Daniel Morcombe Child Safety Curriculum

Prep–Year 2

Lesson: Recognise – Private body parts (4 of 9) Content descriptions

Early Years Curriculum Guidelines Social and personal learning Children sustain relationships by: • acknowledging and negotiating rights, roles and responsibilities in a range of contexts. Children build early understandings about diversity by: • investigating and communicating positively about the social and cultural practices of people in their community. QCAR Health and Physical Education Essential Learnings Ways of working Students are able to: • reflect on and identify how behaviours, skills and actions influence health and wellbeing, movement capacities and personal development. Knowledge and understanding: health Health is multidimensional and influenced by everyday actions and environments. • health behaviours and choices are influenced by personal factors, people and environments. Knowledge and understanding: personal development Personal identity, self-management and relationships develop through interactions in family and social contexts and shape personal development. • establishing and maintaining relationships involves effective communication, being considerate of others and respecting differences.

Lesson objectives

Students will: • identify (or revise) private parts of the body.

Evidence of learning

The student can: • identify the private parts of the body.

Resources

Digital • Cover private body parts (IWB) resource • Naming the private body parts (IWB) resource • Naming the private body parts worksheets (male and female): Students can cut out private body part words and glue onto body.

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Find and prepare • A3 Poster: Recognise, react, report Disclaimer of liability and non-endorsement for third party materials These materials include references (including internet URLs) to related materials owned by third parties as examples only. The content of the related materials is not created, controlled or approved by the State of Queensland and no responsibility is taken for the consequences of viewing or using such content. A reference to related materials does not constitute endorsement, non-endorsement or support by the State of Queensland for the information, products, services or persons associated with the related materials. Learning area specific language (metalanguage)

Private, bottom, penis, vagina, breasts, nipples, mouth, naked, recognise, react, report

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Teaching and learning sequence Opening the lesson

Review Review group guidelines. Review the A3 Poster: Recognise, react, report. Introduction Refer to the A3 Poster: Recognise, react, report and revise ‘recognise’ learnings. Objectives In today’s lesson we will be learning about the private parts of the body. It is important that we know the names of the private parts of the body because in the next lesson we will learn some rules about these body parts that can help to keep us safe.

Body of lesson

Activity: Simon Says

Teaching strategies used

Commence lesson with a game of Simon Says to focus on familiar body parts.

Direct teaching: explicit teaching

Inform students that there are lots of words used to describe different parts of the body. We will use the words that doctors use because if we get hurt or feel unsafe other people can clearly understand the part of the body we are talking about. For example ‘tummy’ or ‘belly’, are words used to describe the stomach, however, a doctor might use the word stomach. Introducing private body parts Introduce students to the term ‘private’. Say: ‘Everyone has private parts of their bodies. We usually say that the private parts of the body are those that are covered by your underwear that could be undies or a singlet (add the word private to ‘word wall’). But not all parts covered by your undies are private (e.g. hip).’ Show the Cover private body parts (IWB) or an enlarged copy of Naming the private body parts worksheets (male and female). Focus questions Which parts of a boy are private? Which parts of a girl are private? Ask volunteer students to select clothing items to cover the parts of the body that are private; If IWB unavailable use blutac to attach a cut out of clothing items. Inform students that in some cultures, other parts of the body are considered private. For example, in some Arabic cultures the hair of women and young girls is covered. In some cultures all of the body needs to be covered except the hands and feet. Refer to the hijab as an example.

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There are also some cultures where being naked, or partly naked is acceptable. Inform students that in some families being naked around other family members is acceptable, yet in other families, being naked around other family members is not acceptable. Each family is different. Activity: Identifying the private parts of the body Display the Naming the private body parts IWB resource (or enlarged hard copy). Say: ‘The names of a boy’s private parts are: bottom, penis and mouth.’ Point to the body part location as you say them. ‘The names of a girl’s private parts are: bottom, vagina, breasts, nipples and mouth. The mouth is a special private part and we will talk about that soon. Sometimes people can feel embarrassed when they use these private body part words. Even adults can feel a bit uncomfortable if they are not used to saying the words. It’s okay if you have had a laugh when I used the words or you felt a bit uncomfortable. Now we are going to say the words together. After you have said the words a couple of times you will see that it’s just another body part and something we don’t have to be embarrassed about.’ Point again to each of the private body parts on the body outline, e.g. penis. Say the word out loud and ask the students to repeat the word as a group. Encourage them to say it loudly to remove the embarrassment. Mouth explanation Point to the mouth. Say: ‘Our mouth is a special private body part because even though everyone can see it all the time it is not a part of the body that we let anyone else touch or put things into. We will talk more about this in the next lesson when we talk about rules with our private body parts.’ When/if a student uses a slang term, remind the class of the word a doctor would use. Where languages other than English (e.g. Aboriginal English or Indonesian) are used within the school, the technical/anatomical terms in these languages can also be used. The school language teacher or community members may be able to provide assistance. Activity: Naming the private body parts Depending on student prior knowledge, choose volunteers to come up to the IWB to select a word label to name the private parts of the male or female bodies. The student says the word as they select it. Alternatively, this activity can be done by the teacher (suggested for Prep and students new to the content). 4 of 5 Daniel Morcombe Child Safety Curriculum P2_L4_PrivateBodyParts

• When/if a student uses a slang term, remind the class of the word a doctor would use. • Where languages other than English (eg. Aboriginal English or Indonesian) are used within the school, the technical/anatomical terms in these languages can also be used. The school language teacher or community members may be able to provide assistance. Focus question Why is it important to use these words? (so that if we need to talk with someone about these parts of the body everybody knows the part of the body we are talking about) Focus questions When do we need to cover up the private parts of our body? (when we are with other people) When don’t we need to cover up the private parts of our body? (when we are alone and washing and dressing) Inform students that it is okay for a woman to show her breasts when she is feeding her baby. Consolidation activities Teaching strategies used Direct teaching: drill and practice

Closing the lesson

Activity: Naming the private body parts worksheet Students label the private parts of the body on the Naming the private body parts worksheet male and female to take home. Young students can copy and glue labels to their sheet. Students can also draw clothes on the body outlines to cover up the private parts of the body before taking home this resource to share with parents. Private parts of the body Today we have learned about the private parts of the body. Encourage students to take their body part word match home (consolidation activity) and discuss the body part names they have learned with parents. Next lesson we will learn more about the rules with our private parts. Remind students that if they are unsafe or feel unsafe, they need to talk with an adult. Adults help to keep us safe.

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