated toddler
• help children make connections • a proud person
between feelings, body reactions • a worried parent/carer
and body language
• enhance observation skills.
• a silly six year old
• a toddler who is scared of the dark
• an athlete who has just won a medal
• a person who has just had a nice meal.
2 At the end of the activity, discuss the ways the feelings were demonstrated.
Discuss the importance of posture, movement, facial expression and general
body awareness to depict the scenario successfully.
3 Discuss the effects on someone who is watching the feeling being expressed
(eg what might it feel like to watch someone being angry, or upset, or funny).
Other suggested activities

Feelings cards
Children sort and discuss sets of photos or pictures that demonstrate a variety
of feelings (9St Luke’s Innovative Resources have several sets of feelings cards
including The Bears cards).
Cut and paste

Children cut and paste pictures from magazines to illustrate behaviour, body
language and facial expressions that are associated with feelings.

42
Freezing feelings ACTIVITY RESOURCE


Children move around the room. Ask them to freeze on an

agreed signal, and to display the emotion that is called out.

This activity can also be done with the children standing in one
position. Use 2Activity resource 1: Feelings vocabulary.

Story
McBratney, S (2005) It’s lovely
94
Read It’s lovely when you smile. Children discuss the way the when you smile, Penguin Group,
illustrator demonstrates how characters in the story are feeling. London
Kids health in the classroom

Children learn about feelings and strategies to manage them using activities from
10Kids Health in the Classroom: Feelings.

43
TOPIC 2: BEING SAFE

• what being safe means
• what makes a place safe.
Educators’ tips
• The concept of being safe should be taught explicitly, explored in teachable moments, and reinforced frequently.
• The safety aspect of the KS:CPC should be integrated in all learning areas in order to provide opportunities for children
to explore, play, experiment, rehearse and create.
• The content should be related to individual and group interests, and should build upon children’s experiences. It should
be recognised that learning opportunities occur in everyday situations.
2.1 | Don’t generalise or categorise 2.1 How do we make it safe?

particular places, people or situations
as always being safe. Abuse often 1 Discuss the first KS:CPC Theme: ‘We all have
We all have
occurs in familiar, safe locations with the right to be safe’. the right to
familiar, trusted people. 2 Devise a short obstacle course or ‘follow the be safe.
Reinforce the concept of being safe leader’ activity over some play equipment.
in all learning areas and use the word
3 After playing the activity, discuss what happened
‘safe’ as part of everyday vocabulary.
using the following focus questions:
Being safe may be a difficult concept
• How do we make the activity safe? (Responses
for some children to understand and
some children may never feel safe.
could include: rules; everyone being sensible.)
• How do we know if the equipment is safe? (Responses could include: there
Children who have difficulty with this
concept may benefit from adaptation are government rules for building play equipment; the grounds person
of activities from the KS:CPC Early checks equipment; children and educators report maintenance problems.)
Years: Ages 3–5 document. • How do we make sure children are safe? (Responses could include: adult’s
Reinforce classroom and school job is to keep children safe; children’s job is to behave safely.)
behaviour codes and the right of 4 Use a Y chart (RLS 4) to identify what safe
everyone to be safe. sounds like, feels like and looks like. This Feels like
Consider the difference between feeling Y chart will be referred to in Topic 4.
safe and being safe. For example, some 5 Children identify feelings that they associate Sounds like Looks like
children may not feel safe, but they
with safety and reflect upon and discuss
may be safe.
places where they are safe, people they
are safe with, things they do when they
are feeling safe, and devices and protective
equipment that are used in our community
to help keep us safe. S
A
Other suggested activity F
Poem E
As a class create a simple acrostic poem using the word safe.
2.2 Stories about being safe

1 Read one of the listed stories (RLS 14) about being safe:
• Bourgeois, P (1993) Franklin in the dark, Scholastic Paperbacks, Sydney,
Australia
• Bourgeois, P (1993) Franklin is lost, Scholastic Paperbacks, Sydney, Australia
• Denton, T (1986) Felix and Alexander, Oxford University Press Children’s Books
• Harris, C (2000) I don’t want to go to school, Random House, Australia
• Hill, S (1991) I won’t go there again, Walker Books
2 Discuss where and when the characters feel safe and unsafe, how they feel,
and the actions that are associated with the feeling of safety.

44

Clark, H (2003) The new useful
book: songs and ideas from ABC
Songs
Play School, ABC Books, Sydney, NSW
Choose songs about safety from the 11Songs for teaching webpage or The new
useful book: songs and ideas from ABC Play School.
2.3 Identifying safe places 2.3 | Use one step removed

(NNA 3) and protective interrupting
1 Watch the video 12What makes children feel safe? (NSPCC). (NNA 4). Situations that are viewed
2 Children discuss a range of possible safe places or unsafe places. For example: as safe and the concept of safety may
• at home vary between children due to their
experiences and the strategies that
• while shopping they have learnt to use in traumatic
• at school situations. Value all previous experiences
• while playing. and backgrounds on this topic.
3 Children identify feelings that occur when they are in their safe place.
4 Ask children to work with parents/carers to look around the home to identify
potentially unsafe situations and how to make them safe.

Senses
1 Provide sensory experiences that stimulate touch, smell, sight, taste and hearing.
2 Children discuss the feelings associated with each experience, noting the
safe feelings.
Imaginary safe place

1 Children relax in a sitting or lying position with soft, calming background
music (RLS 11) to help them practise to feel safe in stressful situations.
2 As they breathe deeply, they tense sets of muscles, hold their breath and
then relax the muscles as they breathe out. This relaxes the various parts Ross, G (2014) 13Relaxation and
of the body moving from the top of the body to the bottom or vice versa. Meditation for Children, CD,
3 Once relaxed, children can imagine a place that is very special to them Australian Broadcasting Corporation
and that feels safe—they think about the colours, sounds, smells, feelings,
and surroundings.
King, P (2005) You, me and the
4 Use Relaxation and Meditation for Children (CD), or the relaxation story rainbow, Jane Curry Publishing
You, me and the rainbow (RLS 14).
Community safety
1 Children investigate different ways the community keeps
people safe. For example, children could look at safety
devices (eg traffic lights, smoke alarms), safety procedures
(eg safe swimming practices, safe food handling) and people
(eg police, safety volunteers).
2 Consider inviting a community member to the school to talk
about how they keep people safe (NNA 8).
Online safety
1 Find out how many children use the internet and what programs and devices
they use. Discuss online safety and use this discussion to springboard into
a unit of work on this topic.
2 Download the free online book 14Little bird’s internet security adventure.
3 Use 15Classroom resources from the Office of the Children’s eSafety
Commissioner.

45
TOPIC 3: WARNING SIGNS

• what warning signs are and what they mean
• what the different types of warning signs are: physical indicators (body messages), emotional indicators (feelings),
external signs (clues)
• how to recognise personal warning signs and know what to do if they experience them.
Educators’ tips
• Collaboration with families, communities and relevant agencies will help teachers understand that identifying and
discussing warning signs and feelings may vary for Aboriginal and Torres Strait Islander children, children from non-
English speaking backgrounds, children with disabilities and additional needs, those who have experienced invasive
medical procedures, and children who have experienced trauma or abuse.
• Individual children will take varying amounts of time to become aware of and acknowledge their body signals (physical
indicators and feelings).
• Not all children will experience warning signs. This may be as a result of long-term neglect and/or abuse, trauma from
war or refugee experiences, long-term hospitalisation/illness or as a result of a sensory disability.
• Some children may ignore their warning signs.
• Online predatory behaviour often involves grooming and flattering children in ways that attempt to develop a positive
relationship. Warning signs are therefore often not apparent and are difficult to recognise. Explore online strategies for
safety and how to recognise online predatory behaviour. This behaviour may be perpetrated by adolescents and older
peers as well as adults. Further information is available from 16Bully Stoppers, Victorian Department of Education
and Training.
• Encourage children to describe warning signs that can help them to know if they are safe or unsafe. If they are not
sure, suggest that they talk to someone they trust.
Warning signs vs early 3.1 Introducing warning signs

warning signs
1 Play the activity ‘Dragon’s treasure’. You will
The term ‘early warning signs’ has been
need ‘treasure’ for the dragon. The aim of the
changed to ‘warning signs’, as it is a
more acceptable term for children and activity is for the class to steal the treasure
young people to use in their everyday from the dragon. How to play:
language. Children and young people • Choose one child to be the dragon.
should be encouraged to use language • The dragon stands with its back to the class
that helps them describe their warning and its treasure directly behind it.
signs such as ‘Something happened
that made me scared’ or ‘I’m worried
• Class members start sneaking up on
because…’ or ‘I’ve got something the dragon from the farthest point in
important to tell you’ or ‘I need help’. the classroom.
• The dragon turns around at intervals in order to catch the class moving.
• The dragon ‘names’ anyone it catches moving.
3.1 | Children often have difficulty • The named class member goes back to the farthest point before trying again.
distinguishing between physical • The class member who manages to steal the treasure takes a turn
indicators (body messages), such as to be the dragon.
butterflies in stomach and frozen to the
2 After the activity, ask questions to explore physical and emotional warning
spot, and emotion indicators (feelings),
such as being scared, worried and sad. signs, for example:
Persist with this concept over time • How might someone feel at the beginning of the activity?
using teachable moments (RLS 13). • How might someone feel at the end of the activity?
• How might someone feel changes in their body?
• What body messages might have been felt? (Responses could include:
butterflies in stomach; breathing more easily.)
• Where in the body might these messages be felt?
3 Tell children these body messages and associated feelings are called warning
signs and that it is a good idea to talk to someone they trust about them.

46
3.2 Signs
1 Explore the concept of signs by going for a walk around the school or local
area and sketching or taking photos of the signs that children find. Signs
might include:
• school crossing signs
• no smoking signs
• stop signs
• speed limit signs
• street signs.
2 Next to each sketch or photo, children record the messages that the
signs convey.
3 Discuss using the following questions:
• Why do we have these signs in the school/community? What is their purpose?
• What would happen if these signs didn’t exist?
• Why is it important that people follow the instructions of the signs?
4 As a class, identify one place in the school or local area where a sign could be
placed (eg at the top of a stair case or an uneven footpath) and create a sign
that could be placed next to it to alert people of potential risk or to follow the
rules (eg no running).
3.3 Warning signs 3.3 | Children need to understand

that warning signs do not always
1 Draw an outline of a human figure on a large sheet of paper ACTIVITY RESOURCE
FOCUS AREA 1: THE RIGHT TO BE SAFE | TOPIC 3: WARNING SIGNS
FOCUS AREA 2: RELATIONSHIPS | TOPIC 2: IDENTITY AND RELATIONSHIPS
FOCUS AREA 3: RECOGNISING AND REPORTING ABUSE | TOPIC 3: PRIVACY AND THE BODY
mean the same thing. For example,
(Refer to 17Activity resource 3: Body outline).
Activity resource 3: Body outline
the heart ‘skipping a beat’ can mean

happiness, excitement or fear, depending
2 Children identify and record body messages (physical indicators)
on the situation. Warning signs may
they might have that could be warning signs. Children show
also be different for each person.
exactly where the messages are experienced on the body.
Warning signs are an indication that
Examples of body messages could include:
we need to pay attention to what is
• squirmy tummy 96
happening to and around us, as they

• cold shivery body may be telling us either that we are
• racing heart feeling safe (eg excited) or unsafe
• shaky knees. (eg anxious).
Children sometimes associate the
3 This information is then displayed in the classroom for future
feelings and physical symptoms of an
reference and can be added to with new learning and understanding. illness with warning signs. They must
Alternatively, a large class teddy bear could be used. You could tell someone they trust if they are
record physical indicators onto stick-on notes and children can unwell or unsafe.
place them onto the teddy. Children should develop strategies
4 Give each child a copy of 17Activity resource 3: Body outline. when they have a warning sign, to help
5 Children draw or list their warning signs. Physical indicators can be recorded them think about what to do next and
to prevent instant reaction or panic.
on the inside of the body outline; emotion indicators and external signs can
For example, preparation for speaking
be drawn or listed on the outside of the body outline. Examples include: in assembly could be as simple as
taking a deep breath, counting slowly
Physical indicators External signs Emotion indicators to five, or visiting their imaginary safe
(body messages) (clues indicated by time, (feelings) place—but it must be a strategy that
location and people nearby) is effective for the individual child.
Displays provide opportunities to add
new warning signs as the children’s
• butterflies in stomach • darkness • scared knowledge and experiences increase.
• feeling hot or cold • no-one around • worried 18Activity resource 4: Warning signs
• being frozen to the spot • behaviour of others • confused provides an example of a display.
• heart beating fast (eg bullying)
• unknown online contacts
• excessive violent images Alsop, P (1983) 19My body, Moose
School Music, USA
Combe, P (1987) Toffee apple, CD,
Other suggested activities Rascal Records, Sydney
Combe, P (2003) Wash your face in
Songs orange juice, CD, Rascal Records,
Sing songs about warning signs such as those listed. Sydney

47
Stories
Bourgeois, P (1993) Franklin in
1 Read the story Hattie and the fox (RLS 14). In particular, note how the illustrations
the dark, Scholastic Paperbacks,
show warning signs.
Sydney, Australia
Bourgeois, P (2001) Franklin and the 2 Discuss Hattie’s warning signs: her body messages, her feelings, and the clues
babysitter, Scholastic, Sydney around her. Note that the other animals didn’t have warning signs to begin
Bourgeois, P & Clark, B (1993) Franklin
with and told Hattie not to worry, but she persisted until she was safe.
is lost, Scholastic Paperbacks, Reprint 3 Other useful stories include Franklin and the babysitter, Franklin is lost, Franklin
edition, USA in the dark, The pig in the pond, Bear and Chook, Felix and Alexander and
Denton, T (1986) Felix and Alexander, Jellylegs.
Oxford University Press Children’s
Books Body awareness – ‘Red elbow’
Fox, M (1996) Hattie and the Fox, 1 Call out both a colour and a body part; for example, ‘green–hand’.
Scholastic Australia, Gosford, NSW
2 Children find something of the colour (not on themselves) and place their body
Shanahan, L & Quay, E (2002) Bear
part on it. For example putting their hand on a green wall.
and Chook, Hodder Headline Australia,
Sydney 3 Use various techniques such as coloured dots on children when all children
Varney, C (1995) Jellylegs, Jellylegs are wearing a uniform.
Publishing, Australia 4 Ask the following questions:
Waddell, M (1992) The pig in the pond, • How might someone feel at the beginning of the activity?
Walker Books, London • What kind of body messages might someone have?
• What if a person felt unsafe and had warning signs about this activity?
What could the person do to keep safe? (Responses could include: tell the
3.3 | This activity could make some teacher; ask to be an observer.)
children feel unsafe or uncomfortable;
• What if a person had warning signs part way through the activity? What
for example, those with sensory disability
or children who have experienced trauma.
could the person do to keep safe? (Responses could include: tell the
Give the opportunity for children to teacher; ask to sit out the activity.) Role-play may be useful here (RLS 3).
opt out at the beginning or during the
activity if they feel unsafe, or be offered
the alternative role of observer.
Discuss safety, personal space and OK
and not OK touching.
Children should know the anatomical
names for the main parts of the body
that might be touched. This will be
covered in more depth in Focus Area 3.
Younger children may believe touch
refers only to hands touching, but they
need to understand that people can
touch with many different parts of
their bodies.

48
TOPIC 4: RISK-TAKING AND EMERGENCIES

• what unsafe means
• how to recognise unsafe and risky situations
• how to recognise an emergency
• what to do in an emergency.
Educators’ tips
• When a child makes the transition to school, the new learning environment that encourages them to ‘have-a-go’ and
take risks can influence their attitude to school, learning, interaction with their peers and their self-concept.
• When children are supported to explore possibilities, to examine consequences and to make decisions, they can
develop understandings about safe and unsafe situations and emergencies.
4.1 Defining unsafe and risk-taking 4.1 | For some children, visiting
the concept of being unsafe may
1 Refer to the Y chart from Topic 2, Activity 2.1: highlight traumatic and abusive
How do we make it safe? and remind students Feels like experiences.
of the words used to describe what safe Children’s reactions may result in
sounds like, feels like and looks like. Sounds like Looks like inappropriate behaviour.
2 Use a Y chart (RLS 4) to identify what unsafe
sounds like, feels like and looks like.
3 Display both Y charts for children to refer to and compare.
4 Tell students that risk-taking is doing something that has potential danger.
Something is usually gained or lost as an outcome of taking a risk (positive
and negative outcomes).
• Positive outcomes may include achieving success, an increase in confidence
or learning a new skill.
• Negative outcomes may include being injured, a decrease in confidence
or being embarrassed.
5 As a class brainstorm (RLS 10) everyday situations
that could be considered risk-taking. For example: 4.2 | Children need to understand
• going on the monkey bars for the first time about their own safety by encouraging
• using scissors without adult supervision them to see that people have different
opinions about what might be scary,
• running on the footpath or fun, or unsafe.
• trying something new for the first time. Challenge children’s opinions about
6 Brainstorm potential positive and negative outcomes for each situation above. dominant gender practices. For
example, ideas about play based on
gender, such as boys playing with cars
4.2 Unsafe situations and risk-taking and girls playing with dolls; and gender
stereotypes, such as boys being tough,
and girls being afraid (see Focus Area 2,
1 Read the picture book Bear and Chook about Bear who likes adventures and
Topic 2, Activity 2.1: Exploring identity).
Chook who prefers the quiet life (RLS 14).
Some children may be inclined to show
2 Explore the adventures and risks by asking: bravado about a particular activity
• Why does Chook think the situation is unsafe? (Response could include: being scary but fun. Don’t immediately
because of her experiences with and knowledge about Bear and other voice your own opinion, but encourage
understandings she may have.) other children to state their views.
• How does she know? (Response should include: warning signs.)
• Is Bear able to recognise unsafe situations? (Responses could include:
sometimes he uses protective equipment; he has his friend nearby.)
Jack and the Beanstalk, DVD
• What other strategies might help Bear work out the risks? (Responses could (various)
include: plan more carefully; consult with someone he trusts, like Chook.)
Shanahan, L & Quay, E (2002) Bear
• What actions might Chook take when she feels the activity is risky? and Chook, Hodder Headline Australia,
(Responses could include: warn Bear; not join in; wear protective gear.) Sydney
3 An alternative story is Jack and the beanstalk (DVD).

49
4 Discuss risk-taking using the following questions:

• How might someone know that a situation is risky? (Response could include:
warning signs.)
• How might someone decide to have a go, even if it is risky? (Responses could
include: personal experience; being aware of the dangers; getting help.)
• What might help someone decide not to do something? (Responses could
include: personal experience; being warned about the dangers; warning signs.)
• What if someone decides to take the risk and the situation becomes
dangerous? (Responses could include: tell someone as soon as possible;
get out of the situation if possible.)
• What if a friend wanted a person to do something risky or unsafe, what
might the person do? (Responses could include: say ‘no’; suggest another,
safer idea; talk to someone else to get another opinion.)

Website
Explore the 20Kidsafe SA website which has resources for looking at a diverse
range of safety issues. Preview the website to assess its suitability for your children.
An alternative website is the ‘for kids’ (age 5–12) section of 21Kids Helpline.
4.3 | Use the one step removed 4.3 Looking for clues about risks
strategy (NNA 3).
The concept of being scared and 1 Use a grid, such as the one below, so children can identify clues to help them
thinking at the same time is very decide if a situation is risky or not, and how safe or unsafe the risk may be.
difficult for young children. Clues are the external signs component of warning signs. Use examples
Children need opportunities to discuss of someone:
and practise the concept of looking for • asking you to come and see a new puppy
clues to identify the level of risk, and • watching a scary movie
that the concepts are further reinforced
• staying with a friend (or relative)
by parent/carer involvement (NNA 1).
• playing in the yard after school
• riding a farm motor bike or using a piece of farm equipment
• cooking instant noodles
• making a new friend
• offering you a ride home after school.
What? Where? When? Who? Risk

Safer Less Unsafe
safe
Someone On the way After school An unknown

asking you home from person in a
to come school car stopped ✔
and see a to ask you
new puppy
Someone Your best As you were Your best

asking you friend’s walking past friend
to come house their house ✔
and see a after school
new puppy
Someone At the Overnight Whole

staying with friend’s family
a friend house ✔
(or relative)
Someone At the Overnight Parents/

staying with friend’s carers are
a friend house out ✔
(or relative)

50
2 Ask the following questions:

• What are the things which make the risk less safe or unsafe?
• What are the things which make the risk safer?
• Why is it important to stop and think when we feel scared or unsafe?
(Response could include: so that we can check our clues.)
• Why is it important to take notice of clues? (Response could include: they
can sometimes give a more definite message about whether a situation
is safe or unsafe.)
• What are some actions that could be taken in unsafe risk situations?
(Responses could include: tell an adult as soon as possible; treat it like
a personal emergency.)
3 An alternative to a grid is a values continuum (RLS 8). Draw an imaginary line
across the room indicating safe risk at one end and unsafe risk at the other.
Ask children to stand along the continuum according to their beliefs about
the level of risk.
4.4 Defining an emergency 4.4 | For a child an emergency

can range from feeling unwell to
1 As a class, brainstorm the meaning of the word ‘emergency’. being abused. Take children’s concerns
seriously about such things as nightmares
2 Suggest to children that an emergency arises when something bad happens
or monsters under the bed.
or is about to happen, for example:
Warning signs can sometimes increase
• a fire breaks out
rapidly. However, sometimes the sense
• a dog bites a child of emergency is so strong that children
• a friend’s older sibling suggests that they all watch a ‘rude’ DVD/multimedia have no warning signs.
clip and threatens everyone not to tell.
3 Ask children for other examples of emergencies. For children, the following
may be suggested:
• wet pants
• feeling sick
• road accident
• someone hurts them
• getting lost
• a dog barks at them on the street
• having no fruit at kindergarten and feeling hungry.
4 Explore with children how someone might feel when any of these things
happen. Discuss warning signs.
5 Ask children what could be done in each emergency.
Suggestions could be:
• fire: get out of the house, ring 000, find help
• a dog biting: yell for help, go to the nearest shop
• ‘rude’ DVD/multimedia clips: ask the older person to stop the DVD/multimedia
clip; go to another room; tell an adult later when it is safe.
6 Alternatively, use a story such as Library lion about a lion who
is allowed to stay in the library providing he follows the rules, Knudsen, M (2006) Library lion,
until one day there is an emergency and he must break a rule Walker Books Ltd, London
to keep someone safe.

Website
Explore a range of emergencies and what action can be taken using the 22Triple
Zero Kids’ Challenge.

51
4.5 | The strategy of ‘calling a 4.5 Personal emergency

personal emergency’ may need
to be included in the school’s 1 In an emergency people may need to do things that might
behaviour code. normally be considered rude, dangerous or against the rules.
Staff and parent/carer information should For example, an emergency vehicle may need to drive
be provided prior to this concept. through a red light.
It may be necessary to break the normal 2 Discuss situations that might be a considered a personal emergency for a child.
rules of good manners and appropriate Examples could be:
behaviour in a personal emergency until • someone being hurt in the yard
something happens to make them safe.
• needing to go to the toilet
An emergency for a child may appear
• getting lost.
trivial to an adult.
3 Ask what rules a child might need to break to get help in an emergency.
Examples could be:
• going into the staffroom at recess time if someone is hurt
• interrupting an adult’s conversation
• asking for help from someone not known to the child
• run for help
• yell and scream
• break something
• make a phone call without permission.
4 Use the example from the previous activity of the suggestion to watch a ‘rude’
movie to further explore the idea of breaking rules in a personal emergency.
In this example, rules which may be broken include:
• telling a secret
• ‘dobbing’
• getting someone into trouble.
4.6 Thinking and feeling in an emergency

1 Use relaxation (RLS 11) to explore thoughts and feelings that someone might
have during an emergency (eg feeling scared and panicky, wriggly, agitated,
King, P (2005) You, me and the
having confused thoughts; as opposed to being relaxed, calm, feeling ‘OK’
rainbow, Jane Curry Publishing
and safe).
2 Explain that it is helpful if people can use strategies to keep themselves calm in
a difficult situation – they are able to think clearly and act to keep themselves safe.
Ross, G (2014) 13Relaxation and
Meditation for Children, CD, 3 Use the story You, me and the rainbow to practise the relaxation strategy.
Australian Broadcasting Corporation Alternatively, use soothing or relaxing music, such as Relaxation and Meditation
for Children (CD).

52

2 Activity resource 1: Feelings vocabulary | http://tiny.cc/R-2_Act01
4 Program Achieve: A Social & emotional learning curriculum (Primary) | http://tiny.cc/ProgramAchievePrimary
5 Activity resource 2: Feeling faces | http://tiny.cc/R-2_Act02
6 Boardmaker | http://tiny.cc/Boardmaker
7 Special Education Resource Unit Resource Centre (SERU): Visual tools | http://tiny.cc/SERU-VisualTools
8 Super me! Growing with music 5 | http://tiny.cc/HilaryHenshaw
9 St Luke’s Innovative Resources | http://tiny.cc/InnovativeResources
10 Kids Health in the Classroom: Feelings | http://tiny.cc/KidsHealth-Feelings
11 Songs for teaching: Safety songs | http://tiny.cc/SongsForTeaching-Safety
12 What makes children feel safe? | http://tiny.cc/NSPCC-FeelSafe
13 Relaxation and Meditation for Children | http://tiny.cc/GR-RelaxationMeditation
14 Little bird’s internet security adventure | http://tiny.cc/LittleBirdsAdventure
15 Office of the Children’s eSafety Commissioner: Classroom resources | http://tiny.cc/eSafe-ClassroomResources
16 Bully Stoppers: Online grooming | http://tiny.cc/BullyStoppers-Grooming
17 Activity resource 3: Body outline | http://tiny.cc/R-2_Act03
18 Activity resource 4: Warning signs | http://tiny.cc/R-2_Act04
19 My body | http://tiny.cc/PA-MyBody
20 Kidsafe SA | http://kidsafesa.com.au
21 Kids Helpline: Kids | http://tiny.cc/KHL-Kids
22 Triple Zero Kids’ Challenge | http://kids.triplezero.gov.au

53
54
Activities
Focus Area 2:
Relationships
Topic 1: Rights Topic 2: Identity Topic 3: Power Topic 4: Trust

and responsibilities and relationships in relationships and networks
1.1 Needs and wants 2.1 Exploring identity 3.1 Demonstrate the 4.1 Exploring the
1.2 Children’s rights 2.2 Exploring relationships language of safety meaning of trust
1.3 Behaviour code and 2.3 Relationships circle 3.2 Understanding 4.2 Developing a trusted
children’s rights bullying network
3.3 Dealing with bullying 4.3 Will you be on my
behaviour network please?
3.4 Fair and unfair 4.4 People I don’t know
3.5 Introducing the who might help
concept of power
3.6 Adults using power
2.1: Develop democratic relationships 4.1: Build on learners’ understandings

3.4: Promote dialogue as a means of learning 4.2: Connect learning to students’ lives and aspirations

55
TOPIC 1: RIGHTS AND RESPONSIBILITIES

• about rights and responsibilities
• about children’s rights
• the difference between needs and wants.
Educators’ tips
• Regularly revisit the concept of rights and responsibilities in everyday situations to assist children to understand and
apply their knowledge as they learn to become valued members of their widening social groups.
• When children have the opportunity to make informed decisions, their participation, engagement and success in their
learning is enhanced and they more readily take responsibility to apply and extend their learning.
• In the R–2 years, children learn to socialise with their peers in the school situation, come to understand diversity and
social justice, and have opportunities to explore real-life social issues and to learn better ways to relate with their world,
including their peers.
1.1 | Continual reference to, and 1.1 Needs and wants

evaluation of, actions taken by
children helps them to understand and 1 Discuss the difference between ‘needs’ and ‘wants’. Use examples such as:
internalise the concept of their own • Food and water is a need; ice-cream and lemonade is a want
and others’ needs and wants. Support • Shelter and warmth is a need; a big house with a swimming pool is a want.
children to understand the difference
between a need: something they must 2 Children choose a pet and make a list of the pet’s needs
have to survive (food, clothing, shelter, and wants. If children do not have their own pet, refer to
to be cared for) and a want: something a class pet within the school, an imaginary pet, or use a
they would like to have (a new toy, a book such as Sebastian lives in a hat, Mutt dog, My dog’s
certain type of snack food, to be first in a scaredy cat or Just a little brown dog. Use a table like the
line). In this way, children learn to take one below to record information:
responsibility for their behaviour and
are able to interact with others in a
positive way, show mutual respect, Pet’s name:
and use positive conflict resolution.
Needs Wants
To be brushed To play around and chew the brush
Ball, D (2000) My dog’s a scaredy
To be fed regularly To eat lots of dog chocolate
cat, Harper Collins Publishers Pty
Ltd, Sydney, NSW To go to the vet if they are sick
Catterwell, T (1985) Sebastian lives in
a hat, Omnibus Books an imprint of
Scholastic Australia, Gosford, Australia 3 Discuss the term ‘responsibility’ using examples such as:
King, S (2004) Mutt dog, Scholastic • Whose responsibility is it to look after children in the class? (Response: the
Australia, NSW teacher and all children in the class.)
Morgan, S (1997) Just a little brown • Whose responsibility is it to make sure children arrive at school on time?
dog, Fremantle Arts Centre Press, WA (Response: parent/carer.)
• Whose responsibility is it to be respectful and follow the rules in class?
(Response: everyone.)
4 For each need identified for children’s pets, children identify who is responsible
to make sure those needs are met.
1.2 | Learning experiences need 1.2 Children’s rights

to include the concept that ‘We all
have the right to be safe’. 1 Explain what is meant by the term ‘children’s rights’.
Be sensitive to cultural and family 2 Using a mind map, brainstorm rights that children have, or things that children
beliefs. Without involving parents/ need to be healthy and safe, for example:
carers in the KS:CPC, you may be
placing a child in an unsafe situation, Education
such as arguing with a parent/carer Play Home
about children’s rights.
Food Rights Free from abuse

56
3 Use one or more of the following to help children identify children’s rights:
• 2Australian Human Rights Commission poster showing 12 key rights Ensure that parents/carers are
kept well informed (NNA 1) with
• 3UN Convention on the Rights of the Child In Child Friendly Language
regular updates on information about
• 4What are child rights? the children’s learning program.
• 5Your rights in pictures, Children and Young People’s Commissioner Scotland
• 6Cartoons explaining the Convention on the Rights of the Child, UNICEF
• 7Children’s rights Wales resources.
4 Consider also using the following documents. Key points will need to be
extracted to ensure the information is developmentally appropriate.
• 8Child rights: Key articles for Aboriginal & Torres Strait Islander children and
families.
• 9It’s About Ability: An explanation of the Convention on the Rights of Persons
with Disabilities.
5 Ask ‘who is responsible for children’s rights? (Response: You; all other
children; adults; government.)
6 On the ‘Children’s rights mind map’ add who is responsible for each right that
has been listed.
7 Create a series of posters or a wall mural depicting the rights of the child.

Rights and responsibilities in relationships
1 Read the story Willy and Hugh by Anthony Browne.
Browne, A (1992) Willy and Hugh,
2 Ask the following questions to discuss rights and responsibilities in relationships: Red Fox
• What rights were respected for Willy and Hugh in the story? Bourgeois, P (1998) Flinders keepers
• When Willy felt unsafe with Buster Nose, how did Hugh carry out his for Franklin, Kids Can Press
responsibility?
• When Hugh felt unsafe in the library, how did Willy carry out his responsibility?
• How did carrying out their responsibilities make Willy and Hugh’s friendship
better?
3 An alternative story is Finders keepers for Franklin.
4 Children draw a picture to represent a positive relationship demonstrating
at least one right and responsibility.
1.3 Behaviour code and children’s rights 1.3 | Children need to know their
rights: to be safe; to have their
1 Compare the class and school behaviour codes with the rights of children. bodies, thoughts and feelings
respected; and to be treated fairly.
2 Ask the following questions: They need to know that with their
• What are the rules? rights they have responsibilities.
• What are the needs of the children and adults? Children can discuss the rights and
• Do the rules address the needs of children and adults? responsibilities that they and their
• Are there any changes to any of the rules that could be made? Why? classmates have at school and those
that they and members of their family
• Why do these rules exist? have at home and how it helps others
• What happens if someone doesn’t follow the rules? when we carry out our responsibilities.
• Who is responsible for following the rules? When children have responsibilities
3 Make a list of the children’s responsibilities in the classroom. This may be a and they carry them out well, they feel
useful time to discuss democratic processes of changing rules; for example, more confident about themselves,
which helps to increase their self-esteem,
through class and school forums.
a requirement for effective use of child
protection strategies.

57
TOPIC 2: IDENTITY AND RELATIONSHIPS

• to understand their own identity
• different types of relationships.
Educators’ tips
• Children should experience an inclusive environment that reflects, values and respects the diversity of children’s
backgrounds. The messages that educators convey in their language, in positively acknowledging all children’s efforts
and accomplishments, contribute to how children view themselves and their sense of self-worth.
• When children develop a sense of their own identity, they discover their physical, emotional, intellectual, spiritual and
social needs and rights. Thus, they are able to assert their right to be safe.
• Children with healthy self-esteem are better able to learn, develop and interact with others, and are more confident
in solving problems and in seeking help from adults when needed.
• Be aware of and practise the concepts of one step removed (NNA 3) and protective interrupting (NNA 4) prior to
beginning the topics.
2.1 | Use professional judgement 2.1 Exploring identity

when considering asking children
to bring photographs of friends or 1 Give each child a copy of 10Activity resource 3: Body outline. ACTIVITY RESOURCE
Consider increasing to A3 size or larger.

family members.
Ensure that appropriate procedures 2 Children draw inside the body outline their favourite things,
are followed in seeking permission from places or activities (eg playing in their cubby house; their
parents/carers to photograph children. favourite toys, colour or games; what they like doing most
See DECD 13Consent for images and at school; favourite place at home or at school).
student work.
3 Alternatively, children can cut images out of magazines 96
or use computer images.

4 Discuss as a class the wide variety of things and activities that people like.
Explain that there are many things that people share in common and many
things that make people different and that diversity should be celebrated.

Gender identity
Introduce activities that explore gender identity, gender roles, stereotypes and
healthy views of gender and self. This could include challenging children’s views
about traditional gender concepts such as toys, colours, occupations, attitudes, etc.
See ideas from:
• 11Institute for Humane Education
• 12Partners in Prevention.
2.2 | Children should begin to 2.2 Exploring relationships

develop the following understandings
about relationships, family and friends: 1 Watch a movie or video that is familiar to the children.
What is a relationship? 2 As a class brainstorm all of the different relationships that one of the main
• Relationships are connections we characters experiences. Consider using a mind map (RLS 5) with pictures
have with other people. or photos of characters, using categories of relationships such as:
• There are different kinds of relationships.
• family
What is a family? • friends
• The concept of a family is very
diverse—we need to be inclusive of • people/characters that help them.
diversity and affirming of all people 3 Using the same relationship categories as above, ask children to individually
that children consider their family. identify people in their own lives who could be in each category.
Use professional judgement when 4 Adding to the body outline from the previous activity,
considering asking children to bring ask students to draw pictures of each person or bring
photographs of friends or family members.
in photos from home.

58
5 Use stories such as those listed below to demonstrate the diversity of families
(RLS 14):
• Alborough, J (2002) Hug, Walker Books, London
• Eastman, P (1960) Are you my mother? Random House, New York
• Gleeson, L (2004) Cuddle time, Walker Books, London
• Wild, M (1992) Sam’s Sunday dad, Hodder & Stoughton, Sydney
• Wild, M (1993) Our Granny, Omnibus Books, Unley, Malvern, South Australia
6 Expand children’s ideas of friends using suitable resources such as:
Clark, H (2003) The new useful
• photographs or pictures from magazines or online, of community workers book: songs and ideas from ABC
• How many people live in your house? (song) from The new useful book: Play School, ABC Books, Sydney, NSW
songs and ideas from ABC Play School.
2.3 Relationships circle 2.3 | For information about

relationships circles (RLS 18) refer
1 Referring to 14Activity resource 5: Relationships circle, ACTIVITY RESOURCE
Activity resource 5: Relationships circle

to the recommended learning strategies
use large circles cut out of paper on the floor of the room, in the KS:CPC General Introduction.
or draw with chalk in an open area. Revisit the relationships circle regularly,
2 This task should be done as a physical activity with the
ME
particularly with children who have a
Pe
me
pl
o
e et
o
wh
o a re c l o s
learning/intellectual disability to assist

eo
e
m
circles allowing children to role-play (RLS 3) the different

p le o
wh tt
o are im portan
P e o ple I kn o w
them to fully internalise this very

Peop
le I don’t know
situations and relationships.

important concept.
3 Discuss what relationship different people might have with
Refer to the KS:CPC Early Years: Ages
98
children, for example: parent/carer, step-parent, shop owner, 3–5 document for further ideas on
teacher, etc. introducing this concept.
4 Brainstorm (RLS 10) the different groups of people children may have relationships
or links with. Children then complete their own circles using copies of 14Activity
resource 5: Relationships circle, which could be enlarged to A3 size.

59
TOPIC 3: POWER IN RELATIONSHIPS

• how to use the language of safety
• how to recognise and appropriately deal with bullying
• how to recognise fair and unfair situations
• that power can be used in a variety of ways.
Educators’ tips
• To help children develop self-control and a sense of belonging, classroom structures and procedures should be
determined collaboratively with children. The classroom environment should foster openness and acceptance and
be free from any form of abuse of power.
• Support children to explore real-life social issues to identify situations where there has been an abuse of power
in a relationship and demonstrate appropriate actions to take.
• Use empowering language to assist children to explore social issues and provide a basis for better ways of relating
to each other. Some children may take longer than others to understand and apply these strategies as they learn
to socialise with their peers in the school setting.
• Partnerships with parents/carers are vital to ensure mutual understanding about children’s rights and responsibilities
and to prevent any misconceptions and abuse of power in relationships.
• Integrate teaching into other areas of learning, providing a meaningful context for children to develop skills in literacy,
numeracy and information and communication technologies.
• Empower and reinforce active problem-solving when responding to children. Positive comments such as ‘Good thinking’,
‘You have lots of ideas’ and ‘Think a bit more—you probably know more about this than you realise’ encourage
problem-solving. To help confront ‘victim thinking’, adults can respond by saying ‘Remember, the idea is to be safe’,
‘Would it be safe to do that?’ and ‘No-one has to put up with feeling unsafe. What else could a person do?’.
3.1 | The use of empowering 3.1 Demonstrate the language of safety

language assumes a high level of
literacy and the concept needs to be 1 To demonstrate the language of safety (NNA 5), model the use of non-blaming
seen in the context of children’s skills, statements in everyday situations (RLS 13).
knowledge and experience. 2 Encourage children to use non-blaming language, as in the following examples:
Helping children to use language of
safety rather than blaming language Blaming/victim language Non-blaming/non-victim language
is best achieved by supporting them
to reflect on their language and to
consciously use non-blaming language He made us lose the game I felt disappointed when our team
in everyday situations; taking responsibility lost the game
for their own feelings and actions.
My friend made me hit the other girl I felt upset when the girl pushed in
When adults model the use of non- front of us and I could have told her ...
blaming language, children may be
assisted to understand what a language It’s his fault I was late for class I need to take responsibility for being
of safety is and how to use it, resulting at class on time
in a gain in confidence and an increase The teacher made me angry I felt angry when I made a mistake
in their self-esteem. with my work
3 To empower children and discourage blaming language, encourage children to

use ‘I feel …’ or ‘I am …’ statements. When children begin with the statement
‘I feel …’, they learn to take responsibility for their own feelings and are
empowered to consider the effect their actions have on other people when
dealing with their feelings.
4 The skill of using non-blaming language needs to be continually rehearsed
via teachable moments (RLS 13).

Role-play
1 Use puppets to role-play (RLS 3) short scenarios where
a character uses blaming language.

60
2 Discuss how the language can be changed to use language of safety so that
the puppet has control of the situation rather than an external force having
the control.
3.2 Understanding bullying 3.2 | Consider responses to

children to avoid use of power
1 Read stories about bullying, such as those listed below: over others.
• Bourgeois, P (1994) Franklin is bossy, Scholastic Paperbacks Children who have been in an abusive
• Browne, A (1984) Willy the wimp, Red Fox an imprint of Random House situation may feel that they are
Children’s Books powerless and, if so, will need support
• Browne, A (1985) Willy the champ, Red Fox an imprint of Random House to see their strengths and to rebuild
their self-esteem and self-image.
Children’s Books
• Browne, A (1991) Willy and Hugh, Red Fox an imprint of Random House Children with disabilities can also feel
powerless due to their reliance on
Children’s Books
adults to help them meet their daily
• Browne, A (1995) Willy the wizard, Red Fox an imprint of Random House needs. This can be compounded when
Children’s Books powerlessness is accompanied by the
• Cox, P (2004) Don’t be a bully Billy, Usborne Publishing Ltd, London inability to develop independence and
• Ferry, B (2015) Stick and Stone, HMH Books for Young Readers to take action for themselves.
• Galan, A (2009) Billy Bully, Scholastic, Incorporated A clear understanding of the behaviour
• Gray, K (2011) Leave me alone, Barron’s Educational Series, Incorporated associated with abuse of power helps
children to address bullying behaviour,
• Hobbs, L (2001) Horrible Harriet, Allen and Unwin, Crows Nest, NSW
bribes and threats.
• Mull, B (2012) Pingo and the Playground Bully, Shadow Mountain Publishing
People who offer bribes or make
• O’Neill, A (2002) The recess queen, Scholastic Inc, New York threats may not be trusted and children
• Waddell, M (1991) Farmer Duck, Walker Books, London should be encouraged to talk with
• Wilhelm, H (1988) Tyrone the horrible, Scholastic Inc, Gosford NSW people on their network if this behaviour
happens to them or others.
2 Use the words ‘fair’ and ‘unfair’ so that children begin to use them when
describing bullying and any other behaviour associated with use and abuse
of power.
3 Create a shared understanding of the term ‘bullying’ by creating a mind map 3.2 | Discussing situations where
(RLS 5). Brainstorm what a person who bullies does to hurt another person. there has been an abuse of power
Refer to 15Appendix 8: Bullying, harassment and discrimination. may lead to a disclosure of abuse.
Adults who provide or supervise an
Other suggested activity educational program for children in
South Australia are mandated to report
to relevant authorities should they
Cyberbullying suspect abuse or neglect. See DECD
Use the cyberbullying activity and resources in 16Hector’s World from the Office 17Reporting child abuse.
of the Children’s eSafety Commissioner.
3.3 Dealing with bullying behaviour 3.3 | Frequent opportunities for

‘circle time’ can be useful to reinforce
1 Sitting in a circle, children state what they think would be the best actions for strategies for dealing with bullying
someone to take to stop someone bullying them. Draw a grid (such as the one behaviour: it provides a forum for
below) to capture the responses. children to share their concerns with
2 Children discuss in which box each strategy should go. Display the grid in the others, both positive and negative.
One step removed strategies (NNA 3)
classroom and add strategies as they arise (RLS 10a).
can also be rehearsed during circle
time discussions.
Helpful Unhelpful Not sure Avoid labelling a child as a ‘bully’ or a
‘victim’ as this can reinforce both the
bullying behaviour and the victim stance.
Goes to talk and stand
Name-calls back Ignores the bully
with other people Bullying is the behaviour that people
use to have power over others. When
Speaks to teacher Thinks something is Runs straight for name-calling relates to a person’s
or parent wrong with themselves the teacher identity or personal characteristics, such
as gender or race, it is harassment.
3 See 18Bullying No Way! I’m being bullied for supporting information.

4 As a class brainstorm what someone could do if they see someone else being Additional resources
bullied. Examples include:
• 15Appendix8: Bullying, harassment
• tell the bully to stop, that it is not OK and discrimination
• help the person to go somewhere safe • 19Behaviour, bullying and support
• tell a teacher or trusted adult Stop • 20Bullying support resources for
• invite the person being bullied to sit/play with them. schools.

61
5 See 21Bullying No Way! Someone I know is being bullied for supporting

information.
6 Explain to children that doing nothing is not OK – if they witness someone
being bullied, they must do something to help (without putting themselves
at risk) and support the person being bullied.
7 Discuss the way the school deals with bullying behaviour, such as in the
school’s anti-bullying policy.

Cyberbully bystander
Watch the video 22Penguins from the Office of the Children’s eSafety Commissioner
which demonstrates how to be a helpful bystander to cyberbullying.
3.4 | Develop your own scenario 3.4 Fair and unfair

cards appropriate to your context.
Children who bully need to be supported 1 Use the scenarios in 23Activity resource 6: Fair and unfair ACTIVITY RESOURCE
FOCUS AREA 2: RELATIONSHIPS | TOPIC 3: POWER IN RELATIONSHIPS
Activity resource 6: Fair and unfair activity cards
to learn appropriate behaviour, rather activity cards to discuss fair and unfair situations. Children Slippery dip scenario
Some junior primary children are lined up to go down the slippery dip.
Someone new comes along and wants to have a turn. The children let
them in.
than being shamed. form groups and each group is given a card. Returning the ball scenario
A group of Year 2 children are shooting for goals on the netball court. Their
ball bounces into some older childrens’ game. One of the older children
calls out, ‘Here it is!’ and gently rolls the ball back.
Using teachable moments (RLS 13) 2 Children report back to the whole group. Use the following
A cricket game scenario
It is cricket season and all the children are keen to play. When the Years 1
and 2 children get to the cricket pitch first at recess, some older children tell
them to ‘Go away!’ The older children say that because they are older and
better players they should be able to play on the cricket pitch.
supports building the concepts of fair questions to discuss each scenario: At the canteen scenario
Two Reception children regularly go to the canteen at lunchtime in the hot
weather for an ice block. Several older children hang around the canteen and
ask the younger children to buy them an ice block or to give them their change.
and unfair. • How did the children feel?

Taking pens and pencils scenario
A Year 1 child takes other children’s pens and pencils without asking.
• What was fair? Keeping Safe: Child Protection Curriculum | Early Years: Years R–2
99
• What was unfair?

• What might a child do, if they felt something was unfair?
3 Children can vote on which scenarios are fair and which unfair using the values
activity ‘Thumbs up’ (RLS 8a).
4 Reinforce the importance of children telling someone on their trusted network
if they think a situation is unfair.

Moses, B (1997) It’s not fair,
Wayland Publishers Ltd, Hong Kong
Book
Use the text It’s not fair to explore a range of fair or unfair situations.
Unfairy tales
Use the resource 24Unfairy tales from UNICEF to look at unfair situations relating
to refugees.
3.5 Introducing the concept of power

This activity may be more suitable for students in Year 2.
1 Tell children that sometimes when someone is being unfair it is called ‘having
power over another person’.
2 Revisit the five scenarios from Activity 3.4 (23Activity resource 6: Fair and unfair
activity cards) and discuss how power was used.
3 Ask the following questions:
• What kind of power was used? (Responses could include: demanding
money; taking over space; sharing space; returning equipment.)
• How was power used in a fair way?
• How was power used in an unfair way?
• What might a young person do if they felt power
was being used in an unfair way?
4 Create a mind map of the word ‘power’ (RLS 5).
Ask children to think of words that mean power Power
and examples of people using power in fair
and unfair ways.

62
3.6 Adults using power 3.6 | Children can confuse the

legitimate and safe rules and
1 Read the story Clean your room, Harvey Moon about a boy whose Saturday expectations that parents/carers have
cartoon viewing is interrupted by his mother telling him to clean his room. as being unfair use of power (eg children
Alternatively, pose a scenario about a child who has a messy bedroom and being made to tidy their rooms, help in
won’t clean it up. The parent won’t allow the child to watch television until it the house or behave safely in cars).
is cleared up. Another similar text is Clean up your room. Discussion about power can include
2 Use the following focus questions: power that adults and older students
have. This may be appropriate power;
• What kind of power did the adult have? (Responses could include: being for example, making children do simple
a parent; caring for their child.) chores, or inappropriate; for example,
• Was the power fair or unfair? in abuse situations and domestic
• Who has power to make a child do things? violence.
• What kinds of things might an adult make a child do? Consider the concept of choice in
• How does someone know when it is OK and when it is not? power situations: Can anyone really
make a person do something they
• How might someone check their feelings? don’t want to?
• What could people do to keep themselves safe when they think it is not OK?
• What if an adult tried to use their power in an unfair or tricky way to make a
child or young person do something that they knew was wrong? (Responses Cummings, P (1991) Clean your
could include: tell someone on the young person’s network; say ‘No’, relax room, Harvey Moon, Aladdin
and think of a plan.) Paperbacks, an imprint of Simon
• What might a child or young person do if an adult was using their power and Schuster, New York
in an unfair way? (Response could include: tell someone on the young Mitchell, C, Porter, G & Cousin, P
person’s network or talk to their parent about it.) (1996) Clean up your room, Arborlake
Publishing Incorporated
3 Another useful text is Farmer Duck, where the farmer spends all day lazing
about while the duck is left to do all the farm chores. After discussing the story, Waddell, M (1991) Farmer Duck,
ensure that children make the link to adults’ and older students’ use of power. Walker Books, London

63
TOPIC 4: TRUST AND NETWORKS

• what trust means
• how to set up a trusted network
• how to identify people they feel they can trust
• ways to get help.
Educators’ tips
• As children begin school, they become part of a wider social system of peers, older children, significant adults and
community members. In the school setting, they become more socially involved and, as the school community begins
to influence them, new relationships develop.
• A learning environment that is relaxed, consistent, predictable, supportive and respectful and where mutual trust is able
to develop, fosters children’s ability to make positive connections, self-esteem and self-control.
• In their play, children learn about the roles of people in our society and the groups they belong to, and they begin
to understand that relationships exist between individuals and that these may change.
• Children come to school with a range of experiences and previously developed relationships, and discussions and
activities related to relationships and trust can arouse strong feelings.
• Sensitivity is needed when discussing the breaking of trust, as it could have a personal meaning for some children for
a variety of reasons.
• Partnerships with parent/carers helps to inform school staff about the special relationships that children have formed,
helping teachers to respond in the best way to the individual child’s understanding, experiences and needs.
4.1 | Children may initially have a 4.1 Exploring the meaning of trust
minimal social system outside their
immediate family. 1 Read a story about trust (RLS 14); for example, Just a little brown dog,
The education setting is likely to Finders keepers for Franklin or Franklin fibs.
feature strongly in their widening social 2 Discuss how the character in the story shows they can be trusted. Examples
system and needs to provide positive could be that the character listens, understands the problem, helps sort it out,
experiences when children begin to and helps someone be safe.
use their trusted networks.
3 Introduce the second KS:CPC Theme: ‘We can We can help
Reinforce that some people who are ourselves to be
help ourselves to be safe by talking to people
not known to the children may be trusted safe by talking
and helpful; for example, a police
we trust’. Discuss it, using the following to people we
officer or a security guard in uniform. questions, and record the responses: trust.
Children need to know that if they have • Who are some people that might be trusted?
feelings of confusion about changes in (Responses could include: parents/carers;
a trusted relationship, care needs to be teachers; doctor; police officer; relatives;
taken, and they should talk to someone friends.)
they trust. • What qualities might they have? (Responses could include: good listener;
Betrayal of trust is a common factor in helpful; kind; does things to help; takes care of children; keeps them safe.)
the onset of child abuse with the offender 4 Use 25Activity resource 7: Wall of trust and model filling ACTIVITY RESOURCE
FOCUS AREA 2: RELATIONSHIPS | TOPIC 4: TRUST AND NETWORKS
taking advantage of the child’s confusion. Activity resource 7: Wall of trust
in the ‘Wall of trust’.

5 Supply children with their own copy of the ‘Wall of trust’:
Parents/carers need to be aware they select a person that they trust and explain on each
of this concept development of the bricks how that person might be trusted. Use the
(NNA 1), particularly as children may list from the earlier discussion as prompts. Name
These things have helped build my trust in
have been led to believe that they

(Person who might be on my network)
should avoid all strangers.


100
Trust games
Bourgois, P (1992) Franklin fibs,
Scholastic Paperbacks Play games that require children to trust each other, such as a blind folded trust
walk. Search online for more ideas.
Bourgois, P (1998) Finders keepers for
Franklin, Scholastic Paperbacks
Story
Morgan, S (1997) Just a little brown
dog, Fremantle Arts Centre Press, WA
Read the book Sitting ducks with the children. Discuss the different examples
of trust and lack of trust in the relationships between ducks and alligators.
Bedard, M (1998) Sitting ducks, The
Putnam & Grossett Group, United States

64
Multimedia
Stanton, A (2003) Finding Nemo,
Use multimedia clips that emphasise characters’ use of networks (RLS 15),
DVD, Pixar Animation Studios,
eg Finding Nemo.
Walt Disney Pictures, Rated G
Personal ‘Wall of trust’

Children develop a personal ‘Wall of trust’, that begins, for example, with the
statement ‘My friend’s family can trust me because …’
Definitions
Create a shared meaning for the term ‘relationships’ (eg connections or links with
other people) and what it means to have a close relationship (eg trust, caring,
respect, safety, talking, listening). Secondly, create a shared meaning for the
term ‘trust’ (eg ‘trust means that a person will do the right thing’).
4.2 | Help children to set up a

4.2 Developing a trusted network network of people they can trust:
get children to regularly review their
1 As a class brainstorm (RLS 10) the different people that could be on a network network (NNA 9).
(eg people they feel close to, consider to be important, who are their friends, Review processes are critical in modelling
and who will listen, believe them and will do something to help them feel safe how trusting relationships may change.
again). Such people could include mum, dad, carer, auntie, uncle, grandparent, This becomes a teachable moment
educator, coach, older sibling and friends’ parents. (RLS 13) to discuss why certain
relationships may have changed.
2 Referring to Topic 2, Activity 2.3: Relationships circle, identify the types of people
A one-to-one review with children of
from the categories ‘people who are close to me’ and ‘people who are important their trusted networks is an opportunity
to me’ to help children identify people that could be on their trusted network. to ensure close monitoring networks
3 Encourage children to include support services such as 26Kids Helpline on their and provides a valuable opportunity for
network. This website has a variety of resources for children and young people. a deeper more focused conversation.
4 Use a template such as 27Activity resource 8: Trust tree ACTIVITY RESOURCE
FOCUS AREA 4: PROTECTIVE STRATEGIES | TOPIC 1: STRATEGIES FOR KEEPING SAFE
If a child is unable to talk with a trusted
adult and feels comfortable telling a
Activity resource 8: Trust tree
that children can use to represent their trusted network. Aunty

Aun
nty
y
trusted friend about the situation, the

Other ideas include using a template of a bunch of balloons,
Dad
D
Da d
Kindy
Kin
nd st
staff
afff
Mum
Nanna
anna
friend may pass it on to an adult that
a bunch of flowers with many petals, or a ‘trust train’ with
Brother
B
Bro
Broth
other
er ag
aged
g 1 12
2
Neighbour
Neighbour
the friend knows and trusts, who may

many carriages. act to help.
5 Demonstrate how the network can be recorded on the Trust tree
It is an adult’s responsibility to protect
template. Children individually use the previously generated Keeping Safe: Child Protection Curriculum | Early Years: Years R–2
101
children from harm, but the adult may
class list for guidance as they write or draw people and not be aware of the problem therefore
support systems they think could be on their network. children need to persist in telling until
they are safe
6 Mind maps (RLS 5) can also be developed using computer software, for example:
Children may want to include on their
• 28Mind maps for kids
networks pets, teddies or imaginary
• 29Kidspiration friends for comfort. This is appropriate
• 30Free mind mapping tools for teachers and students. but emphasise the need to talk to
7 If individual children are unclear about who to include on their network, pose a real person or access a trusted
the question in a one-to-one discussion: ‘How could this person help you if community or online support organisation
on their network that can help them
you had warning signs and were unsafe?’
be safe.
8 Retain copies of children’s trusted networks for use in the next activity and Some children may have no trusted
so that they may be reviewed (NNA 9) in Focus Area 4: Protective strategies. adults outside of the school environment.
Monitor and support children to develop
Other suggested activity a network and confidence to use it.
Emergency or community services may
Stories be included to remind children that
there are many adults who can be
Use a variety of stories to reinforce how characters use their networks to get
trusted to do something to help them
help or solve problems (RLS 14): be safe; for example, police, class
• Bemelemans, L (1967) Madeline series, Bemelemans, Madeline & Bemelemans teacher and 26Kids Helpline: Kids.
Marciano, Barbara, Viking Press a division of Penguin Books, New York
• Bourgeois, P & Clark, B, Franklin series, Scholastic
• Browne, A (1990) Willy and Hugh, Red Fox, an imprint of Random House When sending home children’s
Children’s Books networks, some parents/carers may
• Fox, M (1996) Hattie and the fox, Scholastic Australia, Gosford, NSW disagree with the names of the people
that children have put on their networks,
• O’Malley, J (2002) Jasmine’s butterflies, Justine O’Malley, Western Australia or they may be concerned that children
• Waddell, M (1991) Farmer Duck, Walker Books, London have left particular people off their
networks. Sensitive discussion may
need to occur with the child and/or
the parent/carer.

65
4.3 | Care needs to be taken if 4.3 Will you be on my network please?

a child does not include a particular
family member on their trusted network, 1 Distribute children’s trusted network diagrams (from Activity 4.2) and supply
as the omitted person may be upset each child with an envelope.
or angry because they have not been 2 Use copies of 31Activity resource 9: Contacting adults on ACTIVITY RESOURCE
included. Activity resource 9: Contacting adults on my network
my network and ask children to find out the information Name
Draw the face of the adult network person in the circle. You may need to consult
with parents/carers.
Opportunities should be made available so that they can each fill in the missing details.
Network member’s name
Phone number
to the family member to discuss their

Phone number
concerns with the educator, principal 3 Children address envelopes to themselves and place the Network member’s name
Phone number
copy of their network and ‘Contacting adults on my network’

Phone number
or counsellor. Network member’s name
inside. Children also include an explanatory letter that you have

Phone number
Some children may have difficulty In an emergency contact 000 for police/ambulance/fire.
nominating network adults and some prepared, such as the example from 32Activity resource 10: 102
may wish to include adults whom they Network letter. ACTIVITY RESOURCE
FOCUS AREA 2: RELATIONSHIPS | TOPIC 4: TRUST AND NETWORKS | FOR EDUCATOR USE ONLY
do not see regularly and be unable to 4 Envelopes are sent home with students to be given to Activity resource 10: Network letter
This is an example letter only. Educators are encouraged to develop a suitable letter for their site and context.
take action to help or protect the child parents/carers. Provide additional information on how
Dear parent/carer
Our class has been learning about personal safety. The Keeping Safe: Child
Protection Curriculum is based on two important themes:
• We all have the right to be safe
from harm. Consultation with family

• We can help ourselves to be safe by talking to people we trust
to support the young person if necessary.

In our lessons we are developing a network of trusted people and online
information/support links for students to talk to when they need help.
Trusted people on a network will:
• help children when they are unsafe
• listen to them when they have warning signs that won’t go away
is encouraged (NNA 1).

• believe that it is a problem
• do something to help children be safe.
Enclosed with this letter is your child’s network. Please talk to your child about
the people on their network. If you are concerned about any of the people on the
5 Children could also email their completed network to

network, or people who have been omitted, it is important to remember that it is
the child’s selection.
We suggest that it is important to review networks regularly with your child as
members of the network may change for a variety of reasons.
Parents/carers or agencies may offer

Please feel free to discuss any part of the Keeping Safe: Child Protection
Curriculum with myself or the principal. Contact details are below:
[contact details]
themselves for safekeeping. This way they can access it

Regards,
suggestions, but it is the child’s

decision about who is on the child’s from home, school or wherever they have online access.
trusted network.
103
As a child’s experiences widen in the Other suggested activity

community, the number of adults on
the network can gradually increase. Role-play
Children should be listened to and 1 Arrange with an adult in the school setting to help you model the procedure
believed by people on their network. of asking someone to be on a network.
The child needs to be encouraged to
persist and go to different people on
2 Children can practise with classmates (RLS 3). Arrange for children to meet
their network until they are helped. with staff members who have been included on children’s networks.
Alternatively, they can email their requests.
3 Children should also practise a strategy for when an adult says they cannot
be on their network.
4.4 | You can provide strategies 4.4 People I don’t know who might help
for dealing with unsafe situations,
but not rules, as every situation 1 Brainstorm (RLS 10) a list of people who might be on the outer circle of the
is different. relationships circle (RLS 18) – ‘people I don’t know’. The resource centre may
It is important to understand this have photo boards of helpers to use as prompts (eg police officer, ambulance
concept when discussing keeping safe officer, nurse, shop assistant, security guard, local community centre and
strategies with parents/carers (NNA 1). school personnel).
Most abuse is perpetrated by those 2 Tell children that some people they don’t know may
known to (and liked by) the child. For be able to help keep them safe. To illustrate this,
this reason, the concept of ‘Stranger ask the following questions:
danger’ is not overly emphasised to
children as it gives a false impression
• What if a child is lost in a shopping centre?
that only strangers perpetrate abuse. How could the child keep safe and get help?
(Responses could be: tell a shop assistant,
Children can explore the concept of
safety and strangers if it is emphasised police or security officer.)
that unsafe situations may arise from • How would the child know that the person is a shop
both strangers and those known to assistant, police or security officer? (Responses
the child. could be: by seeing a name badge; a uniform or an
identity card.)
3 Use a range of scenarios highlighting safe and
Parents/carers need to be kept unsafe relationships in order to assess children’s
informed and have discussions understandings.
about these concepts (NNA 1).

66

2 Australian Human Rights Commission: 12 key rights poster | http://tiny.cc/AHRC-12KeyRights
3 UN Convention on the Rights of the Child In child friendly language | http://tiny.cc/CRC-ChildFriendly
4 What are child rights? | http://tiny.cc/WhatAreChildRights
5 Your rights in pictures | http://tiny.cc/RightsInPictures
6 Cartoons explaining the Convention on the Rights of the Child | http://tiny.cc/CRC-Cartoons
7 Child rights Wales resources | http://tiny.cc/CRWalesResources
8 Child rights: Key articles for Aboriginal & Torres Strait Islander children and families | http://tiny.cc/SNAICC-ChildRights
9 It’s About Ability: An explanation of the Convention on the Rights of Persons with Disabilities | http://tiny.cc/ItsAboutAbility
11 Institute for Humane Education: Activities for exploring gender roles with young children | http://tiny.cc/HumaneEd-GenderRoles
12 Partners in Prevention: Tools to support respectful relationships education | http://tiny.cc/PiP-Tools
14 Activity resource 5: Relationships circle | http://tiny.cc/R-2_Act05
15 Appendix 8: Bullying, harassment and discrimination | http://tiny.cc/KSCPC-App08
16 Office of the Children’s eSafety Commissioner: Hector’s World | http://tiny.cc/eSafe-HectorsWorld
18 Bullying No Way! I’m being bullied | http://tiny.cc/BNW-BeingBullied
19 DECD: Behaviour, bullying and support | http://tiny.cc/DECD-BhvrBullyingSupport
20 DECD: Bullying support resources for schools | http://tiny.cc/DECD-BullyingSupportRsrcs
21 Bullying No Way! Someone I know is being bullied | http://tiny.cc/BNW-SomeoneBeingBullied
22 Penguins | http://tiny.cc/eSafe-Penguins
23 Activity resource 6: Fair and unfair activity cards | http://tiny.cc/R-2_Act06
24 UNICEF: Unfairy tales | http://tiny.cc/UNICEF-UnfairyTales
25 Activity resource 7: Wall of trust | http://tiny.cc/R-2_Act07
27 Activity resource 8: Trust tree | http://tiny.cc/R-2_Act08
28 Mind maps for kids | http://mindmapsforkids.com
29 Kidspiration | http://tiny.cc/Kidspiration
30 Free mind mapping tools for teachers and students | http://tiny.cc/MindMappingTools
31 Activity resource 9: Contacting adults on my network | http://tiny.cc/R-2_Act09
32 Activity resource 10: Network letter | http://tiny.cc/R-2_Act10

67
68
Activities
Focus Area 3:
Topic 1: Privacy and the body Topic 2: Recognising abuse Topic 3: Secrets
1.1 Body awareness 2.1 Accidental or deliberate injury? 3.1 Defining secrets
1.2 Personal space 2.2 Identifying physical abuse 3.2 Recognising unsafe secrets
1.3 Parts of the body 2.3 Identifying emotional abuse 3.3 Tricks and trust
1.4 Meaning of private 2.4 Identifying sexual abuse
1.5 Our whole body is private 2.5 Identifying neglect
1.6 Touching that is ‘OK’ 2.6 Identifying domestic and family
1.7 ‘OK’ touching in relationships violence
2.7 Online safety
2.2: Build a community of learners 3.4: Promote dialogue as a means of learning

3.1: Teach students how to learn 4.1: Build on learners’ understandings
3.3: Explore construction of knowledge 4.2: Connect learning to students’ lives and aspirations

69
TOPIC 1: PRIVACY AND THE BODY

• the concept of personal space and how this is different for different people
• correct anatomical names of sexual body parts
• the whole body is private
• appropriate and inappropriate touching.
Educators’ tips
• This Focus Area provides vital concepts that may lead to further discussion or children disclosing information. Ensure
that a contingency plan is in place should this occur. Use information such as 2Guidance in responding to children and
young people (DECD) and 3Concerns checklist (DECD).
• Partnerships between the teacher, families, communities and support agencies are important for gathering and sharing
information that can help the teacher to modify activities to address perspectives of culture, Aboriginality, ability,
disability, gender, age, socio-economic status, location and/or religious beliefs in relation to socially acceptable touching.
• Consult local agencies and community personnel who are able to provide information and support for children
where necessary.
• Develop a shared understanding with parents/carers about the importance of children expressing their feelings without
offending others, and the importance of using anatomical names for parts of the body. This can then lead to discussion
about the meaning of privacy and the concept that the whole body is private.
• Children need to understand they have rights regarding their bodies and that no-one, even their friends, has the right
to touch them; however, they also need to understand that for medical and safety reasons they may need to allow
adults to touch them.
• Teachers can help children to understand appropriate and inappropriate touching through explicitly teaching these
concepts, and by providing opportunities to practise the skills of discernment in both formal learning situations and
in children’s daily interactions and play.
• Children are naturally inquisitive about their bodies at this age. However, children are not always comfortable when
sexual body parts and uncomfortable touches are talked about. This may be exhibited through giggling or other signs
of embarrassment. You need to be aware of these signs and finish the session with an activity such as a well-liked
familiar story or game.
• You may need to explain to parents/carers why teaching the anatomical names of the body is necessary. Refer to
4KS:CPC Parent/carer reporting suite, 5Is this normal? Understanding your child’s sexual behaviour and 6Talk soon.
Talk often: A guide for parents talking to their kids about sex.
1.1 | Children need to develop a 1.1 Body awareness

sense of identity and body awareness,
to be respectful of other children’s Use a range of activities to make children more aware of their bodies, such as:
body image and identity, and to have • make fingerprints and handprints to demonstrate individual differences
an understanding of behaviour norms
in order for them to differentiate between
• use large mirrors to look at and describe their bodies in positive ways
safe and unsafe touching in relationships. (including rear and side views)
Before discussing safe touching, there • use photographs and drawings ACTIVITY RESOURCE
needs to be revision of the first KS:CPC • draw their body silhouettes or generic body outlines, including
Theme: ‘We all have the right to be safe’. wheelchairs, sticks and frames
Daily modelling and reinforcement of • identify and use anatomical names for parts of the body
asking permission before touching
• make gingerbread into body shapes
other people needs to occur to help
children internalise the concept, and • use jigsaws and/or cut-out shapes of bodies for dressing
to behave in this way automatically. and undressing
96
Some children, particularly those who • make a group poster titled ‘Nobody has a footprint (or handprint) like mine’.
are at risk, may need help to understand
how to use socially acceptable touching
to satisfy their need for positive and We all have
caring touching, such as side-by-side the right to
hugging (preventing intrusive full-frontal be safe.
hugging).

70

Songs and games
Use songs and games that draw attention to body parts. Examples include:
• The hokey pokey
• Simon says
• Heads, shoulders, knees and toes Combe, P (2003) Wash your face
in orange juice, CD, Rascal Records,
• One finger, one thumb keeps moving
Sydney
• The put it song (Peter Combe)
Henshaw, H (1994) 7Super me! Growing
• Body rap (Hilary Henshaw) with Music 5, CD, Elsternwick, Vic
• I’m just right for me (Hilary Henshaw).
Differences
1 Use graphs, charts and histograms to demonstrate in various ways how we
are all different.
2 For example, children could measure and record everyone’s height, hair and
eye colour, and interests.
Drama
1 Use movement activities to reinforce body awareness. For example, walk like
an elephant; jump like a kangaroo; wiggle like a caterpillar; creep like a mouse.
2 Discuss how everyone interprets the movement differently because everybody
is different. Children need to respect personal space throughout the task.
Dance
1 Use ‘Hands, knees and boomps-a-daisy’ music which can be found on various
children’s music sites. Alternatively, use a drum or tambourine to beat out
a rhythm.
2 Organise children into pairs at random around the room. Instruct them to:
clap partner’s hands; clap own hands; clap partner’s knees; pairs gently bump
each other; pairs with hands joined skip around the room and return to repeat.
1.2 Personal space 1.2 | When children are taught

that no-one may enter their personal
1 Give each child a hoop and ask them to stand inside it. space without being invited, it may set
2 Children lift their hoop above their heads and gently bring it down to the them up for conflict at home. Consider
ground. The area inside their hoop is their personal space and no-one may sharing this information with parents/
enter their personal space. carers as part of a home activity (NNA 1).
The area of each child’s personal space
3 Children hold their hoop carefully at waist height and walk around the room, may differ according to cultural
without touching anyone else’s hoop. This demonstrates respecting everyone’s background and/or life experiences.
personal space.
4 Children may sit inside their hoops with all hoops touching. Ask them to move
hoops just a little so that no hoops are touching. Ask:
• How might someone know that there is someone else in their personal
space? (Responses could include: uncomfortable feelings; feeling crowded;
someone touching your body.)
• What might someone do if they felt a person was in their personal space?
(Responses could include: ask the person to move away; move away;
tell someone on their network.)
5 Tell children that no-one may enter their personal space without being invited.
6 Use drama and dance activities from Activity 1.1: Body awareness to further
reinforce the concept of personal space.

Puppets
1 Use puppets to demonstrate personal space.
2 Help individual children to recognise where their own personal
space is by slowly moving closer to the child until the child
signals when their feelings change and the child begins to
feel uncomfortable.
3 Discuss how this can be different for each person.

71
1.3 | Some resources refer to 1.3 Parts of the body

body parts as either public or
private. The KS:CPC refers to the 1 Draw the large shape of a human body, use an anatomical ACTIVITY RESOURCE
model or give each student a copy of 8Activity resource 3:

whole body as private, which includes

sexual body parts. Body outline.
If children use terms other than 2 Starting from the top of the body, ask students to identify
anatomical terms for sexual body parts of the body and record them accordingly.
parts, accept such names but do not
include them. Explain that some of 3 Use correct anatomical names for all body parts, including
these words may offend. Remind sexual body parts. Refer to suitable resources about the 96
children of the anatomical terms and human body from online sources, school resource centre
that at school we will use the terms or 9SHINE SA resource centre. Children need to develop a subject-specific
that a doctor would use. vocabulary of simple anatomical terms.
Sexual body parts 4 Reinforce that ‘our whole body is private and we use the term sexual body
parts to describe the parts of the body that are usually covered by underwear.
Correct names are:
• Bottom • Testes/testicles These parts are called: bottom, breasts, penis, testes/testicles, vagina and
• Breasts • Vagina vulva. All parts of the body are private, including our bottom and our mouth.
• Penis • Vulva. No one has the right to touch any part of our body without our permission’.
Using correct names for body parts

‘When children feel awkward talking
about private [sexual] body parts—if
they giggle when someone mentions
Story
those parts—they are more likely to 1 Read Everyone’s got a bottom to guide discussion about the different parts
feel embarrassed about asking of the body.
questions, and they are less likely to 2 For question examples see 11Different bodies from the Department of Health,
tell you if someone is touching them
Western Australia.
inappropriately… Recent research
shows that knowing the anatomically
correct language terms enhances Guessing game
children’s body image, self-confidence, 1 Show pictures of bodies with parts missing. Online Interactive whiteboard
and openness. It also discourages their activities may be useful in this process.
susceptibility to molesters.’ (Matthews
2 Ask children to guess which parts are missing, using correct anatomical terms.
D, 10Call Children’s Private Body Parts
What They Are, Psychology Today,
accessed 7 March 2017)
1.4 Meaning of private
Rowley, T (2007) Everyone’s got a 1 Ask children to gather items that belong to them, eg sun hat, school bag,
bottom, Family Planning Queensland, lunch container, school jumper, and a special personal item from home.
Fortitude Valley, Australia 2 Explain to children: ‘These things belong to you. They may have your name on
it, so everyone knows it belongs to you. They are your private belongings’.
3 Ask: ‘What does private mean?’ (Responses could include: something
belonging to me, for example, my favourite toy, my bed or my name.)
4 Brainstorm (RLS 10a) ‘What else might be private?’ The list may include:
• personal belongings, eg named drink bottle
• personal information, eg address
• personal medication, eg asthma puffer
• our bodies – our whole body is private.
5 Ask: ‘Why are these things considered private?’
1.5 Our whole body is private

1 Tell children: ‘Our bodies are unique and individual and our whole body is
private. Some parts of our bodies are called sexual body parts’.
2 Revisit the body outlines or diagrams from Activity 1.3: Parts of the body.
Ask children to name various parts of the body. Ask: ‘Is this part private?’
(Response should be ‘Yes’ as our whole body is private.)
3 Ask: ‘What parts are the sexual body parts?’ (Responses should include:
breasts, bottom, penis, testes/testicles, vagina and vulva.)

72
4 Explore situations where it might be considered OK to touch sexual and other

parts of the body. This might be called ‘necessary but uncomfortable
touching’. Examples of such situations are:
• parents/carers helping a toddler or preschool child at bath time or to wipe
the child’s bottom
• dentist or dental therapist checking a child’s mouth and
teeth (usually occurs in the presence of a parent/carer)
• doctor, nurse or ambulance officer providing a medical
examination (usually occurs in the presence of a parent/carer).
5 Remind children that ‘our whole body is private including our
bottom and our mouth. No one has the right to touch any part
of our body without our permission’.

Story Allen, P (1998) Mr McGee and the
biting flea, Penguin, Australia
1 Read either The pig in the pond or Mr McGee and the biting flea. Both stories
Waddell, M (1992) The pig in the pond,
have characters who remove their clothes in humorous and safe situations.
Walker Books, London
2 Explore the concept of privacy and our bodies through the story.
1.6 Touching that is ‘OK’ 1.6 | Be aware of child safety in

touch activities. Children who are
1 Organise to have a soft toy day in your class. Ask the following questions: uncomfortable should be given the
• What kinds of touching do you give the toys? (Responses could include: option of not participating or observing
a pat; tickle, hugs; cuddles; kisses; smacks; punches.) until they feel comfortable enough to
join in.
• Which of these touches would make the toy feel safe?
Remind children that our whole body
• What touches make people feel safe or ‘OK’?
is private including our bottom and our
• Who can give ‘OK’ or safe touches? mouth. No-one has the right to touch
• How might a person feel when receiving an ‘OK’ or safe touch? any part of our body without our
2 Reinforce safe touching by using the following activities: permission including other children or
young people. Discuss the different
• Puppets: Use puppets to role-play situations that demonstrate
type of safe and unsafe touch – see
everyday positive, mutually enjoyable, touches, such as hugs, An exceptional children’s guide to
pats, handshakes and high 5s. Children can also use the touch: Teaching social and physical
puppets to practise asking permission before touching boundaries (2012) for more information.
another person.
• Play activities: Organise play activities that involve positive touch; for
example, ‘Pin the tail on the donkey’, or ‘Tag chasey’. The board game Manasco, H (2012) An exceptional
Twister is also useful. children’s guide to touch: Teaching
• Pet visit: Have a pet visit the classroom. Allow children social and physical boundaries to kids,
to touch the animal appropriately, identifying and Jessica Kingsley Publishers
recording the touching that it likes. Take photos to use
for a display or for a class book depicting the safe
touching that pets and animals like. Use of student/child images
• Magazine search: children cut and paste pictures from magazines or Ensure that appropriate procedures are
followed in seeking permission from
newspapers that depict the sort of touching that they like, such as touching
parents/carers to photograph children.
toys or pets and touching other children during play activities.
See DECD 12Consent for images and
student work.
1.7 ‘OK’ touching in relationships

1 Read My Grandma is coming to town about a young boy who hasn’t seen his
Grandma for a long time and is uncomfortable about giving her a hug.
2 Use the following focus questions to discuss the story:
• What might be the boy’s warning signs?
• How did he show he didn’t want a hug? (Responses could include: hid his
face; hid behind a chair; gave Grandma his toy dog to hug.)
• Why might he not want to give Grandma a cuddle or sit on her lap?
• Where might Grandma be on his relationships circle when she first arrives?
(Response could be: people who are important to me.)

73
• Later, when she has stayed for a few days, where would she be? (Response
1.7 | Avoid linking types of touch could be: people who are close to me.)
to specific relationship types, eg • Is it alright for the boy to have a choice about whether he gives Grandma a
suggesting that ‘people who are close hug or not? Why? (Response could be: yes, because the boy has to decide
to me are allowed to cuddle and kiss
from whom he will accept a hug.)
me’. Most abuse is perpetrated by
those known to (and liked by) the child. • How might a person solve a problem of a relative or family friend who wants
For this reason, the concept of ‘Stranger to give them a hug, kiss or tickle that makes them feel unsafe or uncomfortable?
danger’ is not overly emphasised to (Responses could include: tell someone the person trusts; move away; ask
children as it gives a false impression the relative or family friend to hug a favourite teddy instead; say ‘I’m only
that only strangers perpetrate abuse. shaking hands today’ or ‘I don’t want to play tickling games’.)
Also, touch may occur with an unknown
3 Alternative stories include I don’t like kisses, Sloppy kisses, Cuddle time and Hug.
person, such as accidental touch on a
train or shaking hands to introduce. 4 Develop the concept further using the following suggested activities:
Children have the right to have their • Bathing a doll: Use a doll and a baby bath and model the process of bathing
bodies respected and to feel safe. a baby. Afterwards, discuss any touching that occurred. Ask:
Someone in the outside circle of a – How might a baby respond to the bath?
relationship circle may still be a safe – Were the touches necessary for bathing a baby?
person who can help. – How is the baby kept safe in the bath?
Role-play is a useful strategy to support • Vet visit: Visit a vet’s surgery or organise for a vet to visit
children in discussing the concept of the school. Discuss and record the necessary but
necessary but uncomfortable touching uncomfortable touching that animals might experience
(RLS 3). Include the necessary but at the vet.
uncomfortable touching that occurs at
• Dentist visit: Invite a dentist or a dental therapist to talk with the children
school in order to keep children healthy,
about dentistry. Ask:
such as checks for head lice, first aid
procedures and receiving injections, – Why are our mouths important?
which are all situations where an adult – How do we look after them?
usually makes the decision that the – Is a dentist allowed to put things in our mouths?
child needs to participate. – What kind of things?
Some may have never visited a doctor, – Why does a dentist use plastic gloves?
dentist or optometrist, so it is important • Play box: Set up doctor and dentist play boxes for children to role-play
that a range of situations are presented (RLS 3) uncomfortable but safe touching and/or necessary but
and discussed. If, while working with uncomfortable touching.
this topic, a child should disclose
5 Reinforce the key message that children should have control over who touches
information that gives you reasonable
grounds to suspect that there has been them. If they are uncomfortable about someone touching them they must tell
some form of abuse, you must report them to stop and tell a trusted adult as soon as possible. Also emphasise that
this suspicion of abuse. it is not ok to touch other children without their permission.
An adult in a position of power, for
example a carer, may insist that certain
touching is necessary when it is not
and this may leave the child more
vulnerable to sexual abuse.
Alborough, J (2002) Hug, Walker

Books Ltd, London
Glesson, L (2004) Cuddle time, Walker
Books, London
Grossinickle Hines, A (2003) My
Grandma is coming to town, Walker
Books Ltd, London
Mainzer, R (1992) I don’t like kisses,
The Five Mile Press Ltd, Victoria
Winthrop, E (1990) Sloppy kisses,
Aladdin Paperbacks, Reissue Edition

74
TOPIC 2: RECOGNISING ABUSE

• to identify forms of abuse
• how to be safe online
• how to recognise unsafe secrets, tricks and bribes.
Educators’ tips
• Be familiar with each child’s background and consider any information that may impact on the child’s safety when
discussing abusive situations.
• Provide and scaffold learning activities that are appropriate for the children’s level of understanding, with repetition
and continual reinforcement in everyday experiences in order to help children internalise concepts about abuse,
neglect and secrets.
• Physical abuse is a sensitive issue for some parents/carers who maintain their right to discipline their child physically.
In South Australia child abuse is illegal and the law applies to all people regardless of race, culture or religion (South
Australia Children’s Protection Act 1993).
• It is essential that all children learning about this topic have already developed a trusted network and understand how
to use it (see Focus Area 2, Topic 4: Trust and networks).
• When presenting issues that may evoke strong emotional reactions, it may be appropriate for two teachers to team-
teach to provide the flexibility to address an issue immediately if a child wishes to make a disclosure, appears anxious,
or becomes distressed. It also provides an opportunity for teachers to debrief with colleagues.
• When planning lessons that contain sensitive issues, it may be an advantage to conduct them prior to a break to
enable you to be available and to provide an opportunity as soon as possible for children who want to talk privately.
If a child discloses information that leads you to suspect that there may have been some abuse, remain calm and
explain that the information will need to be passed on to someone who can help to stop this from happening again.
• Children don’t need to categorise abuse into the areas: physical abuse, sexual abuse, emotional abuse and neglect,
however, they have been placed in separate activities.
• Students may disclose information about abuse. Teachers are reminded of their obligations as detailed in the
13Responding to Abuse and Neglect—Education and Care (RAN–EC) training.
• Additional information:
– DECD: 2Guidance in responding to children and young people
– 14Responding to problem sexual behaviour in children and young people: Guidelines for staff education and care settings
(DECD, CESA, AISSA, 2013)
– Appendix 15: Types of abuse and abuse-related trauma
15
– DECD: 16Reporting child abuse.
2.1 Accidental or deliberate injury? 2.1 | ‘Mixed up’ or ‘confused’

feelings are shared by many children
1 Using a teachable moment (RLS 13) when children may have a minor in abusive situations when their bodies,
playground injury, discuss the idea of a child ‘being hurt’. feelings or thoughts are hurt. Include
2 Discuss using questions such as: the concept of ‘mixed up’ (or ‘confused’)
as an important warning signal for
• What happens if a child is injured in the yard? (Responses could include: children.
someone helps the child; the child tells a yard duty teacher; the child goes
Simplicity is important. At this age
to first aid.)
level, children are just beginning their
• What might be the results of someone being hurt? (Responses could include: awareness of abuse of power.
physical – our bodies are hurt; emotional – our feelings are hurt; thinking – Relating to real situations in school play
our thinking may be confused or mixed up.) situations can help in this developing
• How might we know the difference between accidental or deliberate injury? awareness of ‘fair’ and ‘unfair’ behaviour
(Responses could include: the injury was done on purpose; someone was towards one another.
being unfair; someone didn’t mean the injury to happen; no-one else was Emphasise safe and unsafe touching
involved in the injury.) and that if a child has mixed feelings
3 Throughout this discussion, encourage children to develop a clear understanding about touching, the child must use
their network to talk about it.
that when someone is hurt, regardless of the injury being accidental or deliberate,
they need to tell someone they trust, even if the injury was caused by another
child. Children must tell someone they trust even if the children were doing the
wrong thing and are worried about getting into trouble. Manasco, H (2012) An exceptional
children’s guide to touch: Teaching
4 Read chapter 1 ‘Accidental touch’ and chapter 3 ‘Hurtful touch’ from An
social and physical boundaries to kids,
exceptional children’s guide to touch: Teaching social and physical boundaries
Jessica Kingsley Publishers
to kids to further discuss accidental and deliberate injury.

75
2.2 | Select one model of problem- 2.2 Identifying physical abuse

solving and use it regularly for
general class issues. This allows 1 Refer to the school’s behaviour code covering
children to become familiar with treatment of others and remind them of the first We all have
the process. KS:CPC Theme: ‘We all have right to be safe’. the right to
be safe.
Using the ‘What if…?’ problem-solving 2 Use a book (RLS 14), such as The recess
model (RLS 12) supports children in queen, where a girl threatens and hurts other
taking a critical look at situations that students, or the Willy series to elicit responses
may appear safe initially. Almost always
from children that behaviour such as hitting,
use modified brainstorming (RLS 10a)
strategy with the ‘What if ...?’ problem-
kicking and threatening is not allowed at school.
solving model. Some suggested books include:
Use teachable moments (RLS 13) and • Browne, A (1984) Willy the wimp, Red Fox an imprint of Random House
everyday events to illustrate and reinforce Children’s Books
concepts and allow children to practise • Browne, A (1985) Willy the champ, Red Fox an imprint of Random House
their skills (eg using their trusted Children’s Books
networks). • Browne, A (1990) Willy and Hugh, Red Fox an imprint of Random House
Children’s Books
• Browne, A (1995) Willy the wizard, Red Fox an imprint of Random House
Children’s Books
• Browne, A (2000) Willy the Dreamer, Walker Books Ltd, London, England
O’Neill, A (2002) The recess queen, Scholastic Inc, New York
3 Tell children that such behaviour is also not allowed.
4 Ask the following question and use the ACTIVITY RESOURCE
FOCUS AREA 3: RECOGNISING AND REPORTING ABUSE | TOPIC 2: RECOGNISING ABUSE
ACTIVITY RESOURCE
‘What if…?’ or ‘Stop, Think, Do’ problem-

Activity resource 11: ‘What if …?’ problem-solving model Activity resource 12: ‘Stop, Think, Do’ problem-solving model
Stop (red)
The problem is
What if ...? • Say what the problem is
• Suggest what feelings
Identify the problem someone might have
• Decide what needs to STOP
solving strategy (RLS 12) to work out

Ask the questions: happen to keep safe
• What if someone …? • Try to keep calm
• How could someone keep safe even if …?
Think (amber)
Brainstorm
• List solutions
• Think what might be
Consider the consequences. Ask:
the consequence for THINK
• How might this help keep someone safe? List some ideas
responses with the children: ‘What if a child

each solution
• Think what feelings
Consult—Ask a person on your network:
someone might have
• What do you think?
Do (green)
Choose the idea that might work
• Choose a solution DO
Try it out • Try it out
was deliberately physically harmed or injured

Evaluate—Was it a good choice? Persist
• If the action is not
Persistence—Try to solve it in different ways until success is achieved Choose an idea
successful return to
‘Think’ and persist
Remember—Use your trusted network
in finding a solution.
by an adult or older student?’ Refer to Try it out
17Activity resource 11: ‘What if…?’ problem-

Adapted from Petersen & Adderley A (2002) Stop, Think, Do social skills training: Early years of schooling ages 4–8, Australian Council
for Educational Research, Victoria
solving model. Alternatively, use 18Activity

104 105
resource 12: ‘Stop, Think, Do’ problem-solving model.
2.3 | It is not necessary to 2.3 Identifying emotional abuse

introduce the term ‘emotional abuse’.
However, it is important to explore the 1 Read a familiar text such as Giraffes can’t dance or Willy the wimp (RLS 14).
concept—use of the words ‘fair and 2 Discuss the book using the following focus questions:
unfair ways to treat children’ may be • What words and actions were ‘put downs’ in the story?
more developmentally appropriate.
• What feelings did the character have?
• What thoughts might the character have? (Responses could include:
I’m hopeless; I’m no good at this; I can’t do this.)
Andreae, G (2001) Giraffes can’t
dance, Scholastic
• How can the characters solve the problem?
Browne, A (1984) Willy the wimp, Red
• What if a child was treated like this by older children? By adults? How might
Fox an imprint of Random House the child feel? (Responses could include: unhappy; angry; miserable; hopeless.)
Children’s Books • What could a child do? (Response could be: talk to someone on their
trusted network.)
3 Use teachable moments (RLS 13) to reinforce learning, such as when a child
has ‘put down’ another child about work, behaviour, physical appearance
or background.
2.4 | It is not necessary to introduce 2.4 Identifying sexual abuse

the term ‘sexual abuse’ to children.
Sexual abuse is not only about sexual 1 Remind children that our whole bodies are private (from Topic 1, Activity 1.5:
touching; it may include being made Our whole body is private).
to look at film clips, pornographic 2 Tell children that being touched on their sexual body parts is unsafe and not
magazines, photos, or online pornog-
OK, even if there are no warning signs (unless considered necessary but
raphy. It also includes people exposing
themselves to children and/or making
uncomfortable touching as discussed in Activity 1.5: Our whole body is private).
sexually suggestive comments. 3 Older people (including adolescents), as well as children, know they are not
It is recommended that this activity is allowed to touch children’s and young people’s sexual body parts. That is why
done using different scenarios over a they often ask the child or young person to keep a secret or make threats if
period of time. they tell, to try and stop them from reporting it.

76
4 Use 17Activity resource 11: ‘What if…?’ ACTIVITY RESOURCE

Activity resource 11: ‘What if …?’ problem-solving model

ACTIVITY RESOURCE
Activity resource 12: ‘Stop, Think, Do’ problem-solving model
problem-solving model or 18Activity resource What if ...?
Identify the problem

Stop (red)
• Say what the problem is
someone might have
The problem is
2.4 | Consider the use of mobile

12: ‘Stop, Think, Do’ problem-solving model
Ask the questions: happen to keep safe
phones being used to take prurient

• What if someone …? • Try to keep calm
Think (amber)
Brainstorm
• List solutions
to examine the following scenarios (RLS 12):

• How might this help keep someone safe? List some ideas
photographs as a form of sexual abuse.

each solution
someone might have
Do (green)
Try it out • Try it out
• What if a child was having a birthday party

Evaluate—Was it a good choice? Persist
The concept of a personal emergency

Persistence—Try to solve it in different ways until success is achieved Choose an idea
successful return to
with all of their relatives and one of the Try it out

from Focus Area 1, Topic 4, Activity
relatives always gave big hugs, uncomfortable Adapted from Petersen & Adderley A (2002) Stop, Think, Do social skills training: Early years of schooling ages 4–8, Australian Council
4.5: Personal emergency can be
tickles and sloppy kisses? What could the revisited as part of this lesson.
104 105
child do? (Responses could include: talk to parents/carers; say ‘I’m only Be aware that strategies children may
shaking hands today’; move away.) suggest may expose them to further
• What if a child was being babysat and the babysitter had a camera? Is that danger of abuse. The question, ‘Will
safe? (Response could be ‘unsure’.) this keep someone safe?’ can be
• What if the babysitter wanted the child to take their clothes off and take posed to the whole group so that all
a photo of them? Is that safe? (Response should be ‘no’.) children can participate in the problem-
solving and listen and learn from peers.
• What could the child do? (Responses could include: say ‘no’; cry; ring
a parent/carer or someone else they trust.) Kissing
• What if an older person touched a child in a way that made the child feel There may have already been discussions
uncomfortable and unsafe? For example, the child might have been touched about kissing that sometimes occurs
on their sexual body parts. at school (other than with a parent/
• What could the child do? (Responses could include: the child could say ‘no; carer). This would be dealt with normally
the child could cry and/or run away; later, they could tell someone on their as part of the school’s bullying and
trusted network.) grievance procedures and explained
in a developmentally appropriate way
5 Remind children of strategies that they could use, including: to R–2 children.
• move away
• say ‘stop’ or ‘no’
• cry
• run off
• say ‘I don’t like that’ Stop
• talk to a network person as soon as possible
• use their personal emergency strategy.
6 Stories about touching, such as those listed below, may help in talking about
sexual abuse:
• Alborough, J (2002) Hug, Walker Books Ltd, London
• Glesson, L (2004) Cuddle time, Walker Books, London
• Grossinickle Hines, A (2003) My Grandma is coming to town, Walker Books
Ltd London
• Heron, S (2007) A terrible secret, Nurture Works
• Hessell, J (1987) What’s wrong with bottoms?, Century Hutchinson
Australia, Sydney
• Mainzer, R (1992) I don’t like kisses, Five Mile Press, Victoria
• Winthrop, E (1990) Sloppy kisses, Aladdin Paperbacks, Reissue Edition
2.5 Identifying neglect

1 Revisit Focus Area 2, Topic 1, Activity 1.1: Needs and wants. 2.5 | It is not necessary to use the
2 Read the book Mutt dog and ask the following questions: term ‘neglect’ with children however,
it is important to explore the concept.
• How did Mutt dog feel when his needs were not met?
• How did Mutt dog feel when his needs were met? Using words such as ‘fair and unfair
ways to treat children’ may be more
3 Tell students that when the needs of a pet are not met, this is neglect (or developmentally appropriate.
unfair/not OK). It is the responsibility of the pet’s owners to care for the pet
See 19Mutt dog teacher notes from
and provide what it needs. If the needs of a child are not met, this is also
Scholastic.
neglect (or unfair/not OK). It is the responsibility of the child’s parents/carers
to care for them and provide them with their basic needs. Other suitable books include Just a
little brown dog and Sebastian lives
4 Brainstorm (RLS 10) a list of children’s basic needs. For example: shelter; in a hat.
nutrition; health care; to be loved; to go to school.
5 Discuss the following questions:
• How would a child feel if their basic needs were not being met? (Responses Catterwell, T (1985) Sebastian lives
could include: hungry; lonely; unsafe.) in a hat, Omnibus Books, Adelaide
• What might happen to the child? (Response could include: they may get King, S (2004) Mutt dog, Scholastic
sick; they will be unhealthy.) Australia, NSW
• Whose responsibility is it to make sure a child’s basic needs are met? Morgan, S (1997) Just a little brown
(Response: parents/carers.) dog, Fremantle Arts Centre Press, WA
• What could a child do if their basic needs were not being met? (Response:
tell someone on their trusted network.)

77
2.6 | When presenting issues 2.6 Identifying domestic and family violence
that may evoke strong emotional
reactions, it may be appropriate for 1 Brainstorm (RLS 10) and record a range of situations where people yell
two teachers to team-teach to provide (eg at sporting events; when they want to catch someone’s attention; to alert
the flexibility to address an issue someone who is in a dangerous situation; when they feel angry or worried).
immediately if a child wishes to make Discuss the associated feelings.
a disclosure, appears anxious or
becomes distressed. It also provides
2 Read a story about children or animals having an argument such as This is
an opportunity for teachers to debrief our house.
with colleagues. 3 Ask: ‘What if the people who were arguing were adults and a child was caught
Debriefing for children after discussing in the middle? What might a child do?’. (Responses could include: leave the
sensitive issues provides them with an adults alone; find a safe place; play with a pet or soft toy; watch television or
opportunity to discuss their reactions listen to some music on headphones; later tell someone on the child’s network.)
and what the important things were
4 Reassure children that it is OK for people to sometimes be cross with each
that they learnt. A circle activity for the
other, but it is not OK to hurt someone. If children feel worried or upset they
whole class can help release tension
or discomfort (NNA 6). need to talk to someone on their trusted network.
Encourage a one step removed (NNA 3) 5 Reinforce children’s trusted networks to access assistance if needed.
response and practise protective
interrupting (NNA 4). Informing children
about both these strategies before 2.7 Online safety
using them is important.
When discussing issues about abuse, 1 Children discuss the school’s rules for internet use. They could develop a
be sensitive to children who may be simplified version using pictures and displaying them and/or publishing them
living, or have lived, in a home where in the school newsletter.
abuse occurs daily.
2 Rules may include the following:
Reinforce that abuse is never the victim’s
fault and that children should respect Protect private information Be safe—know the risks
others and use the one step removed
strategy (NNA 3) to protect against
disclosure of sensitive information in names, – things you
front of other children. addresses, may see
The text I feel scared when mum and phone numbers, – people you
dad fight is a useful resource for teachers. photos may contact
It is not recommended as a text to be
read to a class.
– things you
may be
Get help encouraged
to try
Bourgeois, P (2011) Franklin is have an adult
bossy, Open Road Media nearby if you
Use good manners online
Rosen, M (1996) This is our house, feel worried
Candlewick Press, MA or scared
Rowley, T & McLay, R (2004) I feel scared do not bully
when mum and dad fight, Centacare & others and tell
Communities Caring for Kids Coalition, a trusted adult
Queensland
Think carefully
if someone tries
to bully you
before taking
action on the
Additional resources
internet
• 23Appendix 9: Cyber safety,
cyberbullying and e-crime.
3 Discuss the potential dangers of using the internet and what to do if someone
feels unsafe while online.

eSafety
Choose activities from the Office of the Children’s eSafety Commissioner such
as 20Hector’s World or 21Zippep’s Astro Circus.
Online safety song

Play the song 22Pause & Think Online and discuss the main safety messages.
Children can draw pictures of the characters.

78
TOPIC 3: SECRETS
• what a secret is
• how to recognise unsafe secrets and know what to do about it
• what to do if they feel they have been tricked into doing something.
Educators’ tips
• Young children are vulnerable to abuse and neglect because it is usually perpetrated in a climate of secrecy or by
the perpetrator tricking the child.
• Children need to know what a secret is and to develop an understanding of the difference between safe and unsafe
secrets. For example, it is OK to keep a secret about a surprise birthday present but not alright to keep a secret
about sexual touching.
• If children are unsure about a secret or feel they are being tricked, they should check with an adult they trust.
• Educators should emphasise that there is no secret that cannot be told to someone the child trusts.
3.1 Defining secrets 3.1 | Some children may use

different terms for a secret and the
1 Use a teachable moment (RLS 13) such as a birthday or other special concept may vary between cultures;
celebration to introduce the word secret. for example, being encouraged not
2 Read a story about secrets such as Sally’s secret or Can you keep a secret? to talk about sexual matters as it is
considered disrespectful.
(RLS 14).
Ensure there is a common understanding
3 Develop a class book about secrets using the model of the book Sally’s secret. of the term; for example, something
4 Define some categories of secrets based on safe or OK secrets; unsafe that is kept private, hidden or concealed
or not OK secrets; and not sure secrets (needing to check with someone and not revealed to others.
on a trusted network). Avoid using terms such as ‘good’ and
5 Brainstorm examples for each category such as the following: ‘bad’ secrets as they have connotations
of a reflection on the person who knows
about the secret and may impact upon
Safe or ‘OK’ secrets Unsafe or not ‘OK’ secrets Not sure secrets
the person’s willingness to talk about
the secret and to seek help.
Surprise birthday
Secrets about sexual Gift from an adult who If children understand that we never
party touching asks the recipient not keep secrets about inappropriate
to tell anyone about it touching, it will help them to cope
with the secrecy that accompanies
sexual abuse.
6 Ask: What should someone do if the secret is not OK or if they are not sure? Avoid where possible, using the term
7 Secrecy is also important to consider; such as someone taking someone else ‘surprise’ to only mean a safe secret
away from the public eye. because adults may trick a child into
believing that a surprise will be pleasant.
3.2 Recognising unsafe secrets

Ensure parents/carers and children
1 Discuss how someone could recognise a secret that should not be kept. have access to books that contain
Examples include: stories about secrets. This will help
a two-way teaching–learning process
• having mixed feelings or changing feelings
between child and parent/carer and
• feeling unhappy, worried, guilty, scared or unsafe helps to reinforce this topic out of the
• being told to keep the secret forever school setting.
• having warning signs like feeling sick or ‘yucky’, shaking, racing heart,
jumpy stomach
• being the only one who knows about the secret Allen, P (2000) Can you keep
• thinking about the secret over and over again a secret? Penguin Books, England
• really wanting to tell a trusted adult about it but it seems too hard Hughes, S (1992) Sally’s secret, Random
• being bribed or threatened to keep it (discuss the concept of a threat – House Children’s Books, London
what kind of threats might be used by adults or older students?)
• having to tell lies to keep it
• it is about something unsafe
• it is about something not OK
• it is about being touched or hurt
• there are threats to hurt or get another member of the family (including pets)
into trouble if the secret is told.

79
2 Ask: ‘How can a child keep feeling safe if an adult asks the child to keep a
3.2 | The idea that abuse is secret about being touched on their sexual body parts?’ (Responses could
somehow the fault of the child is include: when it’s safe to do so; tell someone the child trusts on their network;
often what stops children from disclosing keep on telling until it stops and the child is safe.)
as children may believe they will ‘get
into trouble’.
Secrets card activity
1 Make enough sets of flash cards from ACTIVITY RESOURCE
FOCUS AREA 3: RECOGNISING AND REPORTING ABUSE | TOPIC 3: SECRETS
Activity resource 13: Secrets cards

ACTIVITY RESOURCE
Activity resource 14: Chart for secrets cards
24Activity resource 13: Secrets cards for 1

Mum and dad find out that mum is
2
The music teacher at school is
Safe secrets
Secrets that are OK to keep
Unsafe secrets
Secrets that are not OK to keep
Not sure
Secrets to be checked out with
someone from our network
going to have a baby. Everyone is leaving. Everyone will miss him.

very happy. They don’t want anyone The class is planning a farewell
students to work in small groups. Make the

to know yet. They have told their party for him. They don’t want him
children not to tell anyone until just to find out yet.
before the baby is born.
same number of copies of 25Activity resource

3 4
A boy stays over at his friend’s The family has a party. The girl’s
house. The older brother asks the uncle asks her to come outside to
boys to have a bath with him. He look at some toys in his shed. He
tells the boys that if they tell anyone, tries to touch her bottom and when
they will be bashed up. she says ‘No’ he says he will give
her a special toy and makes her
14: Chart for secrets cards and enlarge to

promise not to tell.
5 6
A child from the class is sick. A girl accidentally breaks a window.
Everyone in the class makes them Her mum is angry and hits her
A3 size.
a card and the teacher sends it in with a belt. Her mum tells her not
the mail. The teacher tells all of the to tell anyone else or she might
children in the class not to tell the be taken away.
sick child if they see them before
they get the card.
2 Children discuss each scenario and place 106

107
the cards onto the chart (NNA 3 and NNA 4).

3 Cards 1, 2 and 5 should be placed in ‘Safe secrets’. Cards 3, 4 and 6 should
be placed in the ‘Unsafe secrets’.
Story
Heron, S (2007) A terrible secret, Read the book A terrible secret, about a girl needing to tell someone about sexual
Nurture Works abuse, to reinforce that children must tell someone on their trusted network if
they have an unsafe secret.
3.3 Tricks and trust

1 Read the story Sitting ducks or view the DVD Sitting ducks: Volume 1.
Bedard, M (2001) Sitting ducks, 2 Discuss examples of tricks or secrets that are shown in the story, for example:
Puffin
• the alligator acting in a friendly way, while thinking about how to fatten
Kubiak, W (2002) Sitting ducks: the duck for a nice meal
Volume 1, DVD, Universal
• the duck was tricked by an alligator using a hand puppet
• how all the ducks are tricked into believing they can’t fly.
3 Ask:
• What might a child do if they find out they have been tricked by an adult
or another child? (Response could include: tell someone on their trusted
network.)
• What if the person who tricked the child was on the child’s trusted network?
(Responses could include: sometimes when our feelings change about
someone or our network we need to take the person off; persist in talking
with other people on their trusted network such as other family members,
teachers or Kids Helpline.)

80

2 DECD: Guidance in responding to children and young people | http://tiny.cc/DECD-RespondingGuidance
3 DECD: Concerns checklist | http://tiny.cc/DECD-ConcernsCheckList
4 KS:CPC Parent/carer reporting suite | http://tiny.cc/KSCPC-ParentCarerSuite
5 Is this normal? Understanding your child’s sexual behaviour | http://tiny.cc/IsThisNormal
6 Talk soon. Talk often: A guide for parents talking to their kids about sex | http://tiny.cc/TalkSoonTalkOften
7 Super me! Growing with Music 5 | http://tiny.cc/HilaryHenshaw
9 SHINE SA: Resource centre | http://tiny.cc/SHINESA-ResourceCentre
10 Call Children’s Private Body Parts What They Are | http://tiny.cc/CallBodyPartsWhatTheyAre
11 Department of Health WA: Different bodies | http://tiny.cc/GDHR-DifferentBodies
13 Responding to Abuse and Neglect – Education and Care (RAN-EC) training | http://tiny.cc/RAN-ECTraining
14 Responding to problem sexual behaviour in children and young people: Guidelines for staff education and care settings |
http://tiny.cc/RespondingPSBGuidelines
15 Appendix 15: Types of abuse and abuse-related trauma | http://tiny.cc/KSCPC-App15
17 Activity resource 11: ‘What if…?’ problem-solving model | http://tiny.cc/R-2_Act11
18 Activity resource 12: ‘Stop, Think, Do’ problem-solving model | http://tiny.cc/R-2_Act12
19 Scholastic: Mutt dog teacher notes | http://tiny.cc/MuttDogNotes
21 Office of the Children’s eSafety Commissioner: Zippep’s Astro Circus | http://tiny.cc/eSafe-ZippepsAstroCircus
22 Pause & Think Online | http://tiny.cc/PauseThinkOnline
23 Appendix 9: Cyber safety, cyberbullying and e-crime | http://tiny.cc/KSCPC-App09
24 Activity resource 13: Secrets cards | http://tiny.cc/R-2_Act13
25 Activity resource 14: Chart for secrets cards | http://tiny.cc/R-2_Act14

81
82
Activities
Focus Area 4:
Topic 1: Strategies for keeping safe Topic 2: Persistence
1.1 Memory activities 2.1 Theme reinforcement

1.2 Remembering name, address, telephone numbers 2.2 Introduction to persistence
1.3 Revisiting trusted networks 2.3 Persistence
1.4 ‘What if…?’ problem-solving 2.4 Practising persistence
1.5 ‘What if…?’ scenarios
1.6 Practising being assertive
1.7 Role-playing assertive communication
1.8 Saying ‘no’
1.9 Choosing strategies to keep safe
1.10 Resilience
2.2: Build a community of learners 3.3: Explore construction of knowledge

3.1: Teach students how to learn 3.4: Promote dialogue as a means of learning
3.2: Foster deep understanding and skilful action 4.1: Build on learners’ understandings

83
TOPIC 1: STRATEGIES FOR KEEPING SAFE

• how to review people and agencies on their trusted networks
• problem-solving strategies for keeping safe
• how to use assertive language
• what persistence is and why it is important.
Educators’ tips
• Assist children to develop positive relationships with others.
• Develop positive relationships with families, carers and community members to support children in learning how to
use their networks.
• Keep children, families and potential network members informed about the purpose and processes of the network.
• Reinforce with family members and potential network members the need to value children’s decisions about whom
they will ask to be on their networks.
• Support children in formalising their networks, ensuring that the chosen network members are willing and suitable
to take on this role.
• Introduce children to online help organisations so these can be included in their network
• Encourage children to include trusted staff members on their network.
1.1 | When a child is not believed, 1.1 Memory activities

they may feel helpless and
despondent. The child may believe 1 Discuss with children the situation where an adult doesn’t believe a child.
that ‘No-one can do anything to help 2 Ask: ‘Why might an adult not believe a child?’
me’ and ‘I am to blame’, further
increasing their vulnerability to abuse. 3 Ask: ‘What can children do to make them more likely to be believed?’
(Responses could include: having good observation skills; remembering as
Children who are in abusive or
potentially abusive situations may have
much as they can; persisting until someone believes them.)
a sense of control if they can employ 4 Use any of the following suggested activities for children to practise
their observation skills, so that they observation skills:
can provide evidence when reporting • Remember the shopping: Children sit in a circle so that they can easily see
the situation. everyone in the group. One person begins by saying ‘I went to the supermarket
Memory activities are important and in my shopping trolley I put …’. Children then take it in turns to ‘place’
strategies for the development of something into the ‘trolley’. Before they can do this they must name all the
observation skills. Remind children items already ‘placed’ in the ‘trolley’. After the activity ask questions such as:
of the purpose of these fun activities
– What clues can help someone remember things?
and stories.
– How important are listening skills in everyday activities?
– What might happen if someone didn’t listen or couldn’t remember?
Burningham, J (1980) The shopping • Remembering objects:
basket, Random House Children’s – Set out a tray with a small number of interesting objects.
Books, London – Ask children to examine the objects, then cover them with a cloth.
Hutchins, P (1976) Don’t forget the bacon, – Ask children to draw or write what was on the tray.
Red Fox Book a division of Random • Guess what’s different: Play this with the whole group in the following way:
House Children’s Books, London – Select a child to sit on a chair facing everyone. Children may initially be
more comfortable using an adult or a persona doll (RLS 17).
– Ask everyone to look carefully at what the child is wearing, how the child’s
hair looks, and the colour of the child’s eyes and hair.
– Ask the child to go around a corner and change one or two things in their
appearance.
– Ask everyone in the group to close their eyes.
– When the child returns to sit down, everyone opens their eyes.
– Ask them to take a careful look at the child and suggest what might
have changed.
5 Use stories such as Don’t forget the bacon or The shopping basket to
reinforce the concept of using memory (RLS 14).
6 Discuss ways in which children can use their observation skills to help keep
them safe.

84
1.2 Remembering name, address, telephone 1.2 | Teach children how to use
numbers a telephone correctly.
Practise reporting an incident that has
1 Integrate a literacy activity on letter writing and addressing caused warning signs.
an envelope. Arrange for an adult to be an operator
2 Arrange for children to post letters to their home address. to receive calls from the children on an
internal phone line and use toy mobile
3 Rehearse making telephone calls for various purposes.
phones for impromptu practice in play
4 Discuss the use of home, public and mobile phones and situations.
use a teachable moment (RLS 13), such as on an excursion, Provide a prompt sheet showing the
to reinforce appropriate use of telephones. correct way to use a mobile phone by
5 Regularly revisit name, address and telephone numbers dialling and texting and place it by the
to support children in remembering their details. toy phones.
1.3 Revisiting trusted networks Support parents/carers in teaching

children their name, address and
1 Children look at the trusted networks that they developed in Focus Area 2, telephone numbers by providing them
Topic 4, Activity 4.2: Developing a trusted network (NNA 9). with details on what has been covered
in class and the methods used, so that
2 Revise the term ‘trust’ and its meaning. Discuss that networks may have this can be replicated at home.
changed because:
• someone may have moved away
• someone may have behaved in a way that shows they can no longer
be trusted. 1.3 | Children may have difficulty
telling an adult about abuse. They
3 Individually, children review their networks and record changes on a new may feel more comfortable telling a
network diagram. Consider using the following questions: trusted child or young person, who
• What if I have some happy news – would I feel OK about telling this person may in turn tell an adult who is known
on my network? and trusted and who may act to help.
• What if I have some sad news – would I feel OK about asking this person Young people can be included on a
for help? child’s network. A useful checking
• What if I have warning signs when I am with this person – would I take this question is: ‘How will this young
person off my network? Should I ask another trusted adult about this? person help you?’
• What if a person on the network did something that made me think I couldn’t Online support agencies should be
trust the person – would I take this person off my network? Should I ask included on children’s networks. Spend
another trusted adult about this? time outlining the role and purpose of
such agencies and rehearsing how
children could use them.
Emergency services may be recorded
on the network diagram to remind
Story children that emergency service
1 Revisit networks by reading the story Jasmine’s butterflies (RLS 14). personnel are adults who can be
2 In the story, Jasmine creates a network to help make her warning signs go away. trusted to do something to help make
3 Discuss with children how she knows she is unsafe, the strategies that she the child feel safe again.
uses, and her persistence to make the warning signs go away until she feels Distinguish between the need to talk
safe again. with someone to help you feel safe
and ‘telling tales’.
4 Other suitable stories include the Franklin series.
Bourgeois, P & Clark, B, Franklin

1.4 ‘What if…?’ problem-solving series, Scholastic
1 Use 2Activity resource 11: ‘What if…?’ problem-solving ACTIVITY RESOURCE
O’Malley, J (2002) Jasmine’s butterflies,
model (RLS 12) and modified brainstorming (RLS 10a) to Justine O’Malley, Western Australia
What if ...?
practice problem-solving.
Ask the questions:
• What if someone …?
Brainstorm

• How might this help keep someone safe?
2 Select a scenario that is appropriate to children’s knowledge

1.4 | Select one model of problem-

Try it out
Evaluate—Was it a good choice?
and context, eg a problem with an angry dog or being lost

Persistence—Try to solve it in different ways until success is achieved
solving and use it regularly for general

at the shops.
class issues. This allows children to
3 Pose the problem and record each response. Encourage Keeping Safe: Child Protection Curriculum | Early Years: Years R–2
become very familiar with the process.
children who ‘pass’ to select an idea that another child has
104
suggested. Emphasise that it is OK to learn from others’ ideas.

ACTIVITY RESOURCE
If a suggestion is unsafe or inappropriate ask: ‘How might this

Stop (red)
The problem is
someone might have
happen to keep safe
• Try to keep calm
help keep someone safe?’

Think (amber)
• List solutions
each solution List some ideas
someone might have
Do (green)
4 Revisit and rehearse the problem-solving strategy when there

• Try it out
Persist
successful return to Choose an idea
are class, group or individual issues (RLS 13).

Try it out
5 An alternative problem-solving model is 3Activity resource 12:

‘Stop, Think, Do’ problem-solving model.

105

85
1.5 | Use a different model of 1.5 ‘What if…?’ scenarios

problem-solving if necessary.
1 Print and cut into cards the four scenarios ACTIVITY RESOURCE
Activity resource 15: Practising protective strategies

ACTIVITY RESOURCE
and protective strategies described in

Scenario 1 | Pageant Protective strategy What if ...?

What if someone went to the Ask for help from someone they
Christmas Pageant or Royal don’t know. Identify the problem
4Activity resource 15: Practising protective

Adelaide Show and couldn’t find
their parent or carer? How might Ask the questions:
they get help to be safe? • What if someone …?
Brainstorm
Scenario 2 | Riding a bike Protective strategy Consider the consequences. Ask:

What if someone fell or was Go to a nearby shop, library or • How might this help keep someone safe?
strategies.
pushed off their bike when they police station.
were riding home from school? Consult—Ask a person on your network:
How could they get help to • What do you think?
be safe?
Try it out
Scenario 3 | Rude pictures Protective strategy
What if someone was visiting a Use the telephone to contact
2 Use 2Activityresource 11: ‘What if…?’

friend and the friend’s older a person on their network and Persistence—Try to solve it in different ways until success is achieved
brother wanted them to look at ask to be picked up.
rude pictures online? How can Remember—Use your trusted network
they get help to be safe?
problem-solving model (RLS 12) and modified

Scenario 4 | Posing for pictures Protective strategy
What if someone was asked to Say ‘no’ in the following ways:
pose for pictures with their clothes NO, I don’t want to do that.
on and then was asked to take NO, stop that.
them off for more pictures? NO, my body is private.
NO, I have to go home now.
brainstorming (RLS 10a) to discuss each Keeping Safe: Child Protection Curriculum | Early Years: Years R–2 Keeping Safe: Child Protection Curriculum | Early Years: Years R–2
scenario and to determine which protective

108 104
strategy is best suited to each scenario.

3 Use the notes below to add information about each scenario:
• Scenario 1: Children need to consider that people they don’t know (strangers)
may be able to help them.
• Scenario 2: There may be a shop, library, post office or local business nearby
that could provide help. In the case of seeking help from a private residence,
the person seeking help would remain at the door while the occupier calls
for help.
• Scenario 3: Revise the concept of an emergency. Ensure children know that
ringing the emergency telephone number 000 is only for an emergency.
• Scenario 4: When children are encouraged to be assertive, they may behave
in inappropriate ways with their peers, with adults, with educators and with
their family. They need to be helped to understand that when they assert
their own rights they must also respect the rights of others. You can help
parents/carers to understand that children will make mistakes in practising
these new skills, and you can provide advice on situations such as when
a child says ‘no’ at bath time.
1.6 | As children begin to develop 1.6 Practising being assertive

social relationships with their peers
in the school setting, they may find it 1 Discuss how people can be assertive without using words. ACTIVITY RESOURCE
difficult to be assertive and say ‘no’ Examples could be: Scenario 1 | Pageant
What if someone went to the
Christmas Pageant or Royal
Protective strategy
Ask for help from someone they
don’t know.
to their friends when asked to make

their parent or carer? How might
• standing tall and square on

Scenario 2 | Riding a bike Protective strategy

What if someone fell or was Go to a nearby shop, library or
choices that are unsafe or make them

were riding home from school?
• looking at the other person’s face or eyes

How could they get help to
be safe?
feel uncomfortable. Equally, they may

friend and the friend’s older a person on their network and
• having a stern expression.

rude pictures online? How can
feel angry or upset if their friends say Scenario 4 | Posing for pictures
What if someone was asked to
pose for pictures with their clothes
Protective strategy
Say ‘no’ in the following ways:
NO, I don’t want to do that.
‘no’ to them. 2 Working in pairs, children repeat the protective strategy

Children can be helped to understand statements from Scenario 4 (see 4Activity resource 15: 108
that when friends say ‘no’ to them, it is Practising protective strategies) using an assertive voice
does not necessarily indicate that they and body language.
are no longer friends. Teachers can
3 Discuss children’s responses using questions such as:
provide a positive learning environment
that helps develop children’s confidence • What sort of body language did you use to say ‘no’ assertively?
and assertiveness to positively deal • How did using body language affect the message? (Response could be:
with the array of relational issues that It made the message stronger and clearer.)
will be part of their lives. • What tone of voice did you use? (Response could be: Not yelling, but loud
and clear.)
• What is the word that describes saying what we mean in a strong, clear
way? (Response should be: Being assertive.)
• How is being assertive different from being aggressive? (Responses could
include: being aggressive is when you act in a forceful or fierce way; being
assertive is when you are strong and firm.)

Posters
Children create posters using information from 5Stick up for yourself! Being
Bridges, SY (2013) Mary wrightly so
assertive from Child and Youth Health.
politely, Houghton Mifflin Harcourt
Publishing Company, New York
Button, L (2014), Willow’s whispers,
Story
Kids Can Press Read Mary wrightly so politely or Willow’s whispers to further discuss assertive
communication.

86
1.7 Role-playing assertive communication 1.7 | Do no ask children to role-

play abusive, bullying or harassing
1 Use puppets or the freeze frame technique (RLS 3a) to role-play responses.
situations where children practise assertiveness to keep
themselves safe.
2 At the end of each frame, children discuss how the participants
feel. The situations must be hypothetical.
3 Include situations on:
• teasing
• exclusion from a peer group
• name calling
• bullying
• inappropriate touching
• physical aggression
• yelling.
1.8 Saying ‘no’ 1.8 | Children in abusive situations

feel powerless and are therefore
1 Working in pairs, children take turns to role-play (RLS 3) an imaginary situation unlikely to be assertive. However, it is
where one partner asks a favour of the other. Children can play a part in still important to introduce the concept
selecting suitable situations. of assertion and to practise the skills.
2 Children should decline all requests and should help each other to say ‘no’ Consider the developmental level of
firmly and assertively and in different ways such as: children in relation to their ability to
• thank you for asking me but the answer is no discriminate between an inappropriate
• no, I don’t feel like it request and the reasonable request of
an educator or parent/carer.
• no, my mum wouldn’t like it.
Some assertive responses by children
can lead to unsafe outcomes.
1.9 Choosing strategies to keep safe When children practise assertiveness

skills they may use a tone and volume
of voice that is not usual in the
1 Using the lists of protective strategies developed by children during the
classroom, particularly if they are trying
activities in this topic, make a large poster that can be added to as more
to attract attention. Discuss these
strategies are identified (see the example below). issues with children.
2 Encourage children to use the poster as a checklist when exploring problems.
What could I do?
Say ‘Stop’ or ‘No’ Go to a safe place
Remember my details Move away
Use my network
Other suggested activities 1.9 | Alongside the rapid growth in

handheld internet-enabled devices,
Staying private online there has been a significant increase
1 Ask why it might be important to be careful when using a webcam on a in downloadable games. Some games
computer, tablet or phone. Remind them of the meaning of private from simulate gambling and are specifically
designed for children.
Focus Area 3, Topic 1, Activity 1.4: Meaning of private.
More information on online gaming and
2 Private also means being sure who you are speaking to and who is watching
gambling can be found on the Office of
you when you are on the computer. If you use a webcam, be sure you know
the Children’s eSafety Commissioner
who is watching. 6Online gaming page.
3 See 7Hector’s World from the Office of the Children’s eSafety Commissioner.

87
Key shaped card or wallet card

1 Develop a key shaped card or wallet card with protective strategies written on
it. Laminate them so that each child has their own set of strategies.
2 Include contact details for people on their network.
Websites
1 Introduce children to the 8Child and Youth Health: Kids Health website. Select
‘Your safety’ from the Topics menu.
2 Preview the website and, if possible, arrange for another staff member to
support children as they navigate the website to answer questions about
their health and safety.
3 Include other websites that students could use to help them keep safe for
example:
• 9Bullying No Way!
• 10Kids Helpline: Kids.
Andreae, G (2001) Giraffes can’t 1.10 Resilience

dance, Scholastic
Fox, M (2004) Possum magic,
1 Use a book such as Giraffes can’t dance or Possum magic to introduce resilience.
Scholastic Australia, Gosford NSW 2 Brainstorm (RLS 10) and create a simple definition of resilience such as
‘bouncing back if something goes wrong’.
3 Ask: ‘Why is resilience important?’ and ‘how can being resilient help keep you
safe?’
4 Use other resources to support students in understanding resilience, such as:
• 11Kids Helpline: Developing resilience
• 12Lesson Plans for Teaching Resilience to Children
• 13Keeping Cool: Building Student Resilience.

88
TOPIC 2: PERSISTENCE
• what persistence is and why it is important
• how to be persistent.
Educators’ tips
• Children develop a high self-esteem and the confidence to be persistent when the learning environment is caring and
supportive; when it values their ideas, thoughts and experiences; and when it uses approaches and methods that
engage children in their learning by recognising their individual abilities, interests and needs.
• Children’s learning can benefit from persistence when learning new skills and knowledge. This includes physical
activities, social skills, using different technologies, and learning to respect their own rights and those of others.
• Adaptations of learning activities and methods of communication help to meet the diverse needs of children. This gives
children confidence and the means to persist in achieving their goals, to interact successfully with their peers in work
or play, and to gain the help they need.
2.1 Theme reinforcement

1 Review what each KS:CPC Theme means:
• ‘We all have the right to be safe’
• ‘We can help ourselves to be safe by talking to people we trust’.
2 Create a mind map for each theme. Children could work in groups. Brainstorm
the things we have learnt about each theme and why they are so important.
We can help
We all have the ourselves to be safe
right to be safe. by talking to people
we trust.
2.2 | To teach this topic, you

might like to choose strategies
2.2 Introduction to persistence from Program Achieve, particularly
the habits of the mind concept and
1 To introduce the protective strategy of persistence expectation (NNA 10), persistence.
read the story The lighthouse keeper’s catastrophe (RLS 14). Topics related to persistence must
2 In the story, the lighthouse keeper locks the door key inside the lighthouse, refer explicitly to safety and using a
network until someone feels safe.
and persists until he and his wife finds a way to get into the lighthouse.
At this stage of development, children
3 Read other stories or view DVDs/videos that demonstrate persistence, such
do not connect the concept of
as those listed below. persistence with being safe. Children
• Armitage, R & Armitage, D (1986) The lighthouse keeper’s catastrophe, may assume that if they’ve told one
Andre Deutsch, London adult about a problem that action will
• Bemelemans, L (1967) Madeline series, Bemelemans, Madeline & Bemelemans be taken or that there is, in fact, no
Marciano, Barbara, Viking Press a division of Penguin Books, New York problem and that they are to blame
for the abuse.
• Eastman, P (1960) Are you my mother?, Random House, New York PD
Eastman
• Henny Penny: traditional story Bernard, M (2006) 14Program
• Lord, P & Park, N (2000) Chicken run, DVD, DreamWorks videos, G Rating Achieve: A Social & emotional
• Stanton, A (2003) Finding Nemo, DVD, Pixar Animation Studios, Walt Disney learning curriculum (Primary), Australian
Scholarships Group, Queensland,
Pictures, Rated G
Australia

89
2.3 | Acknowledge and provide 2.3 Persistence

feedback on their attempts to use
persistence in children’s learning activities 1 Discuss what persistence involves. Brainstorm (RLS 10) some things that might
to achieve success and quality finished be achieved with persistence, such as:
products. • learning to play a musical instrument
Encourage children to ask for help • playing a difficult computer game
if needed and to maintain positive
• craft skills
interactions with their peers.
• sports skills
• riding a bike
• writing a story
• telling until someone feels safe.
2 Children can draw these activities or cut and paste pictures from magazines
to make a class book about persistence.

Y chart Feels like
Children develop their own Y chart (RLS 4)
about persistence and make a display in
Sounds like Looks like
the classroom.
Lord, P & Park, N (2000) Chicken Retelling a story

run, DVD, DreamWorks videos,
1 Use The story of the little red engine or DVDs such as Chicken run and Finding
G Rating
Nemo as models of persistence.
Ross, D (1942) The story of the little
red engine, Andre Deutsch Classics
2 Children work in small groups to tell their own versions of the story, describing
the persistence strategies used by the characters.
Stanton, A (2003) Finding Nemo, DVD,
Pixar Animation Studios, Walt Disney 3 Scribe the stories, highlighting the protective strategies in a different colour
Pictures, Rated G from the rest of the text. Individual stories can be made into books, or can
be collected into a class book.
2.4 | At this stage of their 2.4 Practising persistence

development, children need concrete
learning experiences to reinforce 1 Children role-play persistence expectation (RLS 3). Line up children and select
abstract concepts such as persistence. one to ask for help. Tell the other children that they must refuse to help, by
making excuses, such as:
• I am busy
• I have to go to work
• You’re making it up
• I have to get dinner
• You shouldn’t talk about rude things.
2 The child asking for help walks along the line and says to each person,
‘I’ve got a problem. Can you help me please?’ The last child in the line says,
‘Yes, come with me I will get someone to help you’.

90

2 Activity resource 11: ‘What if…?’ problem-solving model | http://tiny.cc/R-2_Act11
3 Activity resource 12: ‘Stop, Think, Do’ problem-solving model | http://tiny.cc/R-2_Act12
4 Activity resource 15: Practising protective strategies | http://tiny.cc/R-2_Act15
5 Child and Youth Health: Stick up for yourself! Being assertive | http://tiny.cc/CYH-BeingAssertive
6 Office of the Children’s eSafety Commissioner: Online gaming | http://tiny.cc/eSafe-OnlineGaming
8 Child and Youth Health: Kids health | http://tiny.cc/CYH-KidsHealth
9 Bullying No Way! | https://bullyingnoway.gov.au
11 Kids Helpline: Developing Resilience | http://tiny.cc/KHL-TeachersResilience
12 Lesson Plans for Teaching Resilience to Children | http://tiny.cc/TeachingResilience
13 Keeping Cool: Building Student Resilience | http://tiny.cc/KeepingCool-Resilience
14 Program Achieve: A Social & emotional learning curriculum (Primary) | http://tiny.cc/ProgramAchievePrimary

91
92
Activity resources
1 Feelings vocabulary 94
2 Feeling faces 95
3 Body outline 96
4 Warning signs 97
5 Relationships circle 98
6 Fair and unfair activity cards 99
7 Wall of trust 100
8 Trust tree 101
9 Contacting adults on my network 102
10 Network letter 103
11 ‘What if…?’ problem-solving model 104
12 ‘Stop, Think, Do’ problem-solving model 105
13 Secrets cards 106
14 Chart for secrets cards 107
15 Practising protective strategies 108

93
ACTIVITY RESOURCE



94
ACTIVITY RESOURCE
FOCUS AREA 1: THE RIGHT TO BE SAFE | TOPIC 1: FEELINGS
Activity resource 2: Feeling faces
Happy Cross Excited Sad
Bored Embarrassed Angry Loving
Scared Worried Frustrated Confused
Upset Ashamed OK Hurt

95
ACTIVITY RESOURCE

96
ACTIVITY RESOURCE
FOCUS AREA 1: THE RIGHT TO BE SAFE | TOPIC 3: WARNING SIGNS | FOR EDUCATOR USE ONLY
Activity resource 4: Warning signs

This resource is for educator reference only. Children should develop personal examples of their own warning signs.
Some children may not have warning signs.
SOMETIMES HOT
headache
sweaty forehead eyes wide
red cheeks dry throat

can’t breathe sweaty palms
tight shoulders
sweaty armpits
heart beats really fast
hands clenched feel

butterflies in tummy shivery
wee or poo pants
whole
body
freezing
jelly knees
curl toes
feet won’t move

SOMETIMES COLD

97
ACTIVITY RESOURCE
Activity resource 5: Relationships circle
ME
Pe
me
pl
o
e t
o
wh e
eo o a re c l o s
P
p le m
o
wh tt
o are im portan
P e o ple I kn o w
Peop
le I don’t know

98
ACTIVITY RESOURCE
FOCUS AREA 2: RELATIONSHIPS | TOPIC 3: POWER IN RELATIONSHIPS
Activity resource 6: Fair and unfair activity cards
Slippery dip scenario

Some junior primary children are lined up to go down the slippery dip.
Someone new comes along and wants to have a turn. The children let
them in.
Returning the ball scenario

A group of Year 2 children are shooting for goals on the netball court. Their
ball bounces into some older childrens’ game. One of the older children
calls out, ‘Here it is!’ and gently rolls the ball back.
A cricket game scenario

It is cricket season and all the children are keen to play. When the Years 1
and 2 children get to the cricket pitch first at recess, some older children tell
them to ‘Go away!’ The older children say that because they are older and
better players they should be able to play on the cricket pitch.
At the canteen scenario

Two Reception children regularly go to the canteen at lunchtime in the hot
weather for an ice block. Several older children hang around the canteen and
ask the younger children to buy them an ice block or to give them their change.
Taking pens and pencils scenario

A Year 1 child takes other children’s pens and pencils without asking.

99
ACTIVITY RESOURCE
Activity resource 7: Wall of trust
Name
These things have helped build my trust in

(Person who might be on my network)

100
ACTIVITY RESOURCE
Activity resource 8: Trust tree
Aunty
Aun
nty
y
Dad
D
Da d
Kindy
Kin
nd st
staff
afff
Mum
Nanna
anna
Brother
B
Bro
Broth
other
er ag
aged
g 1212
Neighbour
Neighbour
Trust tree

101
ACTIVITY RESOURCE
Activity resource 9: Contacting adults on my network
Name
Draw the face of the adult network person in the circle. You may need to consult
with parents/carers.

Phone number

Phone number

Phone number

Phone number

Phone number
In an emergency contact 000 for police/ambulance/fire.

102
ACTIVITY RESOURCE
FOCUS AREA 2: RELATIONSHIPS | TOPIC 4: TRUST AND NETWORKS | FOR EDUCATOR USE ONLY
Activity resource 10: Network letter

This is an example letter only. Educators are encouraged to develop a suitable letter for their site and context.
Dear parent/carer
Our class has been learning about personal safety. The Keeping Safe: Child
Protection Curriculum is based on two important themes:
• We all have the right to be safe
• We can help ourselves to be safe by talking to people we trust
In our lessons we are developing a network of trusted people and online
information/support links for students to talk to when they need help.
Trusted people on a network will:
• help children when they are unsafe
• listen to them when they have warning signs that won’t go away
• believe that it is a problem
• do something to help children be safe.
Enclosed with this letter is your child’s network. Please talk to your child about
the people on their network. If you are concerned about any of the people on the
network, or people who have been omitted, it is important to remember that it is
the child’s selection.
We suggest that it is important to review networks regularly with your child as
members of the network may change for a variety of reasons.
Please feel free to discuss any part of the Keeping Safe: Child Protection
Curriculum with myself or the principal. Contact details are below:
[contact details]
Regards,

103
ACTIVITY RESOURCE
Activity resource 11: ‘What if…?’ problem-solving model
What if…?
Ask the questions:

• What if someone…?
• How could someone keep safe even if…?
Brainstorm

• How might this help keep someone safe?

Try it out
Persistence—Try to solve it in different ways until success is achieved

104
ACTIVITY RESOURCE
Stop (red)
The problem is
someone might have
happen to keep safe
• Try to keep calm
Think (amber)
• List solutions
each solution List some ideas
someone might have
Do (green)
• Try it out
Persist
successful return to Choose an idea
Try it out

105
ACTIVITY RESOURCE
Activity resource 13: Secrets cards
1 2
Mum and dad find out that mum is The music teacher at school is
going to have a baby. Everyone is leaving. Everyone will miss him.
very happy. They don’t want anyone The class is planning a farewell
to know yet. They have told their party for him. They don’t want him
children not to tell anyone until just to find out yet.
before the baby is born.
3 4
A boy stays over at his friend’s The family has a party. The girl’s
house. The older brother asks the uncle asks her to come outside to
boys to have a bath with him. He look at some toys in his shed. He
tells the boys that if they tell anyone, tries to touch her bottom and when
they will be bashed up. she says ‘No’ he says he will give
her a special toy and makes her
promise not to tell.
5 6
A child from the class is sick. A girl accidentally breaks a window.
Everyone in the class makes them Her mum is angry and hits her
a card and the teacher sends it in with a belt. Her mum tells her not
the mail. The teacher tells all of the to tell anyone else or she might
children in the class not to tell the be taken away.
sick child if they see them before
they get the card.

106
ACTIVITY RESOURCE
Activity resource 14: Chart for secrets cards
Safe secrets Unsafe secrets Not sure

Secrets that are OK to keep Secrets that are not OK to keep Secrets that need checking
with a trusted adult

107
ACTIVITY RESOURCE
Scenario 1 | Pageant Protective strategy

What if someone went to the Ask for help from someone they
Christmas Pageant or Royal don’t know.
their parent or carer? How might
Scenario 2 | Riding a bike Protective strategy

What if someone fell or was Go to a nearby shop, library or
were riding home from school?
How could they get help to
be safe?

friend and the friend’s older a person on their network and
rude pictures online? How can
Scenario 4 | Posing for pictures Protective strategy

What if someone was asked to Say ‘no’ in the following ways:
pose for pictures with their clothes NO, I don’t want to do that.

108
Appendices:
Information
and resources
Appendix 1: Curriculum mapping tools 110

Appendix 2: Sample planning guides 111
Appendix 3: Whole site planning 112
Appendix 4: Aboriginal and Torres Strait Islander backgrounds 113
Appendix 5: Culturally and linguistically diverse backgrounds 115
Appendix 6: Disability and additional needs 116
Appendix 7: History of the KS:CPC 117
Appendix 8: Bullying, harassment and discrimination 118
Appendix 9: Cyber safety, cyberbullying and e-crime 119
Appendix 10: Domestic and family violence 121
Appendix 11: Help seeking 122
Appendix 12: Parents/carers 123
Appendix 13: Problematic sexual behaviour 124
Appendix 14: Sexual and gender diversity 125
Appendix 15: Types of abuse and abuse-related trauma 126
Appendix 16: Wellbeing and positive psychology 128

109
APPENDICES
Appendix 1: Curriculum mapping tools

The KS:CPC can be taught through a range of learning areas. Child protection,
safety, relationships and sexuality fit primarily within the Health and Physical 10Year 8: Curriculum mapping tool
Education (HPE) learning area of the Australian Curriculum and various SACE Year 8: KS:CPC Australian Curriculum Mapping tool
subjects. However, educators can incorporate child protection in their planning

Note: The mapping tools provide connections between the KS:CPC activities and the Australian Curriculum. KS:CPC activities should be divided across Years 6-‐9 year level band. See the sample planning guides for suggested distribution of activities.
HEALTH AND PHYSICAL EDUCATION -‐ YEAR 7 and YEAR 8

FA1: The right to be safe FA2: Relationships FA3: Recognising and reporting abuse FA4: Protective strategies
Australian Curriculum Australian Curriculum Australian Curriculum
Australian Curriculum
and programming across all learning areas and within the dimensions of the
Content descriptions & KS:CPC Activities KS:CPC Activities Content descriptions & KS:CPC Activities Content descriptions & KS:CPC Activities
Content descriptions & elaborations
elaborations elaborations elaborations
Investigate the impact of transition Topic 1: Safety and risk-‐taking Investigate the impact of transition and Topic 2: Power in relationships Investigate the impact of transition Topic 3: Electronic media abuse Investigate the impact of transition Topic 2: Network review and
and change on identities: 1.1 Explore the right to be safe change on identities: 2.6 Explore the construction of gender and change on identities: 3.1 Examine internet risks (p86) and change on identities: community support
• identifying feelings and emotions (p51) • examining the impact of physical and stereotyping (p67) • examining online profiles and 3.2 Scenarios to examine online • identifying feelings and emotions 2.1 Review a network (p98)
associated with transitions, and 1.2 Use stories to explore risk-‐ changes on gender, cultural and identities and developing abuse (p87) associated with transitions, and 2.2 Create a network support card
practising self-‐talk and help-‐ taking (p51) sexual identities Topic 3: Bullying as an abuse of power strategies to promote safety in 3.3 Scenarios to examine abuse using practising self-‐talk and help-‐ (p98)
seeking strategies to manage these 1.3 Explore resiliency (p53) • investigating how changing feelings 3.1 Brainstorm the characteristics of online environments mobile devices (p88) seeking strategies to manage 2.3 Explore community support
general capabilities.
transitions and associated and attractions are part of bullying and harassment (p68) 3.4 Explore the definition of sexting, these transitions and associated services (p98)
responsibilities Topic 2: Warning signs and developing sexual identities 3.2 Understand characteristics of examples and consequences responsibilities
emergencies bullies and being bullied (p68) (p88)
2.1 Understand warning signs in 3.5 Develop an electronic media
unsafe situations (p54) safety brochure (p88)
2.2 Examine why some people don’t 3.6 Explore the legal implications of
have warning signs (p55) online abuse (89)
Practise and apply strategies to seek Topic 2: Warning signs and Investigate the benefits of relationships Topic 1: Rights and responsibilities in Evaluate strategies to manage Topic 1: Recognising abuse Evaluate strategies to manage Topic 1: Problem-‐solving strategies
help for themselves or others: emergencies and examine their impact on their own relationships personal, physical and social changes 1.2 Explore personal space (p73) personal, physical and social changes 1.1 Use the Trust, talk, take
• examining scenarios to highlight 2.1 Understand warning signs in and others’ health and wellbeing: 1.1 Explore children’s rights (p61) that occur as they grow older: 1.3 Define public and private (p74) that occur as they grow older: control problem-‐solving
how emotions, dispositions and unsafe situations (p54) • examining how individuals, family 1.2 Explore relationships (p61) • accessing and assessing health 1.4 Scenarios and strategies about • accessing and assessing health strategy (p93)
decision-‐making can affect 2.2 Examine why some people don’t and peer groups influence people’s 1.3 Define healthy relationships (p62) information and services that privacy (p74) information and services that 1.2 Examine risky situations and
outcomes have warning signs (p55) behaviours, decisions and actions 1.4 Trust activities (p62) support young people to 1.5 Importance of using the support young people to problem-‐solving (p93)
The curriculum mapping tools provide connections between the KS:CPC

• collaborating with peers to 2.3 Examine psychological pressure, • analysing how their relationships 1.5 Network of trusted people (p63) effectively manage changes and anatomical names of the body effectively manage changes and 1.3 Discuss the importance of
suggest strategies they could use manipulation and ‘brainwashing’ influence behaviours and actions 1.6 Examine a personal relationships transitions as they grow older (p75) transitions as they grow older being assertive (p94)
in emergencies through media (p55) • analysing how behaviours, actions, circle (p63) • analysing how roles and • evaluating and practising coping, 1.4 Strategies for talking about
• discussing emotional responses 2.4 Use stories to explore and responses to situations can responsibilities change and Topic 3: Electronic media abuse communication and problem-‐ difficult topics (p95)
to interactions within emergencies (p56) change depending on whether they Topic 2: Power in relationships evaluating strategies for managing 3.1 Use stories to examine internet solving skills to manage changes 1.5 Strategies when a friend
relationships, and proposing 2.5 Plan for serious emergencies are by themselves, with friends or 2.1 Define power (p64) these increasing responsibilities risks (p86) and emotions associated with discloses (p95)
strategies to seek help (p57) with family 2.2 Examine the use of power (p65) • evaluating and practising coping, 3.2 Use scenarios to examine online puberty and getting older 1.6 Using resilient language (p96)
• recognising the impact bullying and 2.3 Power in relationships (p66) communication and problem-‐ abuse (p87) 1.7 Use stories to explore
activities, the general capabilities and Australian Curriculum learning areas

harassment can have on 2.4 Power scenario cards (p66) solving skills to manage changes 3.3 Use scenarios to examine abuse persistence (p97)
relationships, including online 2.5 Explore guilt (p67) and emotions associated with using mobile devices (p88)
relationships puberty and getting older 3.4 Explore the definition of sexting,
• exploring skills and strategies Topic 3: Bullying as an abuse of power • developing and evaluating examples and consequences
needed to communicate and 3.1 Bullying and harassment (p68) strategies on use of social media, (p88)
engage in relationships in respectful 3.2 Bullies and being bullied (p68) phones and the internet to remain 3.5 Develop an electronic media
ways 3.3 The role of bystanders (69) safe and protect and respect the safety brochure (p88)
3.4 Explore what might happen if privacy of self and others 3.6 Explore the legal implications of
in Health and Physical Education, English, Maths, The Arts, Humanities and
bullying continues (p69) online abuse (89)
3.5 School policy on bullying (p70)
Analyse factors that influence Topic 2: Warning signs and Investigate the benefits to individuals Topic 2: Power in relationships Practise and apply strategies to seek Topic 1: Recognising abuse Practise and apply strategies to seek Topic 1: Problem-‐solving strategies
emotions, and develop strategies to emergencies and communities of valuing diversity 2.6 Explore the construction of gender help for themselves or others: 1.6 Define abuse (p75) help for themselves or others: 1.1 Use the Trust, talk, take control
demonstrate empathy and sensitivity: 2.1 Understand warning signs in and promoting inclusivity: and stereotyping (p67) • examining scenarios to highlight 1.7 Use scenarios to recognise abuse • examining scenarios to highlight problem-‐solving strategy (p93)
• investigating personal, social and unsafe situations (p54) • investigating how respecting how emotions, dispositions and (p76) how emotions, dispositions and 1.2 Examine risky situations and
cultural factors that influence 2.2 Examine why some people don’t diversity and challenging racism, Topic 3: Bullying as an abuse of power decision-‐making can affect 1.8 Understand warning signs to decision-‐making can affect problem-‐solving (p93)
Social Sciences, and Technologies.

the way individuals respond have warning signs (p55) sexism, disability discrimination and 3.1 Brainstorm the characteristics of outcomes recognise abuse (p77) outcomes 1.3 Discuss the importance of being
emotionally to different 2.3 Examine psychological pressure, homophobia influence individual bullying and harassment (p68) • collaborating with peers to • practising different assertive (p94)
situations manipulation and ‘brainwashing’ and community health and 3.2 Understand characteristics of suggest strategies they could use Topic 2: Identifying abuse and communication techniques to 1.4 Strategies for talking about
• exploring different viewpoints, through media (p55) wellbeing bullies and being bullied (p68) in emergencies neglect persuade someone to seek help difficult topics (p95)
practising being empathetic and 2.4 Use stories to explore • examining values and beliefs about • practising different 2.1 Use stories to identify neglect, • exploring help-‐seeking scenarios 1.5 Strategies when a friend
considering alternative ways to emergencies (p56) cultural and social issues such as communication techniques to physical and emotional abuse young people encounter and discloses (p95)
respond 2.5 Plan for serious emergencies gender, race, violence, sexuality and persuade someone to seek help (p78) sharing strategies for dealing 1.6 Using resilient language (p96)
• recognising and interpreting (p57) ability and how resisting • exploring help-‐seeking scenarios 2.2 Strategies to help discuss sexual with each situation 1.7 Use stories to explore
emotional responses to stressful 2.6 Calming strategies (p57) stereotypes can help students be young people encounter and abuse (p81) • discussing emotional responses persistence (p97)
situations and proposing themselves sharing strategies for dealing with 2.3 Scenarios identifying sexual to interactions within
strategies for managing these • researching how stereotypes and each situation abuse (p81) relationships, and proposing Topic 2: Network review and
responses prejudice are challenged in local, • discussing emotional responses 2.4 Understand dating violence (p83) strategies to seek help community support
• exploring the impact of different national and global contexts to interactions within 2.1 Review a network (p98)
For Ages 3–5 see 1Ages 3–5: Early Years Learning Framework mapping tool.
ways of communicating, how • developing strategies to challenge relationships, and proposing 2.2 Create a network support card
these impact on emotions and narrow views of gender, race, strategies to seek help (p98)
can show respect (or not) for self violence, sexuality, gender diversity 2.3 Explore community support
and others and ability to contribute to inclusive services (p98)
communities
**HPE -‐ Continued next page**

Keeping Safe: Child Protection Curriculum | Australian Curriculum mapping tool | Year 8 P a g e | 1
2Reception: Curriculum mapping tool 6Year 4: Curriculum mapping tool 11Year 9: Curriculum mapping tool
Reception: KS:CPC Australian Curriculum Mapping tool Year 4: KS:CPC Australian Curriculum Mapping tool
Note: The mapping tools provide connections between the KS:CPC activities and the Australian Curriculum. KS:CPC activities should be divided across Years R-‐2 year level band. See the sample planning guides for suggested distribution of activities. Note: The mapping tools provide connections between the KS:CPC activities and the Australian Curriculum. KS:CPC activities should be divided across Years 3-‐5 year level band. See the sample planning guides for suggested distribution of activities.
HEALTH AND PHYSICAL EDUCATION -‐ RECEPTION HEALTH AND PHYSICAL EDUCATION -‐ YEAR 3 AND YEAR 4
FA1: The right to be safe FA2: Relationships FA3: Recognising and reporting abuse FA4: Protective strategies FA1: The right to be safe FA2: Relationships FA3: Recognising and reporting abuse FA4: Protective strategies
Australian Curriculum Australian Curriculum Australian Curriculum Australian Curriculum Australian Curriculum Australian Curriculum Australian Curriculum
Australian Curriculum Content descriptions & KS:CPC Activities Content descriptions & KS:CPC Activities Content descriptions & KS:CPC Activities Content descriptions & KS:CPC Activities
KS:CPC Activities Content descriptions & KS:CPC Activities Content descriptions & KS:CPC Activities Content descriptions & KS:CPC Activities
Content descriptions & elaborations elaborations elaborations elaborations elaborations
Explore how success, challenge and Topic 1: Exploring the concept of Explore how success, challenge and Topic 3: Developing personal identity Explore strategies to manage Topic 1: Privacy and names of parts Explore how success, challenge and Topic 1: Problem-‐solving for keeping
Identify people and demonstrate protective Topic 2: Being safe Identify people and demonstrate Topic 1: Trust and networks Name parts of the body and Topic 1: Privacy and names of parts Identify people and demonstrate Topic 1: Practising protective failure strengthen identities: safety failure strengthen identities: 3.1 Create an identity web (p67) physical, social and emotional of the body failure strengthen identities: safe
behaviours and other actions that help keep 2.1 Create safe situations and understand protective behaviours and other 1.1 Read and discuss a story about trust describe how their body is of the body protective behaviours and other strategies • suggesting ways to respond 1.2 Discuss adults caring for children • persisting with new activities and 3.2 Design a personal birthday card change: 1.1 Understand the reproductive • suggesting ways to respond 1.1 Discuss helpful and unhelpful
themselves safe and healthy: that we all have a right to be safe actions that help keep themselves (p68) growing and changing: 1.1 Explore body awareness (p82) actions that help keep 1.1 Observation skills (p98) (p51) (p67) parts of the body (p75) thinking (p91)
positively to challenges and examining how success through • discussing physical, social and positively to challenges and
• identifying characters in different texts (p56) safe and healthy: 1.2 Identify trusted people for a • recognising how bodies grow 1.2 Understand personal space themselves safe and healthy: 1.2 Remember name, address, 3.3 Brainstorm unsafe behaviours 1.2 Explore the meaning of ‘private’ 1.2 Review assertive strategies (p91)
failure, such as using self-‐talk, persistence can have positive emotional changes that occur as failure, such as using self-‐talk,
who help the main character to stay safe 2.2 Read and discuss stories about being • identifying knowledge, skills and personal network (p69) and change over time (p83) • identifying knowledge, skills phone number (p98) Topic 3: Unsafe situations and (p67) (p75) 1.3 Practice observation skills (p92)
early help-‐seeking behaviours, outcomes and strengthen individuals get older, and early help-‐seeking behaviours,
and healthy safe (p57) understandings that can help keep 1.3 Write a letter to people on your • identifying and labelling 1.3 Draw/label parts of body (p84) and understandings that can 1.3 Personal network (p99) and optimistic thinking acceptable risk-‐taking identities exploring how these changes 1.3 Discuss our bodies being private and optimistic thinking 1.4 Explore ‘What if…?’ problem-‐
• identifying knowledge, skills and 2.3 Identify safe place (p57) them safe and healthy network (p70) private parts of the body and 1.4 Explore the meaning of help keep them safe and 1.4 Problem-‐solving (p99) 3.2 Explore independence (p56) (p76) solving model (p92)
• explaining how meeting impact on how they think and • persisting with new activities and
• identifying different relationships 1.4 Explore types of relationships on the understanding the contexts ‘private’ (p84) healthy 1.5 Problem-‐solving scenarios 3.4 Explore emergencies and risks 1.4 Discuss ‘OK’ and ‘Not OK” 1.5 Examine the POOCH problem-‐
understandings that can help keep them challenges makes them feel good feel about themselves and examining how success through
they have with people and which of ‘relationships circle’ (p70) when body parts should be 1.5 Understand the names for • naming trusted people in (p99) (p58) touching (p77) solving model (p93)
safe and healthy about themselves and builds different situations persistence can have positive
these relationships make them feel 1.5 Brainstorm community people for a kept private body/sexual parts. Necessary their community who can 1.6 Practise being assertive 3.5 Explore personal emergencies 1.6 Practice problem-‐solving (p93)
• suggesting safe places at home, at school, confidence to try new things outcomes and strengthen
loved, safe and supported network (p71) but uncomfortable touching help them stay safe and (p100) (p59) 1.7 Discuss scenarios dealing with
while playing or while shopping and identities
situations (p84) healthy, and practising ways 1.7 Role-‐play being assertive abuse issues (p94)
identifying what makes those places safe
1.6 Discuss situations where ‘OK’ of asking for help in a range of (p100)
touching is discussed (p85) different scenarios 1.8 Saying ‘NO’ (p101) Topic 2: Review of networks
1.7 Discuss situations in 1.9 Safe strategies (p101) 2.1 Review network (p95)
relationships where ‘OK' 2.2 Brainstorm local support
touching is discussed (p85) Topic 2: Persistence
2.1 Revisit themes (p102) networks (p95)
2.2 Stories/DVD about 2.3 Understand persistence (p96)
persistence (p102)
2.3 Persist to achieve (p102) Describe and apply strategies that Topic 1: Exploring the concept of Explore strategies to manage
2.4 Practise persistence can be used in situations that make safety physical, social and emotional
(p103) them feel uncomfortable or unsafe: 1.1 Explore safety (p51) change:
• recognising physical responses • exploring how friendships
Practise personal and social skills to interact Topic 1: Feelings Practise personal and social skills to Topic 2: Rights and responsibilities Identify people and demonstrate Topic 2: Recognising abusive Identify actions that promote Topic 1: Practising protective Topic 2: Reviewing the concept of
that indicate they are feeling chang
positively with others: 1.1 Read and discuss stories about interact with and include others: 2.1 Discuss rights and responsibilities protective behaviours and other situations and secrets health, safety and wellbeing: strategies warning signs
uncomfortable or unsafe
• discussing how it feels to be included in feelings (p53) • accessing stories about characters (p72) actions that help keep 2.1 Identify accidental or deliberate • looking at different ways the 1.3 Personal network (p99) 2.3 Explore safe feelings (p54)
• identifying and practising
activities 1.2 Use feeling faces to identify who have been excluded from a 2.2 Explore needs & wants of pets (p72) themselves safe and healthy : injury (p87) community keeps them safe… 1.5 Problem-‐solving scenarios 2.4 Create an X or Y chart about
appropriate responses to unsafe
• practising personal skills such as expressing comfortable and uncomfortable group and discussing how the 2.3 Discuss behaviour code and • identifying knowledge, skills 2.2 Identify physical abuse (p88) (p99) feeling unsafe (p55)
situations…
needs, wants and feelings, active listening feelings (p54) character could deal with the children’s rights (p73) and understandings that can 2.3 Identify emotional abuse (p88) 1.9 Strategies to keep safe 2.5 Discuss safe places (p55)
• indicating on a local map the
and showing self-‐discipline to be an 1.3 Activities to reinforce understandings situation 2.4 Examine children’s rights (p73) help keep them safe and 2.4 Identify sexual abuse (p89) (p101)
location of safe places and
effective group member about feelings (p54) • discussing how it feels to be Topic 3: Use and abuse of power healthy 2.5 Identify neglect (p90) Topic 3: Unsafe situations and
people who can help
1.4 Role-‐play movement scenarios and included in activities 3.1 Understand blaming/victim language • identifying different 2.6 Identify domestic violence (p90) acceptable risk-‐taking
• examining protective behaviours
discuss emotions and body awareness and non-‐blaming/ non-‐victim relationships they have with 2.7 Online safety (p91) 3.1 Explore ideas about being safe
to stay safe in different
(p55) language (p74) people and which of these 2.8 Define secrets (p92) (p56)
situations, including near water
3.2 Read and discuss stories about relationships make them feel 2.9 Recognise unsafe secrets (p92) 3.3 Examine unsafe situations and
or roads, in the park or when
bullying (p74) loved, safe and supported 2.10 Discuss stories and/or DVDs risks (p57)
someone makes them feel
3.3 Explore strategies for dealing with about tricks and trust (p93)
bullying behaviour (p75)
3.4 Explore fair/unfair scenarios (p76)
Identify and describe emotional responses Topic 1: Feelings (as above) Identify actions that promote health, Topic 3: Use and abuse of power
people may experience in different situations: Topic 3: Warning Signs safety and wellbeing: 3.1 Understand blaming language, fair
• identifying and describing the emotions of 3.1 Play ‘dragon game’ and explore • recognising that being kind, fair and and unfair (p74)
people who are happy, sad, excited, tired, physical/emotional indicators (p58) respectful to others can support 3.2 Stories about bullying, fair/unfair
angry, scared or confused 3.2 Explore the concept of signs (p59) class health and wellbeing (p74)
• learning and using appropriate language 3.3 Identify physical, external and 3.4 Discuss fair/unfair scenarios (p76)
and actions to communicate their feelings emotional warning signs (p59) 3.5 Explore power in relationships (p76)
in different situations Topic 4: Risk-‐taking and emergencies 3.6 Discuss adults using power (p77)
• recalling and sharing emotional responses 4.1 Words/phrases about ‘unsafe’ (p61)
to different situations and representing 4.2 Stories about unsafe situations (p61)
this in a variety of ways 4.3 Stories/DVD about risky situations
• reading and viewing stories about and responses (p61)
adventures and talking about how 4.4 Identify safe and unsafe risks and
characters feel and react when taking risks responses (p62)
• talking about connections between 4.5 Define emergencies (p63)
feelings, body reactions and body language 4.6 Define personal emergencies (p63)
• exploring how someone might think and 4.7 Explore thoughts and feelings in an
feel during an emergency emergency (p64)
Achievement standard
By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy and safe.
Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities.
Keeping Safe: Child Protection Curriculum | Australian Curriculum mapping tool | Reception P a g e | 1

3Year 1: Curriculum mapping tool 7Year 5: Curriculum mapping tool 12Year 10: Curriculum mapping tool
Year 1: KS:CPC Australian Curriculum Mapping tool
Note: The mapping tools provide connections between the KS:CPC activities and the Australian Curriculum. KS:CPC activities should be divided across Years R-‐2 year level band. See the sample planning guides for suggested distribution of activities.
HEALTH AND PHYSICAL EDUCATION -‐ YEAR 1 AND YEAR 2

Practise strategies they can use when they Topic 2: Being safe Practise strategies they can use when Topic 1: Trust and networks Describe physical and social Topic 1: Privacy and names of parts Practise strategies they can use Topic 1: Practising protective
feel uncomfortable, unsafe or need help 2.1 Create safe situations and understand they feel uncomfortable, unsafe or 1.1 Read and discuss a story about trust changes that occur as children of the body when they feel uncomfortable, strategies
with a task, problem or situation: we all have a right to be safe (p56) need help with a task, problem or (p68) grow older and discuss how 1.1 Explore body awareness (p82) unsafe or need help with a task, 1.1 Observation skills (p98)
• identifying and rehearsing strategies 2.2 Read and discuss stories about safe (p57) situation: 1.2 Identify trusted people for a family and community 1.2 Understand personal space problem or situation: 1.2 Remember name,
they can use when requiring 2.3 Identify safe places (p57) • identifying and rehearsing personal network (p69) acknowledge these: (p83) • identifying and rehearsing address, phone number
assistance, such as asking an adult, strategies they can use when 1.3 Write a letter to people on your • describing changes in their 1.3 Draw/label parts of body (p84) strategies they can use when (p98)
reading basic signs and solving a Topic 3: Warning Signs requiring assistance, such as network (p70) physical appearance now 1.4 Explore the meaning of private requiring assistance, such as 1.3 Personal network (p99)
problem with friends 3.1 Play ‘dragon game’ and explore asking an adult, reading basic signs 1.4 Explore types of relationships on the compared to when they were (p84) asking an adult, reading 1.4 Problem-‐solving (p99)
• locating and recording phone numbers physical/emotional indicators (p58) and solving a problem with friends ‘relationships circle’ (p70) younger 1.5 Understand names for basic signs and solving a 1.5 Problem-‐solving scenarios
of local organisations they can contact 3.2 Explore the concept of signs (p59) • recognising photos and locations 1.5 Brainstorm community people on body/sexual parts. Necessary problem with friends (p99)
in case of emergency and rehearsing a 3.3 Identify physical, external and emotional of safe places and a network of the network (p71) but uncomfortable touching • locating and recording 1.6 Practise being assertive
phone call to triple zero warning signs (p59) people who can help situations (p84) phone numbers of local (p100)
• identifying situations that require the 1.6 Discuss situations where ‘OK’ organisations they can 1.7 Role-‐play being assertive
help of emergency services Topic 4: Risk-‐taking and emergencies touching is discussed (p85) contact in case of emergency (p100)
• recognising photos and locations of 4.1 Words/phrases about ‘unsafe’ (p61) 1.7 Discuss situations in and rehearsing a phone call 1.8 Saying ‘NO’ (p101)
safe places and a network of people 4.2 Stories about unsafe situations (p61) relationships where ‘OK' to triple zero 1.9 Safe strategies (p101)
who can help 4.3 Stories/DVD about risky situations and touching is discussed (p85) • recognising photos and
• describing warning signs (physical, responses (p61) locations of safe places and Topic 2: Persistence
emotional and external) that can help 4.4 Identify safe and unsafe risks and a network of people who can 2.1 Revisit themes (p102)
them to know if they are safe or unsafe responses (p62) help 2.2 Stories/DVD about
4.5 Define emergencies (p63) persistence (p102)
4.6 Define personal emergencies (p63) 2.3 Persist to achieve (p102)
4.7 Explore thoughts and feelings in an 2.4 Practise persistence
emergency (p64) (p103)
Describe ways to include others to make Topic 1: Feelings Describe ways to include others to Topic 2: Rights and responsibilities Practise strategies they can use Topic 2: Recognising abusive Explore actions that help make Topic 1: Practising protective
them feel they belong: 1.1 Read and discuss stories about feelings make them feel they belong: 2.1 Understand the meaning of rights when they feel uncomfortable, situations and secrets the classroom a healthy, safe strategies
• identifying and appreciating similarities (p53) • identifying and appreciating and responsibilities (p72) unsafe or need help with a task, 2.1 Identify accident/ deliberate and active place: 1.3 Personal network (p99)
and differences in people and groups 1.2 Use feeling faces to identify comfortable similarities and differences in 2.2 Explore needs & wants (p72) problem or situation: (p87) • explaining and 1.5 Problem-‐solving
• exploring how people feel when they and uncomfortable feelings (p54) people and groups 2.3 Discuss behaviour codes and • identifying and rehearsing 2.2 Identify physical abuse (p88) demonstrating how being scenarios (p99)
are included and excluded from groups 1.3 Activities to reinforce understandings • exploring how people feel when children’s rights (p73) strategies they can use when 2.3 Identify emotional abuse (p88) fair and respectful 1.9 Strategies to keep safe
and activities about feelings (p54) they are included and excluded 2.4 Explore children’s rights (p73) requiring assistance, such as 2.4 Identify sexual abuse (p89) contributes to class health (p101)
1.4 Role-‐play movement scenarios and from groups and activities asking an adult, reading basic 2.5 Identify neglect (p90) and wellbeing
discuss emotions and body awareness • demonstrating appropriate Topic 3: Use and abuse of power signs and solving a problem 2.6 Identify domestic violence (p90)
(p55) language when encouraging 3.1 Understand blaming/victim language with friends 2.7 Online safety (p91)
others and non-‐blaming/ non-‐victim • recognising photos and 2.8 Define secrets (p92)
language (p74) locations of safe places and a 2.9 Recognise unsafe secrets (p92)
3.2 Read and discuss stories about network of people who can 2.10 Discuss tricks & trust story/DVD
bullying (p74) help (p93)
3.3 Explore strategies for dealing with • describing warning signs
bullying behaviour (p75) (physical, emotional and
3.4 Explore fair/unfair scenarios (p76) external) that can help them
to know if they are safe or
unsafe
Identify and practise emotional responses Topic 1: Feelings (as above) Explore actions that help make the Topic 3: Use and abuse of power
that account for own and others’ feelings: classroom a healthy, safe and active 3.1 Understand blaming language/fair
• recognising own emotions and Topic 2: Being safe place: and unfair (p74)
demonstrating positive ways to react in 2.1 Create safe situations and understand • explaining and demonstrating how 3.2 Stories about bullying, fair/unfair
different situations we all have a right to be safe (p56) being fair and respectful (p74)
• identifying the body’s reaction to a 2.2 Read/discuss stories about safe (p57) contributes to class health and 3.4 Discuss fair/unfair scenarios (p76)
range of situations, including safe and 2.3 Identify safe places (p57) wellbeing 3.5 Explore power in relationships (p76)
unsafe situations, and comparing the 3.6 Discuss adults using power (p77)
different emotional responses Topic 3: Warning Signs
3.1 Play ‘dragon game’ and explore
physical/emotional indicators (p58)
3.2 Explore the concept of signs (p59)
3.3 Identify physical, external and emotional
warning signs (p59)
By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others
healthy and safe. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems.
Note: The mapping tools provide connections between the KS:CPC activities and the Australian Curriculum. KS:CPC activities should be divided across Years R-‐2 year level band. See the sample planning guides for suggested distribution of activities.

Practise strategies they can use when they Topic 2: Being safe Practise strategies they can use when Topic 1: Trust and networks Describe physical and social Topic 1: Privacy and names of parts Practise strategies they can use Topic 1: Practising protective
feel uncomfortable, unsafe or need help with 2.1 Create safe situations and understand they feel uncomfortable, unsafe or 1.1 Read and discuss a story about trust changes that occur as children of the body when they feel uncomfortable, strategies
a task, problem or situation: we all have a right to be safe (p56) need help with a task, problem or (p68) grow older and discuss how 1.1 Explore body awareness (p82) unsafe or need help with a task, 1.1 Observation skills (p98)
• identifying and rehearsing strategies 2.2 Read and discuss stories about safe situation: 1.2 Identify trusted people for a family and community 1.2 Understand personal space problem or situation: 1.2 Remember name, address,
they can use when requiring assistance, (p57) • identifying and rehearsing personal network (p69) acknowledge these: (p83) • identifying and rehearsing phone number (p98)
such as asking an adult, reading basic 2.3 Identify safe places (p57) strategies they can use when 1.3 Write a letter to people on your • describing changes in their 1.3 Draw/label parts of body (p84) strategies they can use when 1.3 Personal network (p99)
signs and solving a problem with friends requiring assistance, such as network (p70) physical appearance now 1.4 Explore the meaning of requiring assistance, such as 1.4 Problem-‐solving (p99)
• locating and recording phone numbers of Topic 3: Warning Signs asking an adult, reading basic signs 1.4 Explore types of relationships on the compared to when they were ‘private’ (p84) asking an adult, reading 1.5 Problem-‐solving scenarios
local organisations they can contact in 3.1 Play ‘dragon game’ and explore and solving a problem with friends ‘relationships circle’ (p70) younger 1.5 Understand names for basic signs and solving a (p99)
case of emergency and rehearsing a physical/emotional indicators (p58) • recognising photos and locations 1.5 Brainstorm community people on body/sexual parts. Necessary problem with friends 1.6 Practise being assertive
phone call to triple zero 3.2 Explore the concept of signs (p59) of safe places and a network of the network (p71) but uncomfortable touching • locating and recording (p100)
• identifying situations that require the 3.3 Identify physical, external and people who can help situations (p84) phone numbers of local 1.7 Role-‐play being assertive
help of emergency services emotional warning signs (p59) 1.6 Discuss situations where ‘OK’ organisations they can (p100)
• recognising photos and locations of safe touching is discussed (p85) contact in case of 1.8 Saying ‘NO’ (p101)
places and a network of people who can Topic 4: Risk-‐taking and emergencies 1.7 Discuss situations in emergency and rehearsing a 1.9 Safe strategies (p101)
help 4.1 Words/phrases about ‘unsafe’ (p61) relationships where ‘OK' phone call to triple zero
• describing warning signs (physical, 4.2 Stories about unsafe situations (p61) touching is discussed (p85) • recognising photos and Topic 2: Persistence
emotional and external) that can help 4.3 Stories/DVD about risky situations locations of safe places and 2.1 Revisit themes (p102)
them to know if they are safe or unsafe and responses (p61) a network of people who 2.2 Stories/DVD about
4.4 Identify safe and unsafe risks and can help persistence (p102)
responses (p62) 2.3 Persist to achieve (p102)
4.5 Define emergencies (p63) 2.4 Practise persistence
4.6 Define personal emergencies (p63) (p103)
4.7 Explore thoughts and feelings in an
emergency (p64)
Describe ways to include others to make Topic 1: Feelings Describe ways to include others to Topic 2: Rights and responsibilities Practise strategies they can use Topic 2: Recognising abusive Explore actions that help make Topic 1: Practising protective
them feel they belong: 1.1 Read and discuss stories about make them feel they belong: 2.1 Understand the meaning of rights when they feel uncomfortable, situations and secrets the classroom a healthy, safe strategies
• identifying and appreciating similarities feelings (p53) • identifying and appreciating and responsibilities (p72) unsafe or need help with a task, 2.1 Identify accident/ deliberate and active place: 1.3 Personal network (p99)
and differences in people and groups 1.2 Use feeling faces to identify similarities and differences in 2.2 Explore needs & wants (p72) problem or situation: (p87) • explaining and 1.5 Problem-‐solving scenarios
• exploring how people feel when they are comfortable and uncomfortable people and groups 2.3 Discuss behaviour codes and • identifying and rehearsing 2.2 Identify physical abuse (p88) demonstrating how being (p99)
included and excluded from groups and feelings (p54) • exploring how people feel when children’s rights (p73) strategies they can use when 2.3 Identify emotional abuse (p88) fair and respectful 1.9 Strategies to keep safe
activities 1.3 Activities to reinforce understandings they are included and excluded 2.4 Explore children’s rights (p73) requiring assistance, such as 2.4 Identify sexual abuse (p89) contributes to class health (p101)
about feelings (p54) from groups and activities asking an adult, reading basic 2.5 Identify neglect (p90) and wellbeing
1.4 Role-‐play movement scenarios and • demonstrating appropriate Topic 3: Use and abuse of power signs and solving a problem 2.6 Identify domestic violence (p90)
discuss emotions and body awareness language when encouraging 3.1 Understand blaming/victim language with friends 2.7 Online safety (p91)
(p55) others and non-‐blaming/ non-‐victim • recognising photos and 2.8 Define secrets (p92)
language (p74) locations of safe places and a 2.9 Recognise unsafe secrets (p92)
3.2 Read and discuss stories about network of people who can 2.10 Discuss tricks and trust
bullying (p74) help story/DVD (p93)
3.3 Examine strategies for dealing with • describing warning signs
bullying behaviour (p75) (physical, emotional and
3.4 Explore fair/unfair scenarios (p76) external) that can help them
to know if they are safe or
unsafe
Identify and practise emotional responses Topic 1: Feelings (as above) Explore actions that help make the Topic 3: Use and abuse of power
that account for own and others’ feelings: classroom a healthy, safe and active 3.1 Understand blaming language/fair
• recognising own emotions and Topic 2: Being safe place: and unfair (p74)
demonstrating positive ways to react in 2.1 Create safe situations and understand • explaining and demonstrating how 3.2 Stories about bullying, fair/unfair
different situations we all have a right to be safe (p56) being fair and respectful (p74)
• identifying the body’s reaction to a range 2.2 Read/discuss stories about safe (p57) contributes to class health and 3.4 Discuss fair/unfair scenarios (p76)
of situations, including safe and unsafe 2.3 Identify safe places (p57) wellbeing 3.5 Explore power in relationships (p76)
situations, and comparing the different 3.6 Discuss adults using power (p77)
emotional responses Topic 3: Warning Signs
3.1 Play ‘dragon game’ and explore
physical/emotional indicators (p58)
3.2 Explore the concept of signs (p59)
3.3 Identify physical, external and
emotional warning signs (p59)
By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others
healthy and safe. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems.
Note: The mapping tools provide connections between the KS:CPC activities and the Australian Curriculum. KS:CPC activities should be divided across Years 3-‐5 year level band. See the sample planning guides for suggested distribution of activities.

Australian Curriculum Australian Curriculum Australian Curriculum Australian Curriculum
Content descriptions & KS:CPC Activities Content descriptions & KS:CPC Activities Content descriptions & KS:CPC Activities Content descriptions & KS:CPC Activities
elaborations elaborations elaborations elaborations
Explore how success, challenge and Topic 1: Exploring the concept of Explore how success, challenge and Topic 3: Developing personal identity Explore strategies to manage Topic 1: Privacy and names of parts Explore how success, challenge and Topic 1: Problem-‐solving for keeping
failure strengthen identities: safety failure strengthen identities: 3.1 Create an identity web (p67) physical, social and emotional of the body failure strengthen identities: safe
• suggesting ways to respond 1.2 Discuss adults caring for children • persisting with new activities and 3.2 Design a personal birthday card change: 1.1 Understand the reproductive • suggesting ways to respond 1.1 Discuss helpful and unhelpful
positively to challenges and (p51) examining how success through (p67) • discussing physical, social and parts of the body (p75) positively to challenges and thinking (p91)
failure, such as using self-‐talk, persistence can have positive 3.3 Brainstorm unsafe behaviours emotional changes that occur as 1.2 Explore the meaning of ‘private’ failure, such as using self-‐talk, 1.2 Review assertive strategies (p91)
early help-‐seeking behaviours, Topic 3: Unsafe situations and outcomes and strengthen (p67) individuals get older, and (p75) early help-‐seeking behaviours, 1.3 Practice observation skills (p92)
and optimistic thinking acceptable risk-‐taking identities exploring how these changes 1.3 Discuss our bodies being private and optimistic thinking 1.4 Explore ‘What if…?’ problem-‐
• explaining how meeting 3.2 Explore independence (p56) impact on how they think and (p76) • persisting with new activities and solving model (p92)
challenges makes them feel good 3.4 Explore emergencies and risks feel about themselves and 1.4 Discuss ‘OK’ and ‘Not OK” examining how success through 1.5 Examine the POOCH problem-‐
about themselves and builds (p58) different situations touching (p77) persistence can have positive solving model (p93)
confidence to try new things 3.5 Explore personal emergencies outcomes and strengthen 1.6 Practice problem-‐solving (p93)
(p59) identities 1.7 Discuss scenarios dealing with
abuse issues (p94)

Topic 2: Review of networks
2.1 Review network (p95)
2.2 Brainstorm local support
networks (p95)
2.3 Understand persistence (p96)
Describe and apply strategies that Topic 1: Exploring the concept of Explore strategies to manage Topic 2: Trust and networks Describe how respect, empathy and Topic 2: Recognising abuse, neglect Explore strategies to manage Topic 2: Review of networks
can be used in situations that make safety physical, social and emotional 2.1 Explore trust (p64) valuing diversity can positively and unsafe secrets physical, social and emotional 2.1 Review network (p95)
them feel uncomfortable or unsafe: 1.1 Explore safety (p51) change: 2.2 Discuss a relationships circle influence relationships: 2.1 Explore abuse (p78) change: 2.2 Brainstorm local support
• recognising physical responses • exploring how friendships (p64) • describing behaviours that show 2.2 Define abuse (p79) • exploring how friendships networks (p95)
that indicate they are feeling Topic 2: Reviewing the concept of change as they grow older and 2.3 Develop a personal network (p65) empathy and respect for the 2.3 Explore physical abuse (p79) change as they grow older and 2.3 Understand persistence (p96)
uncomfortable or unsafe warning signs identifying strategies to manage 2.4 Create a network letter (p66) rights of others 2.4 Identify emotional abuse (p80) identifying strategies to manage
• identifying and practising 2.3 Explore safe feelings (p54) change • predicting and reflecting on how 2.5 Identify neglect (p80) change
appropriate responses to unsafe 2.4 Create an X or Y chart about • identifying people or sources of other students might feel in a 2.6 Understand basic needs (p81) • identifying people or sources of
situations… feeling unsafe (p55) information that they can access range of challenging situations, 2.7 Discuss sexual abuse (p81) information that they can access
• indicating on a local map the 2.5 Discuss safe places (p55) if they have questions about the and discussing what they can do 2.8 Recognise safe and unsafe if they have questions about the
location of safe places and changes that are occurring to support them secrets (p82) changes that are occurring
people who can help Topic 3: Unsafe situations and • recognising that bullying
• examining protective behaviours acceptable risk-‐taking behaviour can take many forms,
to stay safe in different 3.1 Explore ideas about being safe not only physical
situations, including near water (p56) • describing safe bystander
or roads, in the park or when 3.3 Examine unsafe situations and behaviour when they notice
someone makes them feel risks (p57) unfair treatment
Investigate how emotional responses Topic 2: Reviewing the concept of Describe and apply strategies that Topic 3: Developing personal identity Discuss and interpret health Topic 3: Electronic media safety Describe and apply strategies that Topic 1: Problem-‐solving for keeping
vary in depth and strength: warning signs can be used in situations that make 3.3 Brainstorm unsafe behaviours information and messages in the 3.1 Explore media classifications can be used in situations that make safe
• recognising own emotional 2.1 Explore physical indicators (p52) them feel uncomfortable or unsafe: (p67) media and internet: (p84) them feel uncomfortable or unsafe: 1.1 Discuss helpful and unhelpful
responses and levels of their 2.2 Develop a warning signs chart • identifying and practising • accessing different sources of 3.2 Discuss appropriate video media, • recognising physical responses thinking (p91)
response in different situations (p53) appropriate responses to unsafe health information and movies and DVDs (p84) that indicate they are feeling 1.2 Review assertive strategies
• analysing scenarios and 2.3 Explore different types of feelings situations… examining the accuracy of these 3.3 Discuss appropriate television uncomfortable or unsafe (p91)
identifying possible triggers and (p54) • examining protective behaviours sources programs (p85) • rehearsing assertive behaviours 1.3 Practice observation skills (p92)
warning signs to predict 2.4 Create an X or Y chart about to stay safe in different • examining health messages from 3.4 Discuss internet safety (p85) and strong non-‐verbal 1.4 Explore ‘What if…?’ problem-‐
emotional responses feeling unsafe (p55) situations, including near water different sources and exploring 3.5 Examine and discuss photos and communication skills solving model (p92)
• describing strategies they can 2.5 Discuss safe places (p55) or roads, in the park or when choices, behaviours and images (p86) • identifying and practising 1.5 Examine the POOCH problem-‐
use to identify and manage their someone makes them feel outcomes conveyed in these 3.6 Brainstorm magazines and their appropriate responses to unsafe solving model (p93)
emotions before making a uncomfortable or unsafe messages relevant use (p87) situations… 1.6 Practice problem-‐solving (p93)
decision to act • indicating on a local map the 1.7 Discuss scenarios dealing with
location of safe places and abuse issues (p94)
people who can help
Topic 2: Review of networks
2.1 Review network (p95)
2.2 Brainstorm local support
networks (p95)
2.3 Understand persistence (p96)
**HPE – Continued next page **


110
APPENDICES
Appendix 2: Sample planning guides

Ages 3–5: Sample planning guide Years 6–9: Sample planning guide
15Ages 3–5: Sample planning guide (PDF) 21Years 6–9: Sample planning guide (PDF)
16Ages 3–5: Sample planning guide (Word) 22Years 6–9: Sample planning guide (Word)
OVERVIEW | EARLY YEARS: AGES 3–5 OVERVIEW | MIDDLE YEARS: YEARS 6–9
KS:CPC Sample planning guide: Ages 3–5 KS:CPC Sample planning guide: Years 6–9
The sample planning guide (see table) can be used to map the KS:CPC across the year ensuring all topics are covered. The sample planning guide provides a suggested way of distributing the activities across the four year levels. Some activities
Focus Area 1: Focus Area 2: Focus Area 3: Recognising Focus Area 4: TERM 1 TERM 2 TERM 3 TERM 4
The right to be safe Relationships and reporting abuse Protective strategies Focus Area 1: Focus Area 2: Focus Area 3: Recognising Focus Area 4:
Topic 1: Feelings Topic 1: Rights and Topic 1: Privacy and Topic 1: Strategies for
responsibilities the body keeping safe Topic 1: Warning signs Topic 1: Rights and Topic 1: Privacy and the body Topic 1: Strategies for
1.1 Feelings pictures and responsibilities keeping safe
1.1 Exploring Theme 1: ‘We all 1.1 Defining public and private
symbols 1.1 Rights and 1.1 Parts of the body 1.1 Emergencies review
have the right to be safe’ 1.1 What rights do children 1.3 Parts of the body 1.1 Trust, talk, take control
1.2 Safe and unsafe language responsibilities 1.2 Meaning of private 1.2 Emergency information
1.2 Warning signs and young people have? 1.2 Problem-solving card activity
1.3 Body language 1.2 Needs and wants 1.3 Our whole body is private 1.3 Triple Zero Kids’ Challenge Topic 2: Recognising abuse
1.4 Relaxation activity 1.2 Rights and responsibilities 1.6 Exploring resilience
1.4 Dealing with feelings 1.3 Fair and unfair 1.4 Health and safety rules 1.4 Network review in close relationships 2.1 Revisit group norms
1.7 Language of resilience
1.4 Anti-harassment regarding privacy 1.5 Assertiveness – practising Topic 2: Risk-taking and 2.2 Defining abuse
strategies emergencies Topic 2: Identity and 2.3 Recognising abuse Topic 2: Network review
‘no’ and ‘stop’
1.5 Assertive language 2.1 Risk-taking relationships 2.4 Using warning signs to and community support
1.6 Problem-solving: ‘Stop,
2.2 Exploring emergencies 2.1 Exploring relationships recognise abuse 2.1 Network review challenge
Think, Do’
YEAR 6
2.2 Healthy and unhealthy 2.5 Neglect and physical and 2.4 Persistence
1.7 Problem-solving: Topic 3: Psychological relationships emotional abuse
‘What if…?’ pressure and manipulation
1.8 Persistence stories Topic 3: Power in relationships 2.7 Sexual abuse
3.1 Defining psychological
pressure and manipulation 3.1 Types and use of power Topic 3: Cyber safety
3.6 Characteristics of bullying 3.1 Being aware on the internet
Topic 2: Being safe Topic 2: Identity and Topic 2: Touching 3.9 School policy on bullying 3.2 Online abuse
2.1 Safe behaviour relationships 2.1 Safe touching
Topic 4: Trust and networks 3.5 Developing a cyber safety
2.2 Safety rules 2.1 Exploring identity 2.2 Personal space
4.1 Trust fact sheet
2.3 Reinforce concept 2.2 Exploring relationships 2.3 Babies and touching
4.2 Trusted networks Topic 4: Domestic and family
of safe and unsafe 2.3 Relationships circle 2.4 Necessary but
violence
2.4 Emergencies uncomfortable touching
4.1 What is domestic and family
2.5 Relaxation 2.5 Unsafe touching
violence?
2.6 ‘No’ or ‘stop’ 4.4 Bystander intervention
Topic 3: Warning signs Topic 3: Trust and networks Topic 3: Recognising abuse Topic 1: Warning signs Topic 1: Rights and Topic 1: Privacy and the body Topic 1: Strategies for
3.1 Understanding signals 3.1 Exploring the concept 3.1 Accidental and deliberate 1.1 Exploring Theme 1: ‘We all responsibilities 1.2 Privacy keeping safe
3.2 Body signals of trust injury have the right to be safe’ 1.1 What rights do children 1.3 Parts of the body 1.1 Trust, talk, take control
3.3 Warning signs 3.2 Trust walk 3.2 People I don’t know 1.2 Warning signs and young people have? 1.3 Assertiveness
Topic 2: Recognising abuse
3.3 People we trust who might help 1.4 Relaxation activity 1.2 Rights and responsibilities 1.6 Exploring resilience
in close relationships 2.1 Revisit group norms
3.4 Developing a trusted 3.3 Identifying abuse
Topic 2: Risk-taking and 2.3 Recognising abuse Topic 2: Network review
network emergencies Topic 2: Identity and and community support
2.4 Using warning signs to
3.5 Network diagram 2.1 Risk-taking relationships recognise abuse 2.2 Network support card
3.6 Network ticks 2.2 Exploring emergencies 2.1 Exploring relationships 2.7 Sexual abuse 2.3 Community support
3.7 Using networks 2.2 Healthy and unhealthy networks
Topic 3: Psychological Topic 3: Cyber safety
YEAR 7
relationships
pressure and manipulation 3.1 Being aware on the internet
3.1 Defining psychological Topic 3: Power in relationships 3.2 Online abuse
Topic 4: Secrets
pressure and manipulation 3.2 Positive use or abuse 3.3 Abuse using mobile phones
4.1 Secrets
of power
4.2 Keeping secrets 3.3 Power in relationships Topic 4: Domestic and family
4.3 Why it is sometimes 3.7 Bullies and people who violence
difficult to ‘tell’ are bullied 4.2 Effects of domestic and
4.4 Threats 3.8 Bystanders family violence on children
4.4 Bystander intervention
Topic 4: Trust and networks
4.1 Trust
4.2 Trusted networks
Continued on page 38
Keeping Safe: Child Protection Curriculum | Early Years: Ages 3–5 Keeping Safe: Child Protection Curriculum | Middle Years: Years 6–9
38 37
Years R–2: Sample planning guide Years 10–12: Sample planning guide
23Years 10–12: Sample planning guide (PDF)
17Years R–2: Sample planning guide (PDF)
24Years 10–12: Sample planning guide (Word)
18Years R–2: Sample planning guide (Word)
OVERVIEW | EARLY YEARS: YEARS R–2 OVERVIEW | SENIOR YEARS: YEARS 10–12
KS:CPC Sample planning guide: Years R–2 KS:CPC Sample planning guide: Years 10–12
The sample planning guide provides a suggested way of distributing the activities across the three year levels. Some activities The sample planning guide provides a suggested way of distributing the activities across the three year levels. Some activities
should be repeated each year. Modify as needed. For other year levels see 8Appendix 2: Sample planning guides. should be repeated each year. Modify as needed. For other year levels see 8Appendix 2: Sample planning guides.

TERM 1 TERM 2 TERM 3 TERM 4 Focus Area 1: Focus Area 2: Focus Area 3: Recognising Focus Area 4:
Focus Area 1: Focus Area 2: Focus Area 3: Recognising Focus Area 4: The right to be safe Relationships and reporting abuse Protective strategies
Topic 1: Risk-taking and Topic 1: Rights and Topic 1: Privacy and the body Topic 1: Strategies for
Topic 1: Feelings Topic 1: Rights and Topic 1: Privacy and the body Topic 1: Strategies for emergencies responsibilities keeping safe
1.1 Your body
1.1 Characters’ feelings responsibilities 1.1 Body awareness keeping safe 1.1 Reviewing warning signs 1.1 Rights and responsibilities 1.1 Situations for self-protection
1.2 Privacy
1.2 Different feelings 1.1 Needs and wants 1.3 Parts of the body 1.1 Memory activities 1.2 Assessing risk 1.2 Abuse of rights 1.2 Problem-solving strategies
1.5 Our whole body is private 1.2 Remembering name, Topic 2: Recognising abuse
Topic 2: Being safe Topic 2: Identity and 1.3 Sexual consent 1.3 Effective communication
1.6 Touching that is ‘OK’ address, telephone numbers Topic 2: Psychological 2.1 Types of abuse
2.1 How do we make it safe? relationships
RECEPTION
1.4 Revisiting trusted networks pressure and manipulation Topic 2: Identity and 2.3 Sexual abuse Topic 2: Network review and
2.2 Stories about being safe 2.1 Exploring identity Topic 3: Secrets 2.1 Defining psychological relationships 2.4 Grooming community support
1.8 Saying ‘no’
2.2 Exploring relationships 3.1 Defining secrets pressure and manipulation 2.1 Healthy and unhealthy 2.6 Myths and realities about 2.1 Networks as self-protection
Topic 3: Warning signs 2.2 Examples of psychological relationships child abuse 2.3 Reviewing support services
3.1 Introducing warning signs Topic 4: Trust and networks
pressure and manipulation
YEAR 10
2.2 Gender as a social

3.3 Warning signs 4.1 Exploring the meaning of trust construction Topic 3: Cyber safety
4.2 Developing a trusted network 2.3 Gender stereotypes 3.1 Cyberbullying
4.4 People I don’t know who 3.2 Sexting
might help Topic 3: Power in relationships
3.1 Types and use of power Topic 4: Domestic and family
3.3 Sexual harassment violence
Topic 1: Feelings Topic 1: Rights and Topic 1: Privacy and the body Topic 1: Strategies for 4.1 Exploring domestic and
1.3 Strategies to identify feelings responsibilities 1.1 Body awareness keeping safe Topic 4: Trust and networks family violence
1.2 Children’s rights 1.2 Personal space 1.2 Remembering name, 4.1 Networks 4.2 Underlying issues of
Topic 2: Being safe 4.2 Peer networks domestic and family violence
1.3 Behaviour code and 1.3 Parts of the body address, telephone numbers
2.2 Stories about being safe 4.3 Cycle of violence
children’s rights 1.4 Meaning of private 1.3 Revisiting trusted networks
1.5 Our whole body is private 1.4 ‘What if…?’ problem-solving
Topic 2: Identity and Topic 1: Risk-taking and Topic 1: Rights and Topic 1: Privacy and the body Topic 1: Strategies for
Topic 3: Warning signs 1.5 ‘What if…?’ scenarios
relationships Topic 2: Recognising abuse emergencies responsibilities 1.1 Your body keeping safe
3.1 Introducing warning signs 1.6 Practising being assertive
2.2 Exploring relationships 2.1 Accidental or deliberate 1.1 Reviewing warning signs 1.1 Rights and responsibilities 1.3 Health and safety 1.2 Problem-solving strategies
3.2 Signs 1.8 Saying ‘no’
2.3 Relationships circle injury? 1.3 Positive psychology 1.3 Sexual consent
3.3 Warning signs 1.9 Choosing strategies to Topic 2: Recognising abuse Topic 2: Network review and
Topic 3: Power in relationships 2.2 Identifying physical abuse 1.4 Rights and responsibilities
keep safe
YEAR 1
Topic 2: Psychological 2.2 Abuse in relationships community support

Topic 4: Risk-taking and in intimate relationships
3.1 Demonstrate the language Topic 3: Secrets pressure and manipulation 2.3 Sexual abuse 2.1 Networks as self-protection
emergencies Topic 2: Persistence
of safety 3.2 Recognising unsafe secrets 2.3 Persuasive debate Topic 2: Identity and 2.5 Dating violence and 2.2 Intervention orders
4.1 Defining unsafe and 2.2 Introduction to persistence relationships
3.2 Understanding bullying 3.3 Tricks and trust date rape 2.3 Reviewing support services
risk-taking 2.4 Practising persistence
YEAR 11
3.4 Fair and unfair 2.2 Gender as a social

4.2 Unsafe situations and construction Topic 3: Cyber safety
risk-taking Topic 4: Trust and networks 2.3 Gender stereotypes 3.2 Sexting
4.4 Defining an emergency 4.1 Exploring the meaning of trust 3.3 Digital reputation
4.2 Developing a trusted network Topic 3: Power in relationships
3.2 Discrimination Topic 4: Domestic and family
4.3 Will you be on my network violence
3.3 Sexual harassment
please? 4.2 Underlying issues of
3.4 Positive use or abuse
4.4 People I don’t know who domestic and family violence
of power
might help 4.3 Cycle of violence
Topic 4: Trust and networks 4.4 Bystander intervention
Topic 1: Feelings Topic 1: Rights and Topic 1: Privacy and the body Topic 1: Strategies for 4.1 Networks
1.3 Strategies to identify feelings responsibilities 1.3 Parts of the body keeping safe 4.2 Peer networks
1.4 Miming feelings 1.2 Children’s rights 1.4 Meaning of private 1.2 Remembering name,
TERM 1 TERM 2 TERM 3
1.3 Behaviour code and 1.5 Our whole body is private address, telephone numbers
Topic 2: Being safe Focus Area 1: Focus Area 2: Focus Area 3: Recognising Focus Area 3: Recognising
children’s rights 1.7 ‘OK’ touching in relationships 1.3 Revisiting trusted networks The right to be safe Relationships and reporting abuse and reporting abuse
1.4 ‘What if…?’ problem-solving
Topic 2: Identity and Topic 2: Recognising abuse
Topic 3: Warning signs 1.6 Practising being assertive
relationships 2.2 Identifying physical abuse Topic 1: Risk-taking and Topic 1: Rights and Topic 1: Privacy and the body Topic 1: Strategies for
3.1 Introducing warning signs 1.7 Role-playing assertive
2.2 Exploring relationships 2.3 Identifying emotional abuse emergencies responsibilities 1.3 Health and safety keeping safe
3.2 Signs communication 1.1 Reviewing warning signs 1.1 Rights and responsibilities 1.2 Problem-solving strategies
2.3 Relationships circle 2.4 Identifying sexual abuse
3.3 Warning signs 1.8 Saying ‘no’ 1.2 Assessing risk 1.3 Sexual consent Topic 2: Recognising abuse
Topic 3: Power in relationships 2.5 Identifying neglect 1.10 Resilience 2.3 Sexual abuse Topic 2: Network review and
1.4 Rights and responsibilities
YEAR 2
Topic 4: Risk-taking and 3.3 Dealing with bullying 2.6 Identifying domestic and Topic 2: Psychological 2.5 Dating violence and community support
in intimate relationships
emergencies family violence Topic 2: Persistence pressure and manipulation date rape 2.1 Networks as self-protection
behaviour
4.3 Looking for clues about risks 2.7 Online safety 2.1 Theme reinforcement 2.2 Examples of psychological Topic 2: Identity and 2.3 Reviewing support services
3.5 Introducing the concept Topic 3: Cyber safety
4.4 Defining an emergency 2.3 Persistence pressure and manipulation relationships
of power
YEAR 12
Topic 3: Secrets 2.1 Healthy and unhealthy 3.2 Sexting

4.5 Personal emergency 3.6 Adults using power 2.4 Practising persistence
3.2 Recognising unsafe secrets relationships 3.3 Digital reputation
4.6 Thinking and feeling in
Topic 4: Trust and networks 3.3 Tricks and trust 2.3 Gender stereotypes Topic 4: Domestic and family
an emergency
4.1 Exploring the meaning of trust Topic 3: Power in relationships violence
4.2 Developing a trusted network 3.3 Sexual harassment 4.3 Cycle of violence
4.3 Will you be on my network 3.4 Positive use or abuse 4.4 Bystander intervention
please? of power
4.4 People I don’t know who Topic 4: Trust and networks
might help 4.1 Networks
4.2 Peer networks
Keeping Safe: Child Protection Curriculum | Early Years: Years R–2 Keeping Safe: Child Protection Curriculum | Senior Years: Years 10–12
37 37
Years 3–5: Sample planning guide

19Years 3–5: Sample planning guide (PDF)
20Years 3–5: Sample planning guide (Word)
OVERVIEW | PRIMARY YEARS: YEARS 3–5
KS:CPC Sample planning guide: Years 3–5

The sample planning guide provides a suggested way of distributing the activities across the three year levels. Some activities

Focus Area 1: Focus Area 2: Focus Area 3: Recognising Focus Area 4:
Topic 1: Being safe Topic 1: Rights and Topic 1: Privacy and the body Topic 1: Strategies for
1.1 Definition of safety responsibilities 1.1 Parts of the body keeping safe
1.3 Imagining a safe place 1.1 Rights and responsibilities 1.2 Exploring the meaning 1.1 Helpful and unhelpful
of private thinking
Topic 2: Warning signs Topic 2: Identity and
1.3 Our bodies are private 1.4 ‘What if…?’ problem-
2.1 Warning signs: physical relationships
1.4 Touching solving
indicators 2.1 Identity web
1.5 POOCH problem-solving
2.3 Exploring different types 2.4 Relationships circle Topic 2: Recognising abuse
of feelings 2.1 Exploring abuse Topic 2: Network review
Topic 3: Power in relationships
2.4 Feeling unsafe 2.2 Definition of abuse and community support
3.1 Exploring a definition
YEAR 3
2.3 Physical abuse 2.1 Network review

Topic 3: Risk-taking and of power
2.6 Basic needs 2.3 Persistence
emergencies 3.4 Pressure
2.7 Sexual abuse
3.1 Ideas about being safe 3.5 Bullying as an abuse
2.9 Recognising safe and
3.4 What is an emergency? of power
unsafe secrets
Topic 4: Trust and networks
Topic 3: Cyber safety
4.1 Trust walk
3.1 Media classifications
3.3 Television programs
4.3 Network letters
3.5 Photographs and digital
images
3.6 Magazines
1.2 Adults caring for children responsibilities 1.1 Parts of the body keeping safe
1.3 Imagining a safe place 1.2 United Nations Convention 1.2 Exploring the meaning 1.2 Assertive responses
on the Rights of the Child of private 1.4 ‘What if…?’ problem-
1.3 Our bodies are private solving
2.1 Warning signs: physical Topic 2: Identity and
1.4 Touching 1.5 POOCH problem-solving
indicators relationships
1.6 Practising problem-solving
2.2 Warning signs: chart 2.2 Gender stereotypes Topic 2: Recognising abuse
2.4 Feeling unsafe 2.3 Unsafe behaviour 2.2 Definition of abuse Topic 2: Network review and
2.4 Relationships circle community support
YEAR 4
2.4 Emotional abuse

Topic 3: Risk-taking and
2.7 Sexual abuse 2.1 Network review
emergencies Topic 3: Power in relationships
2.8 Domestic and family violence 2.3 Persistence
3.3 Identifying risks 3.1 Exploring a definition
3.4 What is an emergency? of power Topic 3: Cyber safety
3.2 Power scenarios 3.2 Video media and computer
3.3 Tricks and bribes games
3.4 Pressure 3.3 Television programs
Topic 4: Trust and networks 3.4 Internet
4.2 Developing a trusted network 3.5 Photographs and digital
images
4.3 Network letters
1.3 Imagining a safe place responsibilities 1.1 Parts of the body keeping safe
1.2 United Nations Convention 1.2 Exploring the meaning 1.3 Observational skills
on the Rights of the Child of private 1.4 ‘What if…?’ problem-
2.1 Warning signs: Physical
1.3 Our bodies are private solving
indicators Topic 2: Identity and
1.4 Touching 1.5 POOCH problem-solving
2.4 Feeling unsafe relationships
1.7 Scenarios dealing with
2.2 Gender stereotypes Topic 2: Recognising abuse
Topic 3: Risk-taking and abuse issues
2.4 Relationships circle 2.2 Definition of abuse
emergencies
YEAR 5
2.3 Physical abuse Topic 2: Network review and

3.2 A timeline of independence Topic 3: Power in relationships
2.5 Neglect community support
3.5 Personal emergency 3.1 Exploring a definition
2.7 Sexual abuse 2.1 Network review
of power
2.8 Domestic and family violence 2.2 Local support networks
3.3 Tricks and bribes
2.3 Persistence
3.5 Bullying as an abuse Topic 3: Cyber safety
of power 3.2 Video media and computer
Topic 4: Trust and networks games
4.2 Developing a trusted network 3.4 Internet
4.3 Network letters 3.5 Photographs and digital
images
Keeping Safe: Child Protection Curriculum | Primary Years: Years 3–5

37

111
APPENDICES
Appendix 3: Whole site planning

A whole site approach is the key to embedding the KS:CPC whilst being consistent with the language, concepts
and strategies delivered to children and young people.
The 25KS:CPC Whole site implementation guide provides step-by-step tips including:
• assessing current programs
• staff communication
• developing a plan
• whole site mapping
• curriculum mapping
• implementation
• resources
• supporting documents.
Resources
26Appendix 2: Sample planning guides
DECD 27KS:CPC Site Implementation Rubric
DECD 25KS:CPC Whole site implementation guide
DECD (2010) 28TfEL Domain 1: Leadership overview
DECD (2010) 29TfEL Domain 1: Learning for effective teaching
DECD (2016) 30Wellbeing for Learning and Life: A framework for building resilience and wellbeing in children and young
people, Government of South Australia
Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) (2011) 31National Safe
Schools Framework, Education Services Australia

112
APPENDICES
Appendix 4: Aboriginal and Torres Strait Islander backgrounds

When considering child protection issues for Aboriginal and • using the expertise and knowledge of relevant Aboriginal
Torres Strait Islander children and young people, educators education personnel
must acknowledge the impact of past child protection • accessing the services of other agencies, including:
practices and the grief and loss still experienced by many – Yaitya Tirramangkotti (Aboriginal Child Abuse Report
Aboriginal and Torres Strait Islander families and their Line telephone 131 478).
communities.
– 32Nunkuwarrin Yunti of South Australia
The Layton Review (2003) into child protection identified – 33SA Health Aboriginal Health Services
some of these broader issues: – Other agencies working with Aboriginal and Torres Strait
• dispossession and separation from land; erosion of culture; Islander people
loss of traditional ways of life, family, kinship ties, language • being aware of the agencies already working with Aboriginal
and traditional relationships and Torres Strait Islander families and the community,
• impact of colonisation and the ongoing negative relationship and the importance of interagency collaboration
with white society • understanding and practising a strengths-based approach
• marginalisation within the broader Australian society that recognises that Aboriginal and Torres Strait Islander
• socio-economic disadvantage, which includes high levels people have the capacity to find solutions to child
of poverty, chronic health issues, overcrowded housing, protection issues through community and/or agency
homelessness, poor educational experiences and support that is respectful of relationships.
unemployment. The Australian Curriculum can support the delivery of the
(Adapted from the Layton Review) Cross Curriculum Priority to Aboriginal and Torres Strait
Islander students:
Many national and state reviews and reports have pointed
out the significance of the issues facing Aboriginal and Torres • the general capability 34Intercultural Understanding provides
Strait Islander communities that leave them vulnerable to child information on developing students who are active and
abuse and neglect. For example, domestic violence within informed citizens with an appreciation of Australia’s
Aboriginal and Torres Strait Islander families and communities social, cultural, linguistic and religious diversity, and the
is having a profound impact on children and young people ability to relate to and communicate across cultures at
and is now viewed as a major child protection issue. local, regional and global levels
(Adapted from the Layton Review, 8.3) • the Cross Curriculum Priority of 35Aboriginal and Torres
Strait Islander Histories and Cultures has been developed
Aboriginal and Torres Strait Islander children and young as a conceptual framework based on Aboriginal and
people are over-represented in the child protection system. Torres Strait Islander peoples’ underlying sense of identity
However, statistics represent only those matters reported and living communities and the key concepts of Country/
to authorities and underestimate the real incidence of child Place, Culture and People.
abuse and neglect across the community. Factors that
36KS:CPC Support materials for Aboriginal children and
might influence the under-reporting of abuse and neglect
in Aboriginal and Torres Strait Islander communities as young people have been developed to provide additional
identified in feedback to the Layton Review include: information to educators who are implementing the KS:CPC
for Aboriginal children and young people. These support
• fear of a repeat of the Stolen Generation experiences
materials should be used in conjunction with the KS:CPC
• fear of revenge or exclusion (particularly in remote year level documents.
communities)
• fear of being responsible for breaking up the family
• fear of the long-term consequences for Aboriginal
and Torres Strait Islander children and young people
in the care system
• fear that police won’t respond.
(Adapted from the Layton Review, 8.19)
Before implementing the KS:CPC for Aboriginal and Torres

Strait Islander children and young people, it is important
that school and preschool leaders and educators understand
the significance of:
• staff cultural competence
• sharing information with Aboriginal community groups,
including community councils and governing bodies
• recognising cultural diversity within Aboriginal and Torres
Strait Islander groups
• building respectful relationships with the Aboriginal and
Torres Strait Islander community to foster meaningful
dialogue and shared understandings

113
APPENDICES
Resources
General
37Aboriginal Health Council of South Australia
38Australian Indigenous HealthInfoNet
Australian Institute of Family Studies (2014) 39Strengths of Australian Aboriginal cultural practices in family life and child rearing
Australian Institute of Family Studies (2016) 40Child protection and Aboriginal and Torres Strait Islander children
DECD 41Aboriginal Services
DECD 36KS:CPC Support materials for Aboriginal children and young people
42Domestic Violence & Aboriginal Family Violence Gateway Services
32Nunkuwarrin Yunti of South Australia
Parenting SA 43Aboriginal Parent Easy Guides
33SA Health Aboriginal Health Services
Secretariat of National Aboriginal and Islander Child Care (SNAICC) 44Tools and resources
The Layton Review: Layton R (2003) 45Our best investment: A state plan to protect and advance the interests of children,
Government of South Australia
UNICEF (2013) 46United Nations Declaration on the Rights of Indigenous Peoples: for indigenous adolescents
Bullying, harassment and discrimination

Australian Government 47The Line: Indigenous
Australian Human Rights Commission 48Racism. It stops with me.
NSW Government, Department of Education 49Racism No Way!
Supportive School Communities Working Group 50Bullying No Way!
Cyber safety
Office of the Children’s eSafety Commissioner 51Be Deadly Online
Skinnyfish Music 52B2M – Strong Choices
Teaching and learning

Australian Childhood Foundation 53Working toward a culturally reflective and relevant approach with Indigenous children
in the classroom
DECD 54Aboriginal education programs
DECD 55Aboriginal education resources
KidsMatter 56Aboriginal and Torres Strait Islander resources
57Respect, Relationships, Reconciliation
SHINE SA 58Relationships & Sexual Health Education for Aboriginal Students
SHINE SA 59Aboriginal specific resources

114
APPENDICES
Appendix 5: Culturally and linguistically diverse backgrounds

Australia is one of the most multicultural countries in the Resources
world. South Australia has a rich cultural mix with over
70 language and cultural groups represented in our schools
General
and preschools. The migration program, which includes
skilled migration and humanitarian programs, adds to this KidsMatter 61Cultural diversity and children’s wellbeing
diversity. In addition, the state is attracting an increasing Parenting SA 62Multicultural Parent Easy Guides
number of international students. Adoption from overseas The Layton Review: Layton R (2003) 45Our best investment:
countries also contributes to the diversity. As a result, A state plan to protect and advance the interests of children,
there is increasing cultural and linguistic diversity (CALD) Government of South Australia
in our preschools and schools in both metropolitan and 63United Nations Convention on the Rights of the Child
regional areas.
in multiple languages
In the delivery of child protection programs for CALD children
and young people, the Layton Review (2003) into child Teaching and learning
protection indicated the need for: DECD 64English as an Additional Language or Dialect (EALD)
• the provision of structured programs for the delivery of DECD 65KS:CPC Parent information in multiple languages
information to various cultural groups about children’s
DECD 60KS:CPC Support materials for culturally and
rights and child protection within an Australian and
linguistically diverse children and young people
global context
DECS (2007) 66Count me in! A resource to support ESL
• an understanding of the principle that culturally sensitive
students with refugee experience in schools
approaches to children’s care and protection should
not override or compromise the safety of the child DECS (2010) 67Working with ESL new arrivals: Creating
or young person. positive classroom environments – A resource for school
leaders and teachers
Factors that may contribute to the level of understanding KidsMatter 68Cultural diversity: Suggestions for schools
of child protection laws in Australia include: and early childhood services
• level of English language proficiency
• socio-economic status Support services
• educational status 69Statewide Culturally and Linguistically Diverse Domestic
• proficiency in primary community language Violence Service
• geographic location within country of origin, such as whether 70Survivors of Torture and Trauma Assistance and
the family is from a remote rural area in a developing Rehabilitation Service
country with limited facilities Women’s and Children’s Health Network: Child and Youth
• context of migration (eg war in country of origin, refugee Health 71Multicultural health links
status, marriage, length of time spent in refugee camps,
length of time spent in immigration detention, experiences
during migration and settlement, recency of arrival)
• physical and mental health of the family after migration.
(Adapted from the Layton Review)
60KS:CPC Support materials for culturally and linguistically

diverse children and young people have been developed to
provide additional information to educators who are
implementing the KS:CPC for children and young people
from CALD backgrounds. These support materials should
be used in conjunction with the KS:CPC year level documents.

115
APPENDICES
Appendix 6: Disability and additional needs

Preschools and schools that value diversity and are inclusive Bottroff V, Slee PT, Martin M & Wotherspoon A (2013)
in their practices can make important contributions to the 79Asperger’s and Bullying: An Inclusive Educational
safety and wellbeing of children and young people with Approach, DVD, Autism SA
disability and additional needs. 72Hughes et al (2012) found DECD 80Disability Standards for Education and related
that children who live with a physical disability, sensory legislation
disability, intellectual disability, Autism Spectrum Disorder,
DECD (2014) 81Children and students with disability policy
speech and language disorder or mental health issues are
at increased risk of becoming victims of abuse. Children Government of South Australia (2013) 82Protecting children
and young people with disability and additional needs are and young people with disability: A booklet for parents
a very diverse group with individual strengths and abilities and carers
as well as needs. They may require individualised approaches Hughes K, Bellis M, Jones L, Wood S, Bates G, Eckley L,
and adaptations to enable them to access and participate McCoy E, Mikton C, Shakespeare T & Officer A (2012)
in all aspects of the curriculum. 72‘Prevalence and risk of violence against adults with
disabilities: a systematic review and meta-analysis of

The Layton Review (2003) into child protection included observational studies’, The Lancet, Volume 379, Issue
recommendations about updating a child protection 9826, pp.1621–1629
curriculum that was inclusive of children and young people
with disabilities (Recommendation 137). The Layton Review Ministerial Advisory Committee: Students with Disabilities
highlighted research that indicated students with disabilities (2012) 83A guide to protecting children and young people
are differentially vulnerable to abuse. with disability and preventing sexual abuse: For parents
and carers
The 73United Nations Convention on the Rights of the Child, Office of the Children’s eSafety Commissioner 84Cybersmart
to which Australia is a signatory, provides principles that Access
guide standards in respect to all children and young people,
Raising Children Network 85Children with disability
including those with disability and additional needs. It states
that children and young people with special needs have the The Layton Review: Layton R (2003) 45Our best investment:
right to enjoy a full life that enables and encourages them A state plan to protect and advance the interests of children,
to reach their potential in conditions that ensure their dignity Government of South Australia
and safety. Article 19 specifically emphasises the responsibility
to protect children and young people from abuse and neglect Teaching and learning
and to help others to provide services to assist with that Australian Childhood Foundation 86Disability and Trauma in
prevention. the classroom setting
The 74United Nations Convention on the Rights of Persons Australian Curriculum 87Students with Disability
with Disabilities reiterates this with Article 7: ‘States Parties Briggs F (1995) Developing personal safety skills in children
shall take all necessary measures to ensure the full with disabilities, Jessica Kingsley Publishers, London
enjoyment by children with disabilities of all human rights Briggs F & McVeity M (2000) Teaching children to protect
and fundamental freedoms on an equal basis with other themselves, Allen & Unwin, St Leonards, New South Wales
children’.
DECD 88Disability and special needs
There is also a clear rationale, made explicit in Australian DECD 75KS:CPC Support materials for children and young
Government, South Australian Government legislation and people with disability and additional needs
DECD policies, that a child or young person with disability DECD 89Special Education Resource Unit Resource Centre
or additional needs has the right to access the same (SERU)
education, care and services in the same manner and
timeframe as any other child or young person. DECS (2005) 90Drug education teacher support package:
Students with disabilities and learning difficulties R–12
75KKS:CPC Support materials for children and young KidsMatter 91Disability and children’s mental health
people with disability and additional needs have been 92Novita Children’s Services
developed to provide additional information to educators
who are implementing the KS:CPC for children and young SHINE SA 93Relationships & Sexual Health Education for
people with disability and additional needs. These support Students with a Disability
materials should be used in conjunction with the KS:CPC
year level documents. Support services
Anglicare SA 94Disability services
Resources DECD 95Children with disability and special needs
Department for Communities and Social Inclusion
General 96Disability services
Australian Government 76Disability Discrimination Act 1992 Government of South Australia 97Care and support: Disability
Australian Human Rights Commission 74United Nations SHINE SA 98Disability & Sexuality
Convention on the Rights of Persons with Disabilities Women’s and Children’s Health Network: Child and Youth
Better Health Channel 77Intellectual disability and sexuality Health 99Disabilities
Better Health Channel 78Physical disability and sexuality

116
APPENDICES
Appendix 7: History of the KS:CPC

In 1985, the Protective Behaviours Program was officially In March 2011, the Minister for Education commissioned
endorsed and introduced in South Australian schools. Its Mr Bill Cossey to review aspects of the former Department’s
introduction was seen as important in countering the processes and procedures in relation to bullying and
commonly held notion at that time that strangers posed the violence in schools. Following this review, the Government
greatest risk to children and young people and it recognised recommended that DECD would update the cyberbullying
the traditional role that schools played in teaching children content of the KS:CPC.
and young people to keep themselves safe. Although it was
well supported in its early years, the program was never In 2013 the curriculum was reviewed and updated to align
fully adopted (Johnson 1995). with current curriculum, pedagogy and contemporary issues.
In 1990, Australia ratified the United Nations Convention on In 2017 the curriculum was updated in response to the
102National Plan to Reduce Violence Against Women and
the Rights of the Child and, in 1993, South Australia passed
the 100Children’s Protection Act 1993. their Children 2010–2022 and feedback from educators.
In 1998, the Department of Education and Children’s

Services (DECS) Child Protection Policy was distributed to Resources
all school principals, preschool directors, institute directors DECD (2015) 101Child protection in schools, early childhood
and worksite managers. On the release of this policy, the education and care services policy
Chief Executive stated: ‘I require all staff to make this policy
Department of Social Services (2011) 102National Plan to
the foundation for our work in child protection and abuse
Reduce Violence Against Women and their Children 2010–
prevention’. The policy was revised in 2011 with the release
2022, Australian Government
of the 101Child protection in schools, early childhood education
and care services policy, and updated in 2015. Johnson B (1995) Teaching and Learning about Personal
Safety: Report of the Review of Protective Behaviours in
In April 2003, the Layton Child Protection Review, 45Our South Australia, Adelaide: Painters Prints
best investment: A state plan to protect and advance the
South Australia 100Children’s Protection Act 1993
interests of children, included recommendations about the
teaching of child protection education across all school The Layton Review: Layton R (2003) 45Our best investment:
and preschool sites. The recommendations supported the A state plan to protect and advance the interests of children,
findings of the 2002 Department of Education and Children’s Government of South Australia
Services (DECS) consultation that child protection education
should be revitalised and redeveloped and aligned with the
South Australian Curriculum, Standards and Accountability
(SACSA) Framework.
The Keeping Safe: Child Protection Curriculum (KS:CPC)

was developed by DECS during 2003–2007, with
implementation by all sites expected by 2008. It is an
evidence-based, best practice curriculum, developed
collaboratively with child protection experts, teachers,
educational leaders and other professionals.
An extensive state-wide professional learning program to

support staff delivering the KS:CPC was conducted by
DECS in 2006 and 2008. Approximately 18,000 staff were
trained during this time.
The KS:CPC was identified as a leading practice program

by the Australian Government which subsequently provided
funding under the Respectful Relationships program for an
independent evaluation to be conducted in 2010. The
evaluation conducted by KPMG demonstrated that the
KS:CPC is:
• well regarded and seen as best practice by educators
• having a positive impact
• flexible and capable of being used in a range of different
contexts.

117
APPENDICES
Appendix 8: Bullying, harassment and discrimination

Children and young people have a fundamental right to • Sexual harassment is unwelcome sexual conduct which
learn in a safe, supportive environment and to be treated makes a person feel offended, humiliated and/or intimidated,
with respect. DECD takes bullying, harassment and where that reaction to the conduct is reasonable in the
discrimination very seriously, recognising that is has the circumstances. Sexual harassment can be a single incident,
potential for serious harm. repeated or continuous, direct or indirect, and take
various forms.
Bullying, harassment and discrimination are behaviours related
to the group or social context at the time. Putting others • Violence is the intentional use of physical force or power,
down can be a shared experience to reinforce belonging threatened or actual, against an individual or group that
to a group. It can also be a basis for humour. It is therefore results in psychological harm, injury or, in some cases,
possible for bullying, harassment and discrimination to develop death. Violence may involve provoked or unprovoked
in a wide range of situations and for anyone to be tempted acts and can be a single incident, a random act, or can
to bully others or to end up being the bully target. occur over time.
Adapted from DECD (2011) Safer DECD schools, Government
The KS:CPC includes strategies to help children and young
of South Australia.
people recognise characteristics of bullying, harassment
and discrimination, to understand their rights, and to know
the actions they can take. Relevant information and activities Resources
are included, particularly within Focus Area 1: The right to
be safe and Focus Area 2: Relationships. Australian Human Rights Commission 103Human rights
education and training
Students need to know the difference between bullying, 104Child
and Adolescent Psychological and Educational
harassment and discrimination, and the different forms
Resources
including physical, verbal, non-verbal and online. Bullying,
harassment and discrimination can be direct, such as direct Commonwealth of Australia 105Student Wellbeing Hub
threats, or indirect, such as excluding people or setting DECD 106Bullying
someone else up to do the bullying, harassment or Department of Education and Training (Victoria) 107Bully
discrimination. All forms can be equally devastating and Stoppers
often these forms occur together. 108Ken Rigby
• Bullying is repeated verbal, physical or social behaviour KidsMatter 109Bullying
that is harmful and involves the misuse of power by an Lawstuff 110Bullying
individual or group towards one or more persons. Conflict
or fights between individuals or groups with equal power, Legal Services Commission of South Australia 111Young
or single incidents are not regarded as bullying. Bullying people and discrimination
in any form or for any reason can have long-term effects Legal Services Commission of South Australia 112Young
on those involved, including bystanders. people and school bullying

MindMatters 113Bullying
• Harassment is behaviour that offends, humiliates,
intimidates or creates a hostile environment and targets Olweus, D (2001) Peer harassment: A critical analysis and
an individual or group due to their identity, race, culture some important issues. In: Juvonen, J, Graham, S, 114Peer
or ethnic origin; religion; physical characteristics; gender; harassment in school: the plight of the vulnerable and victimized,
sexual orientation; marital, parenting or economic status; New York, Guilford Press, pp. 3–20.
age; and/or ability or disability. Harassment may be an Safe and Supportive School Communities Working Group
ongoing pattern of behaviour, or it may be a single act. 50Bullying
No Way!
• Discrimination occurs when people are treated less
favourably than others because of their identity, race,
culture or ethnic origin; religion; physical characteristics;
gender; sexual orientation; marital, parenting or economic
status; age; and/or ability or disability. Discrimination is
often ongoing and commonly involves exclusion or rejection.

118
APPENDICES
Appendix 9: Cyber safety, cyberbullying and e-crime

With the proliferation of computer networks, mobile devices • Sexting is the sending of provocative or sexual photos,
and virtual communities, learning has never before been so messages or videos. They are generally sent using a
exciting, varied and accessible. However, with the rapid mobile phone but can also include posting this type of
take-up of information and communication technology (ICT) material online. While sharing suggestive images or text
such as internet and mobile phones, bullying, harassment messages may seem like innocent flirting or be considered
and discrimination are increasingly occurring in the digital funny for young people, sexting can have serious social
world. For the victim, this can mean the behaviour continues and legal consequences.
beyond the school walls through text messages, internet • Social networking sites offer people new and varied
chat lines and social networking. ways to communicate via the internet, whether through
their computer or mobile phone. These sites allow people
This risk includes online grooming which can be perpetrated
to easily and simply create their own online page or profile
via all forms of digital technologies with the intention of
and to construct and display an online network of contacts,
gaining a child or young person’s trust before engaging in
often called ‘friends’. These friends may be offline actual
sexual abuse. Just like grooming in the non-digital world,
friends or acquaintances, or people they know or have
it can be particularly difficult to detect, particularly for
‘met’ only online and with whom they have no other link.
children and young people.
Definitions adapted from Office of the Children’s eSafety Commissioner
Children and young people require a range of strategies to and Cyber-Safety: Keeping Children Safe in a Connected World
remain safe in the online world by recognising how to safely Guideline (DECD 2009, p.20).
use the internet, mobile phones and other ICT equipment/
devices. They also need to understand that their activity If you suspect that an e-crime has occurred, use the
in a digital environment leaves traces, known as digital procedures outlined in Making our sites safer: Guidelines
footprints. These traces can be analysed by a network for site leaders (DECD, 2013).
manager or the police and can affect their digital reputation.
The KS:CPC includes strategies to increase children and Resources

young people’s awareness of the potential risks posed by
the digital world and teaches them cyber safety and how General
to become responsible digital citizens, particularly in Focus Australian Federal Police 115ThinkUKnow
Area 3: Recognising and reporting abuse and Focus Area Australian Federal Police 116ThinkUKnow: Cyber safety and
4: Protective strategies. security guide
Below are definitions for commonly used terms: Australian Government 117Office of the Children’s eSafety
• Cyberbullying is the use of technology to bully a person Commissioner
or group with the intent or threat to hurt them socially, Australian Government 118Stay Smart Online
psychologically or even physically. Cyberbullying can Bullying No Way! 119Online safety and online bullying
occur in many ways, including:
DECD 120Social media and cyber safety
– abusive texts and emails
DECD (2009) 121Cyber-Safety: Keeping Children Safe in a
– hurtful messages, images or videos
Connected World Guideline
– imitating others online
Lawstuff 122SA law topics
– excluding others online
Legal Services Commission of South Australia 123Youth
– humiliating others online
education resources
– nasty online gossip and chat.
124Virtual Global Taskforce
• E-crime occurs when computers or other ICT equipment/
devices (eg internet, mobile phones) are used to commit
an offence, are targeted in an offence, or act as storage
Cyberbullying
devices in an offence. Australian Federal Police 125ThinkUKnow: Cyberbullying
• Digital citizenship is about confident and positive Behind the News (2009) 126Cyber bullying, ABC
engagement with digital technology. A digital citizen is Behind the News (2012) 127Cyber smart, ABC
a person with the skills and knowledge to effectively use Bullying No Way! 128Online bullying
digital technologies to participate in society, communicate
with others and create and consume digital content. DECD 129Cyberbullying
• Digital reputation is defined by a person’s behaviours Department of Education and Training (Victoria) 107Bully
in the online environment and by the content they post Stoppers

about themselves and others. Tagged photos, blog posts Kids Helpline 130Understanding cyberbullying
and social networking interactions will all shape how Law Society of South Australia 131Out of Bounds App
someone is perceived by others online and offline, both
Office of the Children’s eSafety Commissioner
now and in the future. 132Cyberbullying
• Inappropriate material is material that deals with matters
ReachOut 133Cyberbullying
such as sex, cruelty or violence in a manner that is likely
to be injurious to children and young people or incompatible
with a school or preschool environment.

119
APPENDICES
Digital citizenship/reputation
Australian Federal Police 134ThinkUKnow: Managing your reputation fact sheet
Office of the Children’s eSafety Commissioner 135Digital citizenship
Office of the Children’s eSafety Commissioner 136Digital reputation
E-crime
Australian Federal Police 137ThinkUKnow: Cybercrime factsheet
DECD 138Crime with electronic evidence (e-crime)
DECD (2013) 139Making our sites safer: Guidelines for site leaders, Government of South Australia
Office of the Children’s e-Safety Commissioner 140Offensive or illegal content
Sexting/pornography
Australian Federal Police 141ThinkUKnow: Sexting
Department of Education and Training (Victoria) 142Bully Stoppers: Sexting
Kids Helpline 143Sexting and the Consequences
Office of the Children’s eSafety Commissioner 144Sexting
Office of the Children’s eSafety Commissioner 145Sexting – information for teachers

Reality and Risk Project 146It’s Time We Talked
Social media
Australian Federal Police 147ThinkUKnow: Factsheets – popular apps and websites
Australian Federal Police 148ThinkUKnow: Social media
Australian Federal Police 149ThinkUKnow: Social media and reputation management guide
Australian Government 150Stay Smart Online: Socialising
Department of Education and Training (Victoria) 151Bully Stoppers: Social media
Office of the Children’s e-Safety Commissioner 152Social networking

120
APPENDICES
Appendix 10: Domestic and family violence

Children living in domestic and family violence situations children in their care (156Australian Institute of Criminology,
can experience long-lasting trauma which can impact on 2011). This broad social context of gender inequality
their health, development, wellbeing and every aspect of produces a number of specific gendered drivers of violence
their life (1531800RESPECT). against women with the strongest being:
• Condoning of violence against women.
Children and young people can learn a range of strategies
to protect themselves, to talk to trusted people, and to • Men’s control of decision-making and limits to women’s
understand their role in respectful relationships and independence in public life and relationships.
gender equality. • Rigid gender roles and stereotyped constructions of
masculinity and femininity.
• Disrespect towards women and male peer relations that
Definitions emphasise aggression.
Domestic violence – refers to acts of violence that occur Learn more 157Our Watch: In schools.
in domestic settings between two people who are, or were,
in an intimate relationship eg physical, sexual, emotional/
psychological, social and financial abuse. Teaching strategies through the KS:CPC
Family violence – is a broader term than domestic The issues associated with domestic and family violence are
violence, as it refers to violence between intimate partners presented to children and young people through the context
and between family members eg elder abuse, adolescent of respectful relationships which is at the core of the KS:CPC.
violence against parents, violent or threatening behaviour, Children and young people may face difficult situations where
behaviour that coerces or controls a family member or they experience violence between their parents/carers, siblings
causes that family member to be fearful. and/or extended family members. Topics on domestic and family
violence should not be taught in isolation without children
Emotional/psychological violence – can include a range
and young people developing a range of concepts to further
of controlling behaviours such as control of finances, isolation
their knowledge, skills and understandings. This includes:
from family and friends, continual humiliation, threats against
children or being threatened with injury or death. • understanding their feelings, emotions and warning signs
when in unsafe situations
Gender based violence/violence against women – refers
• developing a network of trusted people
to violence that is specifically directed against a woman as an
expression of power inequalities between women and men. • what healthy/respectful and unhealthy relationships look like
• recognising violence and abuse within family relationships
(154Our Watch: Facts and figures)
• strategies for reporting abuse
• difficulties that can occur as a bystander
Impact of domestic violence on children • protective strategies and problem-solving
When children experience domestic and family violence, it can • support services.
affect their behaviour, development, relationships, emotions,
Children and young people need to understand how their
learning, cognitions and physical health (1531800RESPECT). behaviour can impact on others. Concepts that support
Children will display a range of emotions and reactions to their understanding about respecting others and gender
domestic violence such as self-blame, grief, fear, terror, equality includes:
sadness, shame, anger, etc. They may be aggressive, • identity
disobedient, withdrawn and emotionless with a low self- • understanding the feelings and emotions of others (empathy)
esteem and poor concentration. They can have issues with • understanding the boundaries when touching others
communication skills and learning abilities.
• being a trusted friend to others
Exposure to violence against their mothers or other caregivers • what healthy/respectful and unhealthy relationships look like
causes profound harm to children, with potential impacts • abuse of power, bullying, harassment and discrimination
on attitudes to relationships and violence, as well as • gender-based violence
behavioural, cognitive and emotional functioning, social
• protective strategies and problem-solving
development, and – through a process of ‘negative chain
effects’ – education and later employment prospects • support services.
(154Our Watch: Facts and figures). For more information about what teens and young adults
can do to be respectful and proactive, see 158Our Watch:
Understanding gender-based violence Teens and young adults.
Since the age of 15, one in three Australian women have

experienced physical violence, and one in five women have Resources
experienced sexual violence. The overwhelming majority of Commonwealth of Australia 105Student Wellbeing Hub
acts of domestic violence and sexual assault are perpetrated
159Our Watch
by men against women, and this violence is likely to have
more severe impacts on female than male victims. Both 160The Line
women and men are more likely to experience violence at 161White Ribbon
the hands of men, with around 95% of all victims of violence 1621800RESPECT
in Australia reporting a male perpetrator (155Australian Bureau
42Domestic Violence & Aboriginal Family Violence Gateway
of Statistics, 2013; 154Our Watch: Facts and figures). Of
those women who experience violence, more than half have Services

121
APPENDICES
Appendix 11: Help seeking

Child Abuse Report Line 171QLife
Phone: 131 478 Counselling and referral service for people who are lesbian,
gay, bisexual, trans, and/or intersex (LGBTI).
1621800RESPECT
Phone: 1800 737 732 (24 hours a day, 7 days a week) 172ReachOut
National sexual assault, domestic and family violence Online mental health organisation for young people,
counselling service for people living in Australia. providing practical support to help them get through
everything from everyday issues to tough times.
163Beyondblue
Phone: 1300 22 4636 (24 hours a day, 7 days a week) 173Relationships Australia SA
Provides information on and support for depression, anxiety Phone: 1300 364 277
and related disorders. Country callers: 1800 182 325
Offer a board range of services which are all oriented to
164Child and Youth Health
enabling people to bring about a difference in their lives
Parent Helpline: 1300 364 100 (24 hours a day, 7 days a week) and achieve positive change.
Parenting information and support.
174SHINE SA
Crisis Care Phone: 1300 794 584
Phone: 13 16 11 Sexual health education, clinical services and counselling.
Counselling and practical help for individuals and families in
any type of crisis. Available 4.00 pm to 9.00 am Monday to 175South Australia Police
Friday and 24 hours on Saturday, Sunday and public holidays. Emergency phone: 000
Police assistance phone: 131 444 (for non-urgent
42Domestic Violence & Aboriginal Family Violence police assistance).
Gateway Services
Phone: 1800 800 098 (24 hours a day, 7 days a week) 176Suicide Call Back Service
Counselling for victims of domestic violence and their Phone: 1300 659 467 (24 hours a day, 7 days a week)
concerned friends. Counselling for people who commit Provides free phone, video and online counselling for
domestic violence. anyone affected by suicide.
165Drug and Alcohol Services South Australia 177Yarrow Place Rape and Sexual Assault Service
Phone: 1300 131 340 Phone: 1800 817 421
Counselling, prevention, treatment and education services. After hours: 8226 8787
Inclusive service for anyone who has been sexually
166Headspace
assaulted.
Phone: 1800 650 890
Provides early intervention mental health services to 178Youthbeyondblue
12–25 year olds, along with assistance in promoting young Phone: 1300 224 636 (24 hours a day, 7 days a week)
peoples’ wellbeing in the core areas of mental health, Provides information on and support for depression, anxiety
physical health, work and study support and alcohol and and related disorders and aims to empower young people
other drug services. aged 12–25, their friends and those who care for them to
respond to anxiety and depression.
167Kids Helpline
Phone: 1800 551 800 (24 hours a day, 7 days a week)
Telephone and online counselling service specifically for
young people aged between 5 and 25. The website also
provides useful information about a range of concerns
and topics raised by children, young people and adults.
168Lifeline Australia
Phone: 131 114 (24 hours a day, 7 days a week)

Provides crisis support and suicide prevention services.
169MensLine Australia
Phone: 1300 78 99 78 (24 hours a day, 7 days a week)

MensLine Australia is a national telephone and online
support, information and referral service for men with
family and relationship concerns.
170Metropolitan Youth Health
Provides clinical health services to young people aged
12–25 with a focus on young people under 18 years.

122
APPENDICES
Appendix 12: Parents/carers

Parents/carers are to be kept fully informed about the Cyber safety
teaching of the KS:CPC and given every opportunity to ask
Australian Federal Police 116ThinkUKnow: Cyber safety and
questions. It is recommended that a range of approaches
security guide
be used to increase their understanding of the issues and,
wherever possible, they should be provided with strategies Office of the Children’s eSafety Commissioner 184iParent
to reinforce learning at home. Suggested ways to communicate resources

with parents/carers: Parenting SA (2014) 181Parent easy guide #63: Cyber safety
• Parent/carer letter Raising Children Network 185Internet safety: children and
• Student reports pre-teens
• Newsletter articles Reality and Risk Project 146It’s Time We Talked
• Parent/carer information session.
Sexual health
For examples and templates use the 179KS:CPC Parent/ Department of Health (Western Australia) (2012) 186Talk
carer reporting suite. soon. Talk often: A guide for parents talking to their kids
Schools and preschools are not required to seek permission about sex
from parents/carers for their children to participate in the Parenting SA (2015) 181Parent easy guide #54: Children and
curriculum under the South Australia Education Act 1972, learning about sexuality
but should be kept regularly informed of topics being covered. Parenting SA (2015) 181Parent easy guide #68: Talking sex
Requests from parents/carers to withdraw their children with young people
from the KS:CPC are to be dealt with cautiously. Advice
Parenting SA (2015) 181Parent easy guide #79: Young people
can be sought from the DECD Child Protection Curriculum
who are gay or lesbian
Officer, the DECD Legislation and Legal Services Unit, or
the DECD Parent Complaint Unit. SHINE SA 187Parents & Caregivers
Other resources
Resources Department of Education and Training (Victoria) 188Bully
Stoppers: Parents
Abuse and neglect
Government of South Australia 189Parenting SA
Child Wise 180Wise up to sexual abuse: A guide for parents
Kids Helpline 190Info for parents
and carers
KidsMatter 191Cultural diversity: Suggestions for families
DECD 65KS:CPC Parent/carer brochures
Parenting SA 43Aboriginal Parent Easy Guides
Government of South Australia (2013) 82Protecting children
and young people with disability: A booklet for parents Parenting SA 62Multicultural Parent Easy Guides
and carers Parenting SA 192Videos
Ministerial Advisory Committee: Students with Disabilities 193Raising Children Network: the Australian parenting
(2012) 83A guide to protecting children and young people website
with disability and preventing sexual abuse: For parents Women’s and Children’s Health Network 164Child and
and carers Youth Health
Parenting SA (2015) 181Parent easy guide #62: Child Abuse
Parenting SA (2015) 181Parent easy guide #47: Protecting
children from sexual abuse
Bullying
Bullying No Way! 182Fact sheets for parents and carers
Government of South Australia 183Bullying and harassment
information, advice and helplines
Parenting SA (2015) 181Parent easy guide #29: Bullying

123
APPENDICES
Appendix 13: Problematic sexual behaviour

Problematic sexual behaviour is sexual activity by or between • violating personal space or sexually harassing peers.
children and young people of any age that involves:
For adolescents, problematic sexual behaviours towards
• coercion, bribery, aggression, clandestine behaviour
peers can include:
and/or violence
• non-consensual fondling or touching of peers’ genitals,
• behaviour that is abnormal for age/developmental
capability, compulsive, excessive and/or degrading breasts or bottoms or forcing peers to fondle or touch
them in these areas, including the use of coercion,
• a substantial difference in age or developmental ability trickery or bribery
between participants.
• non-consensual oral sex or forcing peers to perform
(DECD, CESA, AISSA, 2013, p10).
oral sex on them
It includes behaviour that is self-directed as well as behaviour • sending sexually explicit photos of self or others,
that is directed towards others. or sexual threats to peers
• violating personal space or sexually harassing peers
In the document 194Responding to problem sexual behaviour
in children and young people: Guidelines for staff in education • stalking or being excessively persistent after being
and care settings (DECD, CESA, AISSA, 2013), the term ‘problem warned or rejected by peers.
sexual behaviour’ has a particularly broad meaning because
Peer-on-peer sexual abuse often occurs in isolated areas
it is used to refer to behaviour exhibited by very young children
such as the toilets, areas that have heavy foliage or behind
through to behaviour exhibited by adolescents on the brink
buildings. It is important that once it is detected that adults
of adulthood. It refers, therefore, to behaviour that requires
not only report the behaviour, but also support the perpetrator
counselling and monitoring in some circumstances through to
behaviour involving criminal charges and prosecution in others. and the victim. Problematic sexual behaviours are often
learned behaviours and it is important to act quickly to
prevent a cumulative effect. Concerns should be raised
Problematic sexual behaviours about where the child has learnt this behaviour.
between peers
(By Dr Lesley-anne Ey, University of South Australia) Sites managing significant problem
Children’s problematic sexual behaviour towards peers can sexual behaviours
be described as children imposing sexual acts on others of 195Implementing the KS:CPC in a site managing significant
the same or similar age. If there is a substantial age difference,
problem sexual behaviours (DECD) provides additional
then it must be considered as a higher order of sexual abuse.
guidance when planning and implementing the KS:CPC.
Children who instigate sexual acts often try to lure, threaten,
This information includes the following steps:
persuade, trick or bribe other children to engage in sexual
activity and will generally try to conceal the behaviour • develop a whole site plan
from adults. • develop an action plan for potential issues
Sexual behaviours considered problematic differ according
to age, but generally any sexual behaviour involving others • involve agencies and community groups
are considered problematic for pre-adolescent children and • modifying the curriculum
non-consensual or aggressive sexual behaviour is considered • recommendations for implementation
problematic for adolescents.
• closing the session
For pre-adolescent children problematic sexual behaviours • debriefing.
towards peers can include:
• excessive public masturbation Resources
• excessive flashing of genitals, breasts or bottoms
to their peers Brennan H & Graham J (2012) 196Is this normal?
Understanding your child’s sexual behaviour, Family
• having sexual knowledge above what is typically known Planning Queensland
for their age, including demonstrations or re-enactments
of sexual activity or using sexual language and teaching DECD 197Dealing with personal information – school and
or sharing this with their peers governing councils
• having an obsession with sex or an interest in pornography DECD 198Guidance in responding to children and young people
and sharing this with their peers DECD 199Incident and response scenarios – a staff
• trying to touch peers in a sexual way including touching discussion exercise
genitals, bottoms or breasts or inviting peers to touch DECD 200Responding to problem sexual behaviour
them in these areas
DECD, CESA, AISSA (2013) 194Responding to problem
• trying to insert objects into their peers’ genitals, bottoms sexual behaviour in children and young people: Guidelines
or mouths for staff in education and care settings, Government of
• trying to put their genitals in their peers’ mouths or asking South Australia
peers to touch their genitals
DECD, CESA, AISSA (2017) 201Protective practices for staff
• encouraging peers to engage in sexual activity whilst in their interactions with children and young people: Guidelines
they watch for staff working or volunteering in education and care
• simulated or attempted intercourse settings 2017, Government of South Australia
• sending sexually explicit photos of self or others, or sexually Department for Child Protection 202Information sharing
explicit messages to peers guidelines

124
APPENDICES
Appendix 14: Sexual and gender diversity
Same sex attracted, intersex and • ~phobia (as in, homophobia, transphobia and biphobia)
The fear, intolerance, and/or discrimination of people who
gender diverse identify as:
Schools and preschools should provide all children and – same sex attracted (homophobia)
young people with a quality education in a safe, supportive – transgender, gender diverse or gender nonconforming
and inclusive environment, free from discrimination, bullying (transphobia)
and harassment regardless of intersex status, sexual – bisexual (biphobia).
orientation, gender identity or gender expression. Sites
These attitudes can be linked with hostility, verbal and
must address sexual, homophobic, biphobic and
physical abuse, prejudice or discrimination.
transphobic bullying as part of their anti-bullying and
harassment policy, and be inclusive of all diversity. • LGBTIQ
Below are definitions of commonly used terms: An acronym that is used to describe lesbian, gay, bisexual,
transgender, intersex and queer people collectively.
• Same sex attracted
People who experience feelings of sexual and/or
emotional attraction to others of the same sex. This term
Resources
includes people who may or may not identify in ways Australian Human Rights Commission 203Face the facts:
such as lesbian, gay, bisexual, queer, pansexual or Lesbian, Gay, Bisexual, Trans and Intersex People
heterosexual, or who are questioning their sexuality.
Australian Human Rights Commission 204Lesbian, Gay,
• Sexual diversity Bisexual, Trans and Intersex Equality
Refers to a diverse range of different sexualities, identities, DECD 205Addressing homophobia
and romantic or sexual attractions. This term includes DECD (2010) 206Supporting sexual diversity in schools:
those who may identify as same sex attracted, lesbian, A guide, Government of South Australia
gay, bisexual, pansexual or something else. DECD (2011) 207Challenging homophobia in schools:
• Sex A guide for school staff, Government of South Australia
Refers to the biological attributes that define people as DECD (2016) 208Supporting same sex attracted, intersex
either male, female, a combination of female and male, and gender diverse students policy
or neither female nor male. These biological attributes DECD (2016) 209Transgender and intersex children and
include chromosomes, hormones and physical anatomy. young people support procedure
Kids Helpline 210Sexual and gender identity
• Intersex
211Minus18
Intersex is an umbrella term for people born with sex
characteristics that do not fit medical norms for female or Parenting SA (2015) 181Parent easy guide #79: Young
male bodies. Intersex traits – or atypical sex characteristics people who are gay or lesbian
– include a wide range of hormonal, genetic and gonadal 171QLife
differences that may be diagnosed prenatally, at birth, at DECD 212Safe schools anti-bullying initiative
puberty, when trying to conceive, or through random chance.
Women’s and Children’s Health Network: Child and Youth
Being intersex is not about gender identity and most Health 170Metropolitan Youth Health
intersex people identify as women or men. Some intersex
Youthbeyondblue 213LGBTI young people
people do not identify as the sex assigned to them at
birth, and therefore may go through a process of affirming
their true gender identity in a way that is similar to a
transgender person.
• Gender
Generally understood as a social and cultural construction.
A person’s gender identity or gender expression is not
always exclusively male or female and may or may not
correspond to their sex.
• Gender diverse
A broad term that can refer to all forms of gender identity
and gender expression and includes people who may
identify as for example trans, transgender, genderqueer
or gender questioning. It refers to people whose gender
expression or identity differs from the gender identity
generally associated with their sex assigned at birth or
society’s expectations. The person may identify as neither
male nor female, or as both.

125
APPENDICES
Appendix 15: Types of abuse and abuse-related trauma

Child abuse can happen to any child in any family. The abuse Child sexual abuse is often planned and can involve a
may be: process called ‘grooming’. This is behaviour in which a
• physical person deliberately tries to befriend a child or young person,
make an emotional connection, and manipulate them with
• sexual
the purpose of sexually abusing them. This is often a long
• emotional/psychological deliberate process that is hard to detect, as the behaviour
• neglect. can appear in the early stages to be caring and protective.
Grooming can also occur online through digital technologies
Physical abuse is a non-accidental injury or pattern of injuries
with the intention of gaining a child or young person’s trust
to a child caused by a parent, carer or any other person.
before engaging in sexual abuse.
It is commonly characterised by physical injury resulting
from practices such as: Emotional/psychological abuse tends to be a chronic
• hitting, punching, kicking behavioural pattern directed at a child or young person
• burning, biting, pulling out hair whereby their self-esteem and social competence is
undermined or eroded over time. This destroys the
• shaking (particularly young babies)
confidence of the child or young person, resulting in
• administering alcohol or other drugs. emotional deprivation or trauma. Behaviour may include:
It can also include injuries which are caused by excessive • devaluing
discipline, severe beatings or attempted strangulation, • corrupting
as well as female genital mutilation. Injuries may include • ignoring
bruising, lacerations or welts, fractures or dislocation of
• isolating
joints. Hitting a child around the head or neck and/or using
a stick, belt or other object to discipline or punish a child • rejecting or withholding affection
(in a non-trivial way) is a crime. • exposure to domestic and family violence
• intimidation.
Sexual abuse occurs when someone in a position of
power uses their power to involve a child or young person Emotional/psychological abuse may also include discriminating
in sexual activity. Often children or young people are bribed against the child or young person by intimidating, harassing
or threatened physically and psychologically to make them or bullying them because of their sexual or gender identity.
participate in the activity. Behaviour can include: When single issues are present consistently over time, such
• sexual suggestion and suggestive comments as low level care, or when there are multiple issues, such as
• fondling or touching sexual body parts persistent verbal abuse and denigration, and/or exposure to
domestic and family violence, the harm becomes cumulative.
• kissing, touching or holding in a sexual manner
• penetrating the anus or vagina with any object Neglect is characterised by the failure of a parent/carer to
• exhibitionism, flashing, oral sex, mutual masturbation provide for the child or young person’s basic needs for their
or masturbating in front of a child or young person proper growth and development. Behaviour may include:
• making obscene phone calls or remarks • inadequate supervision for long periods of time
• sending obscene mobile text messages or emails • disregard for potential hazards in the home
• using children or young people in the production of • failure to provide adequate nutrition, clothing or personal
pornographic material hygiene
• showing pornographic material • forcing the child or young person to leave home early
• having a child or young person pose or perform in • failure to seek needed or recommended medical and
a sexual manner dental care.
• forcing a child or young person to watch a sexual act This may be a sensitive area for discussion where there are
• child prostitution. children or young people who have experienced hardship,
trauma, abuse or neglect and their basic needs for safety
It should be reinforced that none of this behaviour is OK and wellbeing have not been met. Special sensitivity is also
and it is never the child or young person’s fault. Even if they needed where there are children or young people who have
didn’t say ‘no’, or even participated willingly, engaging in experienced separation from or loss of their main care
sexual activity with a child or young person is a crime. All givers. Strategies for talking about sensitive issues, such
adults have a responsibility to protect children and young as one step removed (NNA 3) and protective interrupting
people and keep them safe from abuse. (NNA 4), are recommended.

126
APPENDICES
Abuse-related trauma Resources

Children and young people who have experienced abuse- Australian Childhood Foundation (2010) 214Making space for
related trauma can become disconnected from their feelings. learning: Trauma informed practice in schools
They may find it difficult to know, name and express what Australian Childhood Foundation (2011) 214Heartfelt: a
may be a limited range of feelings. Feelings may be perceived collection of children’s experiences and stories of abuse,
as a source of threat for traumatised children and young recovery and hope
people and they may respond with hyperarousal (anger or
Australian Childhood Foundation 215Strategies for Managing
anxiety) or hypoarousal (shutting down). It is important to
Abuse Related Trauma (SMART) discussion papers and
be attuned to the emotional states of children and young
online training
people. Support them to feel confident and contain their
feelings: support them to identify, name, understand and Australian Institute of Family Studies (2015) 216What is child
communicate their feelings in a safe environment. abuse and neglect?
Attorney General’s Department (2016) 217My Rights – My
Where children and young people and their parents/carers future, forced marriage
are working with other health professionals and agencies,
it is advisable to communicate with all members of the Better Health Channel 218Grief and trauma
219Blue Knot Foundation
team around the child or young person to ensure relevant
information is shared and support needs are planned for. 220Bravehearts
See DECD 197Dealing with personal information – school
Briggs F & McVeity M (2000) Teaching children to protect
and governing councils for information sharing guidelines.
themselves, Allen & Unwin, St Leonards, New South Wales
Health professionals who are working therapeutically with Briggs F (2012) Child Protection: The essential guide for
children and young people can also offer advice and teachers and professionals whose work involves children,
support for you to better understand children and young JoJo Publishers, Melbourne
people’s responses and helpful ways of managing them. DECD 198Guidance in responding to children and young people
Opportunities to connect with and express feelings through
DECD, CESA, AISSA (2013) 194Responding to problem
drawing, writing, art, drama, etc can be helpful.
sexual behaviour in children and young people: Guidelines
Abused children or young people may communicate their for staff in education and care settings, Government of
feelings and experiences through their drawings. This may South Australia
include sexually explicit pictures with sexual knowledge Department for Child Protection 221Indicators of abuse and
beyond their age. Children and young people may identify neglect
abuse with the following features, for example by:
KidsMatter 222Trauma
• Drawing the abuser:
Lamont, A (2010) 223Effects of child abuse and neglect
– with very large hands or arms for children and adolescents, Australian Institute of Family
– with sharp teeth and enlarged mouths Studies, Australian Government
– with a huge erect penis 224National Association for Prevention of Child Abuse and
– with a sinister grin Neglect
– floating in the air
– as a scary monster, witch, insect or snake.
• Drawing themselves with:
– sad mouth
– tears
– no arms
– no mouth
– faceless
– attached to the ground whilst abuser is floating.
Examples of drawings are depicted in Briggs F (2012) Child

Protection: The essential guide for teachers and other
professional whose work involves children, JoJo Publishing,
Melbourne (pp.227−230).
The paper 198Guidance in responding to children and young

people (DECD) suggests ways to discuss matters of concern
with a child or young person.

127
APPENDICES
Appendix 16: Wellbeing and positive psychology

Wellbeing is a critical part of how children and young people Resources
learn and grow. Research shows that children and young
people’s wellbeing affects their ability to engage with their 225Bounce back! Wellbeing & Resilience Program
education. It is also a lifelong outcome of learning – those Commonwealth of Australia 105Student Wellbeing Hub
that engage more with education are more likely to experience
DECD (2016) 30Wellbeingfor Learning and Life: A framework
greater wellbeing as adults.
for building resilience and wellbeing in children and young
Learning that is intentionally designed to challenge and stretch people, Government of South Australia
students enhances their wellbeing. When students are Department of Health 226Response Ability
supported to see a perception of ‘failure’ as an opportunity 227Growing with Gratitude
to learn they will feel safe to experiment, to question, and
228KidsMatter
to challenge themselves and others in their learning.
229MindMatters
From DECD (2016) 30Wellbeing for Learning and Life: A framework
for building resilience and wellbeing in children and young people, Ministerial Council for Education, Early Childhood
Government of South Australia (p.2). Development and Youth Affairs (MCEECDYA) (2011)
31National Safe Schools Framework, Education Services
The 31National Safe Schools Framework (MCEECDYA, 2011) Australia
describes a safe and supportive school/site where the risk
Raising Children Network 230Resilience: helping your
from all types of harm is minimised, diversity is valued, and
teenager bounce back
all members of the school community feel respected and
included and can be confident that they will receive support ReachOut 231My Wellbeing. My Classroom: Positive
in the face of any threats to their safety or wellbeing. Psychology Resource
ReachOut 232About positive psychology (PERMA)
Professor Martin Seligman describes positive psychology 233The Resilience Doughnut
as the ‘scientific study of the strengths, characteristics and
actions that enable individuals and communities to thrive’.
Wellbeing is one of the central constructs within the field
of positive psychology. The PERMA model represents five
measurable components that can be built to increase
wellbeing:
• Positive emotion
• Engagement
• Relationships
• Meaning
• Accomplishment.
Each element of PERMA is something that people choose

to pursue for its own sake. No one element defines wellbeing,
but each element contributes to the overall experience of
wellbeing. A flourishing person has not just the absence
of misery but also the presence of these five elements
in their life.
From Seligman M (2013) Building the state of wellbeing: A strategy
for South Australia, Department of the Premier and Cabinet,
Adelaide, SA
These elements can be used to underpin the concept of

student wellbeing, providing children and young people with
strategies to improve their wellbeing, and support the KS:CPC.

128
APPENDICES

1 Ages 3–5: Early Years Learning 30 Wellbeing for Learning and Life: A 53 Working toward a culturally reflective
Framework mapping tool | framework for building resilience and and relevant approach with Indigenous
http://tiny.cc/Mapping-EYLF wellbeing in children and young people children in the classroom | http://tiny.
| http://tiny.cc/WellbeingLearningLife cc/CulturalApproachClassroom
2 Reception: Curriculum mapping tool |
http://tiny.cc/Mapping-Reception 31 National Safe Schools Framework | 54 DECD: Aboriginal education programs |
http://tiny.cc/SafeSchoolsFramework http://tiny.cc/DECD-AboriginalEdPrgrms
3 Year 1: Curriculum mapping tool |
http://tiny.cc/Mapping-Year1 32 Nunkuwarrin Yunti of South Australia | 55 DECD: Aboriginal education resources
http://nunku.org.au | http://tiny.cc/DECD-AboriginalEdRsrcs
4 Year 2: Curriculum mapping tool |
http://tiny.cc/Mapping-Year2 33 SA Health Aboriginal Health Services | 56 KidsMatter: Aboriginal and Torres
http://tiny.cc/SAHealth-AboriginalSrvcs Strait Islander resources | http://tiny.
5 Year 3: Curriculum mapping tool | cc/KM-Resources#Aboriginal
http://tiny.cc/Mapping-Year3 34 Australian Curriculum: Intercultural TorresStraitIslander
Understanding |
6 Year 4: Curriculum mapping tool | 57 Respect, Relationships, Reconciliation |
http://tiny.cc/AC-Intercultural
http://tiny.cc/Mapping-Year4 http://rrr.edu.au
35 Australian Curriculum: Aboriginal
7 Year 5: Curriculum mapping tool | 58 SHINE SA: Relationships & Sexual Health
and Torres Strait Islander Histories
http://tiny.cc/Mapping-Year5 Education for Aboriginal Students |
and Cultures | http://tiny.cc/AC-HC
http://tiny.cc/SHINESA-AboriginalRSHEd
8 Year 6: Curriculum mapping tool | #AboriginalTorresStraitIslander
http://tiny.cc/Mapping-Year6 59 SHINE SA: Aboriginal specific resources |
36 KS:CPC Support materials for http://tiny.cc/SHINESA-AboriginalRsrcs
9 Year 7: Curriculum mapping tool | Aboriginal children and young people |
http://tiny.cc/Mapping-Year7 http://tiny.cc/KSCPC-SpptMatA 60 KS:CPC Support materials for
culturally and linguistically diverse
10 Year 8: Curriculum mapping tool | 37 Aboriginal Health Council of South children and young people | http://
http://tiny.cc/Mapping-Year8 Australia | http://ahcsa.org.au tiny.cc/KSCPC-SpptMatC
11 Year 9: Curriculum mapping tool | 38 Australian Indigenous HealthInfoNet | 61 KidsMatter: Cultural diversity and
http://tiny.cc/Mapping-Year9 http://tiny.cc/HealthInfoNet children’s wellbeing |
12 Year 10: Curriculum mapping tool | 39 Strengths of Australian Aboriginal cultural http://tiny.cc/KM-CulturalDiversity
http://tiny.cc/Mapping-Year10 practices in family life and child rearing | 62 Parenting SA: Multicultural Parent Easy
13 Year 11: Curriculum mapping tool | http://tiny.cc/CFCA-AboriginalPractices Guides | http://tiny.cc/MulticulturalPEGs
http://tiny.cc/Mapping-Year11 40 Child protection and Aboriginal and 63 United Nations Convention on the Rights
14 Year 12: Curriculum mapping tool | Torres Strait Islander children | of the Child in multiple languages |
http://tiny.cc/Mapping-Year12 http://tiny.cc/CFCA-CP#AboriginalTo http://tiny.cc/CRC-MultipleLanguages
rresStraitIslander
15 Ages 3–5: Sample planning guide (PDF) | 64 DECD: English as an Additional
http://tiny.cc/SamplePlanAges3-5PDF 41 DECD: Aboriginal Services | Language or Dialect (EALD) |
http://tiny.cc/DECD-AboriginalServices http://tiny.cc/DECD-EALD
16 Ages 3–5: Sample planning guide (Word)
42 Domestic Violence & Aboriginal Family 65 DECD: KS:CPC Parent information |
| http://tiny.cc/SamplePlanAges3-5Doc
Violence Gateway Services | http://tiny.cc/DECD-KSCPCParentInfo
17 Years R–2: Sample planning guide (PDF) http://tiny.cc/GatewayServices 66 Count me in! A resource to support
| http://tiny.cc/SamplePlanR-2PDF
43 Parenting SA: Aboriginal Parent Easy ESL students with refugee experience in
18 Years R–2: Sample planning guide (Word) Guides | http://tiny.cc/AboriginalPEGs schools | http://tiny.cc/CountMeIn
| http://tiny.cc/SamplePlanR-2Doc 67 Working with ESL new arrivals: Creating
44 Secretariat of National Aboriginal and
19 Years 3–5: Sample planning guide (PDF) Islander Child Care: Tools and resources positive classroom environments – A
| http://tiny.cc/SamplePlan3-5PDF | http://tiny.cc/SNAICC-Resources resource for school leaders and teachers
| http://tiny.cc/ESLNewArrivals
20 Years 3–5: Sample planning guide (Word) 45 Our best investment: A state plan to
| http://tiny.cc/SamplePlan3-5Doc protect and advance the interests of 68 KidsMatter: Cultural diversity: Suggestions
children | http://tiny.cc/OurBest for schools and early childhood services
21 Years 6–9: Sample planning guide (PDF) | http://tiny.cc/KM-CulturalDiversitySchl
| http://tiny.cc/SamplePlan6-9PDF Investment
69 Statewide Culturally and Linguistically
22 Years 6–9: Sample planning guide (Word) 46 United Nations Declaration on the
Diverse Domestic Violence Service |
| http://tiny.cc/SamplePlan6-9Doc Rights of Indigenous Peoples: for
http://tiny.cc/StatewideCALD-DVS
indigenous adolescents |
23 Years 10–12: Sample planning guide (PDF) http://tiny.cc/UN-IndigenousRights 70 Survivors of Torture and Trauma
| http://tiny.cc/SamplePlan10-12PDF Assistance and Rehabilitation Service |
47 The Line: Indigenous | http://www.sttars.org.au
24 Years 10–12: Sample planning http://tiny.cc/TheLine-Indigenous
guide (Word) | 71 Child and Youth Health:
http://tiny.cc/SamplePlan10-12Doc 48 Racism. It stops with me. | http://tiny. Multicultural health links |
cc/RacismItStopsWithMe http://tiny.cc/CYH-MulticulturalLinks
25 KS:CPC Whole site implementation
guide | http://tiny.cc/KSCPC- 49 Racism No Way! | 72 ‘Prevalence and risk of violence
ImplementationGuide http://racismnoway.com.au against adults with disabilities: a
50 Bullying No Way! | systematic review and meta-analysis
26 Appendix 2: Sample planning guides |
https://bullyingnoway.gov.au of observational studies’ | http://tiny.
http://tiny.cc/KSCPC-App02
cc/WHO-ViolenceDisabilities
27 KS:CPC Site Implementation Rubric | 51 Office of the Children’s eSafety
Commissioner: Be Deadly Online | 73 Australian Human Rights Commission:
http://tiny.cc/KSCPC-SIRubric About children’s rights |
http://tiny.cc/eSafe-BeDeadly
28 TfEL Domain: 1 Leadership overview | http://tiny.cc/AHRC-ChildrensRights
http://tiny.cc/TfELDomain1-Leadership 52 B2M – Strong Choices |
74 Australian Human Rights Commission:
http://tiny.cc/B2M-CyberSafety
29 TfEL Domain 1: Learning for effective United Nations Convention on the
teaching | http://tiny.cc/TfELDomain1 Rights of Persons with Disabilities |
-Learning http://tiny.cc/AHRC-RightsDisability

129
APPENDICES
75 KS:CPC Support materials for children 98 SHINE SA: Disability & Sexuality | 124 Virtual Global Taskforce |
and young people with disability and http://tiny.cc/SHINESA-Disability http://virtualglobaltaskforce.com
additional needs | 125 ThinkUKnow: Cyberbullying | http://
99 Child and Youth Health: Disabilities |
http://tiny.cc/KSCPC-SpptMatD tiny.cc/ThnkUKnw-Cyberbullying
http://tiny.cc/CYH-Disabilities
76 Disability Discrimination Act 1992 | 126 Behind the News: Cyber Bullying |
100 Children’s Protection Act 1993 |
http://tiny.cc/DD-Act-1992 http://tiny.cc/BTN-CyberBullying
http://tiny.cc/CP-Act-1993
77 Better Health Channel: Intellectual 127 Behind the News: Cyber Smart |
101 DECD: Child protection in schools,
disability and sexuality | http://tiny.cc/BTN-CyberSmart
early childhood education and care
http://tiny.cc/BHC-IntDisabilitySxlty
services policy |
128 Bullying No Way! Online bullying |
78 Better Health Channel: Physical disability http://tiny.cc/DECD-CPPolicy
http://tiny.cc/BNW-OnlineBullying
and sexuality | http://tiny.cc/BHC-
102 National Plan to Reduce Violence Against
PhysDisabilitySxlty 129 DECD: Cyberbullying |
Women and their Children 2010–2022
http://tiny.cc/DECD-Cyberbullying
79 Asperger’s and Bullying: An Inclusive | http://tiny.cc/TheNationalPlan
Educational Approach | 130 Kids Helpline: Understanding
http://tiny.cc/AspergersBullying cyberbullying | http://tiny.cc/KHL-
Human rights education and training |
TeensCyberbullying
80 DECD: Disability Standards for http://tiny.cc/AHRC-EducationTraining
Education and related legislation | 131 Law Society of SA: Out of Bounds
104 Child and Adolescent Psychological
http://tiny.cc/DECD-DisabilityStandards App | http://tiny.cc/OutOfBoundsApp
and Educational Resources |
81 DECD: Children and students http://caper.com.au 132 Office of the Children’s eSafety
with disability policy | Commissioner: Cyberbullying |
105 Student Wellbeing Hub |
http://tiny.cc/DECD-DisabilityPolicy http://tiny.cc/eSafe-Cyberbullying
https://studentwellbeinghub.edu.au
82 Protecting children and young people with 133 ReachOut: Cyberbullying | http://tiny.
106 DECD: Bullying |
disability: A booklet for parents and carers cc/ReachOut-Cyberbullying
http://tiny.cc/DECD-Bullying
| http://tiny.cc/ChildDisabilityBooklet 134 ThinkUKnow: Managing your reputation
107 Bully Stoppers | http://tiny.cc/
83 A guide to protecting children and young fact sheet | http://tiny.cc/ThnkUKnw-
BullyStoppers
people with disability and preventing ManagingRepFS
sexual abuse: For parents and carers | 108 Ken Rigby | http://kenrigby.net
135 Office of the Children’s eSafety
http://tiny.cc/ChildDisabilityGuide 109 KidsMatter: Bullying | Commissioner: Digital citizenship |
84 Office of the Children’s eSafety http://tiny.cc/KM-Bullying http://tiny.cc/eSafe-DigitalCitizenship
Commissioner: Cybersmart Access | 110 Lawstuff: Bullying | 136 Office of the Children’s eSafety
http://tiny.cc/eSafe-CybersmartAccess http://tiny.cc/Lawstuff-Bullying Commissioner: Digital reputation |
85 Raising Children Network: Children with http://tiny.cc/eSafe-DigitalReputation
111 Legal Services Commission of
disability | http://tiny.cc/RCN- South Australia: Young people 137 ThinkUKnow: Cybercrime factsheet |
ChildrenDisability and discrimination | http://tiny.cc/ThnkUKnw-CybercrimeFS
86 Disability and Trauma in the classroom http://tiny.cc/LSCSA-Discrimination
138 DECD: Crime with electronic evidence
setting | http://tiny.cc/Disability 112 Legal Services Commission of South (e-crime) | http://tiny.cc/DECD-eCrime
TraumaClassroom Australia: Young people and school
139 Making our sites safer: Guidelines
87 Australian Curriculum: Students with bullying | http://tiny.cc/LSCSA-
for site leaders |
disability | http://tiny.cc/AC-Students SchoolBullying
http://tiny.cc/MakingOurSitesSafer
Disability 113 MindMatters: Bullying |
140 Office of the Children’s eSafety
88 DECD: Disability and special needs | http://tiny.cc/MindMattersBullying
Commissioner: Offensive or illegal
http://tiny.cc/DECD-DisabilitySpclNeeds 114 Peer harassment in school: the plight content | http://tiny.cc/eSafe-
89 Special Education Resource Unit (SERU) of the vulnerable and victimized | OffensiveContent
Resource Centre | http://tiny.cc/SERU http://tiny.cc/PeerHarassmentInSchool
141 ThinkUKnow: Sexting |
90 Drug education teacher support package: 115 ThinkUKnow | https://thinkuknow.org.au http://tiny.cc/ThnkUKnw-Sexting
Students with disabilities and learning 116 ThinkUKnow: Cyber safety and security 142 Bully Stoppers: Sexting |
difficulties R–12 | http://tiny.cc/ guide | http://tiny.cc/ThnkUKnw- http://tiny.cc/BullyStoppers-Sexting
DrugEdPackageDisability CyberSafetyGuide
143 Kids Helpline: Sexting and
91 KidsMatter: Disability and children’s 117 Office of the Children’s eSafety the Consequences |
mental health | Commissioner | https://esafety.gov.au http://tiny.cc/KHL-TeensSexting
http://tiny.cc/KM-Disability
118 Stay Smart Online | 144 Office of the Children’s eSafety
92 Novita Children’s Services | http://staysmartonline.gov.au Commissioner: Sexting |
http://novita.org.au http://tiny.cc/eSafe-Sexting
119 Bullying No Way! Online safety
93 SHINE SA: Relationships & Sexual and online bullying | 145 Office of the Children’s eSafety
Health Education for Students with a http://tiny.cc/BNW-OnlineSafety Commissioner: Sexting – information
Disability | http://tiny.cc/SHINESA- for teachers | http://tiny.cc/eSafe-
DisabilityRSHEd 120 DECD: Social media and cyber safety |
SextingInfoTeachers
http://tiny.cc/DECD-SMCyberSafety
94 Anglicare SA: Disability services | 146 It’s Time We Talked |
http://tiny.cc/Anglicare-Disability 121 DECD: Cyber Safety: Keeping Children
http://itstimewetalked.com.au
Safe in a Connected World Guideline |
95 DECD: Children with disability and special http://tiny.cc/DECD-CyberSafety 147 ThinkUKnow: Factsheets – popular
needs | http://tiny.cc/DECD- Guideline apps and websites |
ChildrenDisability http://tiny.cc/ThnkUKnw-Factsheets
122 Lawstuff: SA law topics | http://tiny.
96 DCSI: Disability services | cc/Lawstuff-SALawTopics 148 ThinkUKnow: Social media |
http://tiny.cc/DCSI-DisabilityServices http://tiny.cc/ThnkUKnw-SocialMedia
123 Legal Services Commission of South
97 SA Government Care and support: Australia: Youth education resources | 149 ThinkUKnow: Social media and
Disability | http://tiny.cc/SAGov- http://tiny.cc/LSCSA-Education reputation management guide |
Disability Resources http://tiny.cc/ThnkUKnw-SMRepGuide

130
APPENDICES
150 Stay Smart Online: Socialising | 183 Bullying and harassment information, 206 DECD: Supporting sexual diversity
http://tiny.cc/StaySmartOnline-SM advice and helplines | http://tiny.cc/ in schools: A guide | http://tiny.cc/
151 Bully Stoppers: Social media | http:// SAGov-BullyingHarassment DECD-SpptSexualDiversity
tiny.cc/BullyStoppers-SocialMedia 184 Office of the Children’s eSafety 207 DECD: Challenging homophobia in
152 Office of the Children’s eSafety Commissioner: iParent resources | schools: A guide for school staff |
Commissioner: Social networking | http://tiny.cc/eSafe-iParent http://tiny.cc/DECD-ChlgHomophobia
http://tiny.cc/eSafe-SocialNetworking 185 Raising Children Network: Internet 208 DECD: Supporting same sex attracted,
153 1800RESPECT: How does domestic safety: children and pre-teens | intersex and gender diverse students
and family violence affect children? | http://tiny.cc/RCN-InternetSafety policy | http://tiny.cc/DECD-
http://tiny.cc/1800RESPECT-Children SpptSSAIGDPolicy
186 Talk soon. Talk often: A guide for parents
154 Our Watch: Facts and figures | talking to their kids about sex | 209 DECD: Transgender and intersex
http://tiny.cc/OurWatch-FactsFigures http://tiny.cc/TalkSoonTalkOften children and young people support
procedure | http://tiny.cc/DECD-
155 Australian Bureau of Statistics (2013), 187 SHINE SA: Parents & Caregivers | http://
TransIntersexCYP
Personal Safety, Australia 2012 | tiny.cc/SHINESA-ParentsCaregivers
http://tiny.cc/ABS-PersonalSafety2012 210 Kids Helpline: Sexual and gender identity
188 Bully Stoppers: Parents |
| http://tiny.cc/KHL-TeensIdentity
156 Australian Institute of Criminology http://tiny.cc/BullyStoppers-Parents
(2011) Children’s exposure to 211 Minus18 | https://minus18.org.au
189 Parenting SA | http://parenting.sa.gov.au
domestic violence in Australia | 212 Safe schools anti-bullying initiative |
http://tiny.cc/ChildrensExposureDV 190 Kids Helpline: Info for parents |
http://tiny.cc/DECDSafeSchools
http://tiny.cc/KHL-Parents
157 Our Watch: In schools | 213 Youthbeyondblue: LGBTI young people
http://tiny.cc/OurWatch-Schools 191 KidsMatter: Cultural diversity:
| http://tiny.cc/Youthbeyondblue-LGBTI
Suggestions for families | http://tiny.
158 Our Watch: Teens and young adults |
cc/KM-CulturalDiversityFmly 214 Australian Childhood Foundation
http://tiny.cc/OurWatch-
Resources | http://tiny.cc/ACF-
TeensYoungAdults 192 Parenting SA Videos |
Resources
http://tiny.cc/ParentingSAVideos
159 Our Watch | http://ourwatch.org.au
215 Strategies for Managing Abuse
193 Raising Children Network: the
160 The Line | http://theline.org.au Related Trauma (SMART) discussion
Australian parenting website |
161 White Ribbon Australia | papers and online training |
http://raisingchildren.net.au
http://whiteribbon.org.au http://tiny.cc/ACF-SMART
194 Responding to problem sexual behaviour
162 1800RESPECT | 216 What is child abuse and neglect? | http://
in children and young people: Guidelines
http://1800respect.org.au tiny.cc/CFCA-ChildAbuseNeglect
for staff in education and care settings |
163 Beyondblue | http://beyondblue.org.au http://tiny.cc/RespondingPSBGuidelines 217 My Rights – My future, forced marriage
| http://tiny.cc/MyRightsMyFuture
164 Child and Youth Health | http://cyh. 195 DECD: Implementing the KS:CPC
com.au in a site managing significant problem 218 Better Health Channel: Grief and trauma
sexual behaviours | http://tiny.cc/ | http://tiny.cc/BHC-GriefTrauma
165 Drug and Alcohol Services South DECD-ImplementingPSB
Australia | http://tiny.cc/DASSA 219 Blue Knot Foundation |
196 Is this normal? Understanding your http://blueknot.org.au
166 Headspace | http://headspace.org.au child’s sexual behaviour |
220 Bravehearts | https://bravehearts.org.au
167 Kids Helpline | https://kidshelpline. http://tiny.cc/IsThisNormal
com.au 221 Indicators of abuse and neglect |
197 DECD: Dealing with personal information
http://tiny.cc/DCP-Indicators
168 Lifeline Australia | https://lifeline.org.au – school and governing councils | http://
tiny.cc/DECD-PersonalInformation 222 KidsMatter: Trauma |
169 MensLine Australia |
http://tiny.cc/KM-Trauma
http://mensline.org.au 198 DECD: Guidance in responding to
children and young people | http:// 223 Effects of child abuse and neglect
170 Metropolitan Youth Health | http://tiny.
tiny.cc/DECD-RespondingGuidance for children and adolescents |
cc/MetropolitanYouthHealth
http://tiny.cc/EffectsChildAbuse
171 QLife | https://qlife.org.au 199 DECD: Incident and response scenarios
– a staff discussion exercise | http:// 224 National Association for Prevention
172 ReachOut | http://au.reachout.com tiny.cc/DECD-ResponseScenarios of Child Abuse and Neglect |
173 Relationships Australia SA | http://napcan.org.au
200 DECD: Responding to problem
http://rasa.org.au sexual behaviour | http://tiny.cc/ 225 Bounce back! Wellbeing & Resilience
174 SHINE SA | https://shinesa.org.au DECD-RespondingPSB Program | http://bounceback.com.au
175 South Australia Police | 201 Protective practices for staff in their 226 Response Ability |
https://www.police.sa.gov.au interactions with children and young http://responseability.org
people: Guidelines for staff working 227 Growing with Gratitude |
176 Suicide Call Back Service | or volunteering in education and
https://suicidecallbackservice.org.au http://growingwithgratitude.com.au
care settings 2017 | http://tiny.cc/
177 Yarrow Place Rape and Sexual Assault ProtectivePracticesStaff 228 KidsMatter | http://kidsmatter.edu.au
Service | http://yarrowplace.sa.gov.au 229 MindMatters | http://mindmatters.edu.au
202 Information sharing guidelines |
178 Youthbeyondblue | http://tiny.cc/DCP-SharingGuidelines 230 Raising Children Network: Resilience:
http://youthbeyondblue.com helping your teenager bounce back |
179 KS:CPC Parent/carer reporting suite | Face the facts: Lesbian, Gay, Bisexual, http://tiny.cc/RCN-BounceBack
http://tiny.cc/KSCPC-ParentCarerSuite Trans and Intersex People| 231 ReachOut: My Wellbeing My Classroom
180 Wise up to sexual abuse: A guide http://tiny.cc/AHRC-LGBTI-Facts | http://tiny.cc/ReachOut-MyWellbeing
for parents and carers | 204 Australian Human Rights Commission: 232 ReachOut: About positive psychology
http://tiny.cc/WiseUpGuide Lesbian, Gay, Bisexual, Trans and (PERMA) | http://tiny.cc/ReachOut-
181 Parenting SA: Parent easy guides | Intersex Equality | http://tiny.cc/ PERMA
http://tiny.cc/GeneralPEGs AHRC-LGBTI-Equality
233 The Resilience Doughnut |
182 Bullying No Way! Fact sheets for 205 DECD: Addressing homophobia | http://theresiliencedoughnut.com.au
parents and carers | http://tiny.cc/DECD-
http://tiny.cc/BNW-ParentCarer AddressingHomophobia

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Keeping Safe Curriculum Early Years

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Early Years:

Hon Susan Close MP

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

General introduction Early Years: Years R–2

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Learn more 2Appendix 7: History of the KS:CPC.

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Update – An 4online update is available for staff to refresh their training.

Purpose and nature

• 9South Australian Teaching for Effective Learning (TfEL) Framework

• 10National Safe Schools Framework.

The curriculum’s effectiveness depends on engagement of the whole site and

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Educators’ responsibilities and obligations Reporting child abuse

Physical abuse is a non-accidental injury or pattern of injuries to a child caused

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Emotional/psychological abuse tends to be a chronic

These strategies can help them to protect themselves,

In the document 11Responding to problem sexual behaviour

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Problematic sexual behaviours Bullying, harassment and

Learn more 25Appendix 9: Cyber safety, cyberbullying

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Aboriginal and Torres Strait Islander

Learn more 28Appendix 4: Aboriginal and Torres Strait Islander backgrounds.

Culturally and linguistically diverse

Learn more 30Appendix 5: Culturally and linguistically diverse backgrounds.

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Disability and additional needs Hughes K, Bellis M, Jones L, Wood S,

Learn more 32Appendix 6: Disability and additional needs.

Same sex attracted, intersex and gender diverse

Learn more 33Appendix 14: Sexual and gender diversity.

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Resources and external links

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

The KS:CPC from preschool to Year 12 is divided into 5 separate documents:

Theme 1: We all have the right to be safe

Theme 2: We can help ourselves to be safe by talking

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Warning signs vs early warning Focus Areas

Focus Area 2: Relationships

Focus Area 3: Recognising and reporting abuse

Focus Area 4: Protective strategies

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Summary of topics—Age 3 to Year 12

1 Feelings 1 Feelings 1 Being safe 1 Warning signs 1 Risk-taking and

2 Being safe 2 Being safe 2 Warning signs 2 Risk-taking and

3 Warning signs 3 Warning signs 3 Risk-taking and emergencies 2 Psychological

relationships relationships relationships relationships relationships

2 Touching 2 Recognising 2 Recognising 2 Recognising 2 Recognising

Keeping Safe: Child Protection Curriculum | Early Years: Years R–2

Developmental organisation of concepts

Feelings Feelings Feelings

Adolescents and safety

Anatomical names Anatomical names Anatomical names Anatomical names Privacy

Types of touch Types of touch Types of touch

and neglect Abuse in relationships Grooming

Problem-solving Problem-solving Problem-solving Problem-solving Problem-solving strategies

strategies with strategies with Practising protective strategies Strategies to discuss