Child Protection
Year B Term 1
General Capabilities
Difference and Diversity
Types of Text
Imaginative
Persuasive
Comprehension strategies
Make Connections
Key words and Phrases
Synthesising
Skills
Communicating
Interacting
Early Stage 1
Identifying safe
and unsafe
situations
Can students:


recognise safe and unsafe
situations?
discuss how their bodies
might feel in unsafe
situations?
Stage 1
Can students:
Stage 2
Can students:
compare the characteristics of
situations where children feel
safe and unsafe?

• recognise that they may
experience warning signals in
situations where they are safe?

• identify actions they can take
when feeling unsafe?


recognise situations and
behaviours which may
promote or threaten
safety?
identify situations where
harm is accidental?
identify safe behaviours,
safety devices and
protective equipment for
relevant situations?
discuss or identify safe
Stage 3
Can students:
Can students:
• discuss some factors which may
promote or threaten safety?
• recognise familiar situations
which have the potential to cause
harm?
• describe some indicators of risk
and unsafe risks?
Physical abuse
Can students:


describe different ways that
people touch each other?
identify ways of touching
where they experience YES
and NO feelings?
Can students:
• recognise some factors that
contribute to a touch being OK
or not OK?
Can students:

• categorise a situation of touch
by exploring these factors?

Sexual abuse
Can students:



talk about or indicate
situations that make them
feel good (YES feelings)?
talk about or indicate
situations that make them
feel uncomfortable (NO
feelings)?
identify some feelings
Can students:
• identify a range of feelings
and words used to describe
them?
Can students:


• recognise that different
people have different feelings
or responses to different
• identify behaviours that
intentionally cause
physical harm or injury?
recognise how their
bodies react and how
they might feel in safe
and unsafe situations?
compare ways of
touching that cause
accidental harm and
those that cause
intentional harm?

use a range of words
(or Compics) to
describe feelings?
describe how they and
others might respond
to specific feelings?
recognise that feelings
may change or be
Can students:



• identify injuries or actions
that constitute physical
abuse of children?
differentiate between
situations which are sexual
abuse and those which are
not sexual abuse?
give some reasons why the
physical or sexual abuse of
children is not their fault?
experienced in particular
situations?
situations?
mixed when in safe
and unsafe situations?
• identify particular situations
in which they felt comfortable
and uncomfortable?
Emotional
abuse and
neglect
Can students:


Effects of
abuse


describe or depict things
others may do that place
them at risk?
describe some
consequences for
children of harmful and
abusive behaviours?
discuss some needs
of children which
adult carers have a
responsibility to
meet?
identify situations
which can cause
harm to a child’s
feelings and
thinking?
Can students:



discuss how abuse can
affect self-concept
negatively?
discuss why it might be
difficult to talk about
abuse?
give positive feedback to
others?
Indicators of
risk

Can students:
• identify some warning
signs and external signals
which indicate that a child’s
safety might be at risk?