2025 'choose your own adventure' self-reflection
Educator name
Educator Email Address
Are you wanting to reflect on:
The learning intentions of the lesson
Your teaching practice OR
A lesson with an SSP Class
Learning Intentions
Which module am I reflecting on?
Harold's Healthy Day
Super Safe Harold
Harold's Big Feelings
My Body Matters
Harold's Friend Ship
Safety Rules
Ready Steady Go
Growing Good friends
Harold's Online World
The Inside Story
bCyberwise
Friends & Feelings
Take a Breath
Think Twice
Decisions
Relate Respect Connect
HHD
What did I do to help students '
understand
the importance of hygiene such as brushing teeth, washing hands, body and hair and recognising when help is needed?'
What did I do to help students '
d
iscuss
why our body needs food for energy
?'
What did I do to help students '
i
dentify
everyday food and sometimes food
?'
What did I do to help students '
d
iscuss
the importance of trying new foods and beginning to eat a wide range of foods
?'
What did I do to help students '
understand
the i
mportance of active play
'?
What did I do to help students '
understand
h
ow our body feels after physical activity (heart, lungs, mind)?
'
What did I do to help students '
discuss
w
hy rest/sleep is important?
'
What did I do to help students
'identify
Who can help us keep healthy
'?
Were the students beginning to:
Understand why they need to keep their bodies clean
Understand why their bodies need
different types
of food
Understand that being active is fun and good for their bodies
Understand the importance of sleep/rest
Understand that as they get older, they can do more for themselves
Sharing their own life experiences with other children and the educator
Waiting their turn, sharing the resources and time of the educator
Responding to educator’s questions/instructions confidently during the session
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
SSH
What did I do to help students
understand
how to keep safe in a car, around roads, when riding a bike/scooter, out in the sun, around water, around medicines and how to balance screentime?
What did I do to help students
i
dentify
and
practice
strategies that allow them to approach situations safely with confidence and reach out and communicate for comfort and
assistance?
What did I do to help students
i
dentify
and
practice
strategies that allow safe participation in physical play to ensure the safety and wellbeing of themselves and others
What did I do to help students
identify
behaviours and actions that can have consequences for themselves and others
Were the students beginning to:
Identify
trusted adults who they can ask for help
Understand when they need to seek help to stay safe
Understand how to play safely in different situations
Understand there are rules and laws to keep them safe
Sharing their own life experiences with other children and the educator
Waiting their turn, sharing the resources and time of the educator
Responding to educator’s questions/instructions confidently during the session
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
HBF
What did I do to help students '
i
dentify
and
practice
strategies that will
assist
and build friendships'?
What did I do to help students '
u
nderstand
the importance of listening to others point of view'?
What did I do to help students '
i
dentify
and
practice
strategies that will
assist
with conflict resolution'?
What did I do to help students '
i
dentify
and
practice
strategies that will support empathy and respect'?
What did I do to help students '
communicate
needs in a positive manner
'?
What did I do to help students '
identify
and
practice
strategies that will
assist
in asking for and giving help
'?
What did I do to help students '
i
dentify
the important people in their life
'?
What did I do to help students '
r
ecognise
and
identify
emotions that they and others feel – e.g. happy, sad, angry, scared
'?
What did I do to help students '
e
xplore
ways that our emotions and feelings impact on connections and relationships
'?
What did I do to help students '
b
egin to
develop strategies that will
assist
in regulating their emotions
'?
Were the students beginning to:
Recognise and
identify
the emotions people feel
Understand how to build friendships
Understand how to resolve conflict
Understand the need to be kind to others
Understand who can help them with their feelings
Share their own life experiences with other children and the educator
Wait their turn, sharing the resources and time of the educator
Respond to educators’ questions/instructions confidently during the session
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
MBM
What did I do to help students
identify
a range of body parts, internal and external?
Success Criteria:
• I can identify internal body parts: heart, lungs, brain, stomach, intestines. • I can explain the basic functions of these body parts
What did I do to help students
i
dentify
and
describe
what a healthy body needs: food, water, air, physical activity, hygiene, rest and sleep?
Success Criteria:
• I can list a range of ways I keep my body clean and healthy • I can identify foods that contribute to energy and growth • I can recall how my body feels when I am physically active
What did I do to help students
i
dentify
and
practice
behaviours that keep themselves and others healthy.
Success Criteria:
• I can differentiate between foods that are “sometimes” foods or “anytime” foods
Were the students beginning to:
Recognise foods that contribute to health, energy and growth
Explore how being physically active helps a person stay healthy
Identify internal body parts: heart, lungs, stomach and brain
Discuss ways to keep themselves and others healthy and safe
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
HFS
What did I do to help students
understand
the importance of respectful relationships and be able to
recognise
and
describe
behaviours that help build and maintain these relationships.
Success Criteria:
• I can identify actions that show respect and kindness in friendships.
• I can recognize behaviours that are respectful and those that are disrespectful.
• I can list ways we can give and receive consent or permission with friends and classmates.
What did I do to help students
be able to
identify
and
express
different emotions they might experience in various situations, and
recognise
how their bodies respond to these feelings.
Success Criteria:
• I can name different feelings, like happiness, sadness, and anger, and explain situations that might cause these feelings.
• I can identify how my body feels when I am happy, sad, scared, or worried.
• I can use words to describe my feelings in different situations.
What did I do to help students
practice
strategies for managing a range of emotions and will
understand
who they can go to for support when feeling strong emotions.
Success Criteria:
• I can recognize "body clues" that tell me when I am feeling unsafe, worried, or scared.
• I can demonstrate at least three strategies to help me calm down when I am upset or frustrated.
• I can identify at least three trusted people I can go to when I need help managing my emotions.
Were the students beginning to:
Recognise emotions and discuss appropriate ways to respond
Discuss thoughts and feelings about safe and unsafe situations
Identify body clues and early warning signs
Investigate consent- Giving and receiving consent/ permission
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
SR
What did I do to help students
understand
the importance of identifying safe and unsafe situations, both in person and online.
Success Criteria:
• I can name examples of safe and unsafe behaviours and situations, including online.
• I can identify “body clues” that help me know if a situation feels safe or unsafe.
• I know that only trusted adults, like parents or teachers, should give me medicine and where it should be stored safely.
What did I do to help students
learn how to
recognise
and
respond
to the needs of others by showing care and concern.
Success Criteria:
• I can name ways to help a friend who is sad, scared, or unwell.
• I can identify how someone might feel by noticing their body language, facial expressions, and tone of voice.
• I can use kind words and actions to show care for others.
What did I do to help students learn
how to seek
help and
recognise
when they need an adult’s assistance to stay safe.
Success Criteria:
• I can tell the difference between a small problem I can solve and a big problem where I need an adult’s help.
• I know when and how to call emergency services (Triple Zero) if I need help.
• I can name trusted adults, like teachers or lifesavers, who can help keep me safe.
Were the students beginning to:
Recognise actions they can take to stay safe
Explore strategies to deal with an emergency
Identify people who can help them
Discuss safety around medicines
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
RSG
What did I do to help students
understand
the connections between physical and emotional wellbeing and
recognise
how their bodies react in different situations.
Success Criteria:
• I can identify different feelings and emotions, like being nervous, worried, or excited. • I can describe how my body feels when I’m nervous or worried, like having butterflies in my stomach or sweaty hands. • I can explain how physical activity helps me feel happy and positive.
What did I do to help students
understand
that building resilience and trying new things can help them grow and improve their wellbeing.
Success Criteria:
• I can explain what resilience means and why it’s important to try new things, even if they feel difficult at first • I can describe how my skills improve over time with practice and patience. • I can give examples of times I felt proud after overcoming a challenge..
What did I do to help students
explore
and
practice
healthy habits and strategies that support physical and emotional wellbeing.
Success Criteria:
• I can name healthy behaviours, like eating a variety of foods, getting enough sleep, and being physically active. • I can practice using positive self-talk and calming strategies when I feel strong emotions. • I can use The Australian Guide to Healthy Eating to explain why different types of food help keep me healthy.
Were the students beginning to:
Discuss feelings and emotions people experience when in different situations
Differentiate between positive/ negative, helpful/ unhelpful self-talk
Explore how showing resilience and overcoming challenges boosts wellbeing
Identify behaviours that promote health and wellbeing
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
GGF
What did I do to help students
understand
the importance of positive and respectful relationships for their own and others' wellbeing.
Success Criteria:
• I can explain why being kind and respectful helps people feel happy and safe. • I can give examples of the behaviours that promote friendship and respect
What did I do to help students
identify
ways to show care, concern, and respect for others.
Success Criteria:
• I can describe the qualities of a good friend • I can give examples of respectful behaviour, such as kindness, sharing, listening, consent • I can identify the strengths and personal attributes that make us all unique
What did I do to help students
practice
skills to build and maintain respectful friendships.
Success Criteria:
• I can identify how others may be feeling • I can demonstrate actions I can take to care for others
Were the students beginning to:
Identified people who are important to them
Discussed how positive relationships make them feel
Identifies ways we can show respect for others
Recognise ways we can respectfully ask for consent, and/or deny consent
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
HOW
What did I do to help students
identify
ways to keep themselves and others safe online.
Success Criteria
:
• I can compare the difference between public and private information
• I can give examples of ways to stay safe online e.g., adult supervision, using devices in safe places, age-appropriate content, not engaging with people they don’t know
What did I do to help students
explore
the benefits of respectful communication for the wellbeing of themselves and others.
Success Criteria
:
• I can describe the impact respectful communication can have on relationships and wellbeing
• I can discriminate between examples of respectful and disrespectful behaviour
What did I do to help students
recognise
safe and unsafe situations and content online and
know
who to ask for help.
Success Criteria:
• I can recognize "body clues" that tell me when I am feeling unsafe, worried, or scared.
• I can name trusted adults I can go to for help if I feel unsafe online.
Were the students beginning to:
Recognise the importance of being safe and respectful on and offline
Identify technology is used for different purposes and enhances lives
Identify a range of safe and unsafe situations online and trusted adults who can help
Identified ways to keep our personal data private online
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
TIS
What did I do to help students
identify
the function and components of the digestive system and can
explain
the importance of nutrients, vitamins and minerals for the body
Success Criteria:
• I can identify the digestive system
• I can name the components of the digestive system and their functions
• I can identify nutrients in common foods
• I can explain the link between food choices and energy levels
• I can devise a nutritious snack
What did I do to help students
learn
the name, function, and purpose of the respiratory system and can
explain
what happens inside the lungs when a person has asthma
Success Criteria:
• I can name parts of the respiratory system
• I can explain what the respiratory system does.
• I can explain the function of asthma medication
What did I do to help students
identify
and
explain
what happens to blood within the heart
Success Criteria:
• I can identify veins and arteries
• I can explain that blood leaving the heart is full of oxygen
• I can explain how physical activity impacts health
What did I do to help students
identify
and
explain
the function of the kidneys and bladder (not compulsory)
Success Criteria:
• I can explain the function of the kidneys (not compulsory)
Were the students beginning to:
Identified that physical health and well-being are interrelated
Discussed the function and components of body systems
Identified the factors that influence the function of the body systems such as nutrition, exercise and medical drugs
Discussed the impact food choices have on health and energy levels
Discussed how culture and community influence our food choices
Identified and practices strategies to promote healthy eating and exercise
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
bCyber
What did I do to help students
understand
the positives and negatives of being online
Success Criteria:
• I can contribute to a discussion about the positives and negatives of being online
What did I do to help students
understand
how body clues can help manage safety
Success Criteria:
• I can identify at least 3 ways to be safer online
• I can state 3 body clues that tell me about an unsafe situation
• I can explain how big feelings make my body react
What did I do to help students
understand
that children have the right to be safe
Success Criteria:
• I can identify a network of people to go to for help
What did I do to help students
be able to
react to an unsafe or disrespectful contact online
Success Criteria:
• I can explain the recognise, react, report strategy
Were the students beginning to:
Described the characteristics of positive relationships and respectful behaviours
Described the positives and negatives of being online
Discussed body clues to identify unsafe or disrespectful situations
Explored techniques to respond to unsafe situations: RRR
Identified their rights and responsibilities online
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
F&F
What did I do to help students
understand
the link between personal identity and wellbeing
Success Criteria:
• I can identify the factors and personal strengths that make me unique
What did I do to help students
understand
what makes friendships respectful and positive
Success Criteria:
• I can give examples of how to recognise how other people maybe
feeling
• I can give an example of a situation where consent should be sought
What did I do to help students
practice
strategies to manage feelings and emotional responses
Success Criteria:
• I can give examples of how to regulate and self-manage emotions
What did I do to help students
understand
that we cannot make responsible decisions when we are upset or emotional
Success Criteria:
• I can identify the element of assertive communication
What did I do to help students
investigate
common communication styles and
how
they impact conflict resolution
Success Criteria:
• I can describe the skills needed to successfully resolve conflict
Were the students beginning to:
Identified that social and emotional wellbeing impacts themselves and their relationships with others
Explored strategies to recognise regulate and self-manage emotions and behaviours
Discussed the importance of diversity, respect, consent and empathy
Discussed how feelings, values and thoughts influence decision making
Discussed strategies to recognise, regulate and self-manage emotions and behaviours
Discussed assertive communication skills that establish, manage and strengthen relationships
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
TAB
What did I do to help students
develop,
recognise
and
apply
critical thinking skills when making responsible decisions about smoking and vaping, so that they learn how to keep themselves and others safe?
Success Criteria:
• We will know we have been successful when we can apply these critical thinking skills to make decisions
What did I do to help students
analyse
historical connections between e-cigarettes/vaping and smoking so they can
recognise
nicotine as an addictive substance that can harm the health and well-being of young people?
Success Criteria:
• We will know we have been successful when we can identify the social influences that lead individuals to vape or choose not to vape
What did I do to help students
learn
to locate
and
evaluate
information concerning smoking and vaping from a range of trusted sources, so they can
differentiate
between myths and facts, in order to make informed decisions?
Success Criteria:
• We will know we have been successful when we can apply this information confidently when confronted with challenging situations related to smoking and vaping
Were the students beginning to:
Identified nicotine as a drug and its effect on the body
Identified that vapes and cigarettes contain many chemicals
Discussed the physical, social and environmental impact of vapes, cigarettes and nicotine
Discussed the emergence of vaping and the history of smoking
Discussed strategies to address pressure to smoke or vape
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
TT
What did I do to help students
recognise
that people are responsible for the decisions they make in relation to alcohol and the effect it has on others?
What did I do to help students
Identify
that alcohol is a legal drug which can affect all body systems resulting in short- and long-term consequences?
What did I do to help students
identify
the harmful effects that drinking can have on the community?
What did I do to help students
identify
people, services and products that advise, educate, and inform people of the effects of alcohol.?
What did I do to help students
i
dentify
the laws governing the advertising, sale and use of alcohol related products.?
What did I do to help students
i
dentify
and
demonstrate
strategies to reduce alcohol related harm.?
Were the students beginning to:
Identify alcohol as being a legal drug
Discuss the effects alcohol has on the body.
Explore the harmful effects that drinking alcohol can have on the community.
Identify the laws governing the advertising, sales and use of alcohol.
Identify standard drinks and high risk use of alcohol.
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
Dec
What did I do to help students
reflect
on the impact of a variety of decisions on health and wellbeing
Success Criteria:
• I can talk about how past and future decisions can impact a person’s health and safety
• I can explain the impact of my decisions on a person and others
What did I do to help students
explore
and
analyse
a range of influences that can impact people’s decision making
Success Criteria:
• I can identify at least 4 things that might influence a person’s decision
What did I do to help students
understand
that the use of legal and illegal drugs can cause a number of physical, social, financial and legal consequences
Success Criteria:
• I can give reasons for making safe and healthy choices about alcohol and other drugs, including physical, social, financial and legal impacts
What did I do to help students
explore
a range of measures in Australian society to minimise drug related harm
Success Criteria:
• I can identify people, places or services that can provide information, help and support
• I can categorise drugs as medical/non-medical, stimulant/depressant and illegal/lega
l
What did I do to help students
identify
and
demonstrate
strategies to deal with unsafe situations or social dilemmas
Success Criteria:
I can identify at least 3 strategies to deal with unsafe situations or social dilemmas
Were the students beginning to:
Explore the short/long term effect of drug use.
Identify the risk of drug use.
Recognise that drugs can be classified, e.g., stimulants, legal status.
Discuss ways friends can influence decisions
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
RRC
What did I do to help students
understand
that everyone goes through change and
how
this can impact how we interact with others
Success Criteria:
• I can identify at least 3 ways people experience change
• I can discuss why changes can have an impact on how we connect with others
What did I do to help students
understand
what makes a relationship healthy, safe and respectful
Success Criteria:
• I can identify respectful and disrespectful actions
• I can describe the benefits of healthy and safe relationships for my wellbeing and the wellbeing of others
What did I do to help students
understand
the way my body can give me clues about unsafe situations
Success Criteria:
• I can identify body clues that tell me if I am unsafe/feeling unsafe
What did I do to help students
know
what consent is and
how
to recognise, react, report if faced with unsafe, coercive or predatory behaviour
Success Criteria:
• I can explain and give examples of consent
• I can give examples of how to recognise, react, report to keep safe
Were the students beginning to:
Recognise the importance of respectful relationships
Explore the characteristics of respectful relationship
Identify how to RRR unwanted contact/predatory behaviour
Explore strategies to respond to disrespectful situations
Identify the positive and negative use of online communication.
What will I do differently next time to help students achieve the learning intentions of this module?
What support (if any) do I need to ensure students meet the learning intentions of this module?
Your Teaching Practice
What module did I teach?
Harold's Healthy Day
Super Safe Harold
Harold's Big Feelings
My Body Matters
Harold's Friend ship
Safety Rules
Ready Steady Go
Growing Good Friends
HOW
The Inside Story
bCyberwise
Friends & Feelings
Take a Breath
Think Twice
Decisions
Relate Respect Connect
What worked well in this lesson? How do I know?
EARLY LEARNING MODULE ONLY. The students were:
Sharing their own life experiences with the children and educator
Waiting their turn, sharing the resources and time of the educator
Responding to educator’ questions/instructions confidently during the session
PRIMARY MODULE ONLY. The students were:
Engaged in collaborative learning
Cooperatively solving problems
Exploring concepts through questions
Participating in activities that supported and challenged understanding
Explaining problems or solutions to peers
What would I do differently if I re-taught this class? Why
did things happen the way they did?
What will help me to increase student learning and engagement when delivering this module?
Teaching an SSP Class
What module(s) did I teach?
Harold's Healthy Day
Super Safe Harold
Harold's Big Feelings
My Body Matters
Harold's Friend ship
Safety Rules
Ready Steady Go
Growing Good Friends
HOW
The Inside Story
bCyberwise
Friends & Feelings
Take a Breath
Think Twice
Decisions
Relate Respect Connect
What was the learning intention or area of focus for this class?
Were the students successful in meeting the learning intention(s). How could I tell?
What worked well in this lesson? How do I know? (Consider how the students in this class might learn best and how that impacted your teaching)
EARLY LEARNING MODULE ONLY. Students were given the opportunity to:
Sharing their own life experiences with the children and educator
Waiting their turn, sharing the resources and time of the educator
Responding to educator’ questions/instructions confidently during the session
PRIMARY MODULE ONLY. Students were given the opportunity to:
Engage in collaborative learning
Cooperatively solve problems
Explore concepts through questions
Participate in activities that supported and challenged understanding
Explain problems or solutions to peers
What would I do differently if I re-taught this class? Why did things happen the way they did?
What will support me to increase student learning and engagement when delivering modules to students with specific needs?
Contact Information