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Cyclone Seroja update

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Year 3 and 4

These resources are designed to challenge students' assumptions and enhance their personal safety and well being as well as their peers, family and communities safety. 


  • Time

    45 - 60 minutes required

  • Curriculum links

    ACPPS035 – Describe and apply strategies that can be found in situations that make them feel uncomfortable or unsafe. 

  • Learning goals

    1. Identify common dangers in areas of play and define strategies to stay safe.
    2. Indicate on a local map the location of safe places and people who can help. Examine protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe.
    3. Practice mapping skills.

  • Resources

    - Action Plan worksheet (PDF)
    - Computer or tablet and internet access, printer

  • Lesson sequence

    PART A
    Discuss with students times they may feel unsafe or be faced with situations that are not safe. For example a stranger approaching them, a fallen powerline, or someone is injured.

    In pairs ask students to brainstorm how they know if a situation is unsafe or safe if it’s safe or unsafe? Discuss as a class.

    Distribute the Action Plan worksheet and ask students to make a list of the dangers in each place and how they deal with those dangers every day. E.g. powerlines along their street mean it isn’t safe to kick football around so they should always kick footballs away from powerlines like at the park.

    Discuss answers as a class and encourage students to write down the strategies their peers come up with.

    PART B
    Either print a map of the school and surrounding area for all students or have students print a map of the area surrounding their home. Ask students to create a legend that identifies safe places to play, no play areas and key community resources they can seek help from.

    Explain that there are community resources they can access to seek help regarding their safety. Have students research local community resources in their area, including finding their local police number.



  • Time

    60 - 90 minutes required

  • Curriculum links

    ACPPS036 – Identify and practise strategies to promote health, safety and wellbeing.
    ACPPS040 – Describe strategies to make the classroom and playground healthy, safe and active spaces

  • Learning goals

    1. Identify ways of behaving that ensure the safety of themselves and others.
    2. Describe ways of staying safe around electricity both indoors and outdoors.

  • Resources

    - Western Power summer storm ready radio advert (audio file)
    - Storm Ready worksheet (PDF)

  • Lesson sequence

    Begin by discussing the word complacent. Have students heard it before? Where have they heard it used? Then use it in a sentence “sometimes I am complacent about my safety”. Ask them to elaborate what you mean.

    Explain that when we talk about being complacent with safety it means we stop being aware of the potential dangers around us. Generate a class definition of complacent. For example, a situation that you feel you don’t need to try harder at.

    We subconsciously stay safe every day by following rules, instructions, warning signs etc.

    Emphasise that it’s important we consciously think about safety as there are a lot of factors outside of our control. Discuss these factors. For example, weather – bad storms bring down powerlines, streetlights might be broken from someone throwing something at it prior to us walking by.

    Play students Western Power’s summer story ready radio advert (AUDIO FILE LINK). Discuss the importance of this ad bringing electrical safety to people’s attention. Ask students what other TV or radio adverts they have heard that remind the community to stay safe.

    Explain that they are now Junior Marketers at Western Power and their task is to design a radio advert to teach children how to stay safe when playing outdoors. Distribute the Storm Ready worksheet and explain the planning and thought process behind radio adverts before they commence.

  • Extension

    In pairs have students work together to record scripts and present them back to the class.