Curriculum · Years 3–4 and Years 5–6
Six original modules in two differentiated pathways. Each lesson includes modelling, guided choices and feedback, optional rehearsal, independent transfer, reflection, a rubric and printable resources.
Try the interactive sampleNotice feelings, possible body signals and triggers.
Pause, consider perspectives and predict consequences.
Choose respectful communication or a protective action.
Practise words and actions with flexible participation.
Explain the choice and identify an improvement.
Apply and explain the skill in a new situation.
Module 1 · 35 minutes
Notice possible feelings, body clues and triggers without guessing what someone must feel.
Scenario: In a fictional playground game, a student waits for a turn. The round ends before their turn arrives. They notice warm cheeks and tight hands.
Preview lesson and resourcesModule 2 · 35 minutes
Practise a safe pause strategy before responding to a setback.
Scenario: A fictional student loses a board game and wants to knock the pieces away. Their stomach feels jumpy.
Preview lesson and resourcesModule 3 · 40 minutes
Make an inclusive invitation and listen respectfully to a different preference.
Scenario: In a fictional playground game, a new player watches from the side. A student says everyone must play in the same way.
Preview lesson and resourcesModule 4 · 40 minutes
Use respectful disagreement words and offer a practical repair.
Scenario: Two fictional students want the same coloured pencil. One snatches it, and the other’s page tears.
Preview lesson and resourcesModule 5 · 40 minutes
Practise asking and respecting permission before sharing, and choose a safe bystander response.
Scenario: In a fictional gaming chat, a player wants to share another player’s drawing. Someone adds a hurtful comment and asks others to pass it on.
Preview lesson and resourcesModule 6 · 40 minutes
Rehearse a protective action and a clear request to a trusted adult online and offline.
Scenario: A fictional student is repeatedly blocked from leaving a playground corner. Later, in a game chat, a player asks them to keep a worrying message secret.
Preview lesson and resourcesUse the response mode that works for the learner. “Not observed” is not a low rating. Completion is recorded separately; this rubric does not assess personality, compliance or mental health.
| Skill | Requires modelling | Demonstrates with support | Demonstrates independently | Applies and explains in a new context |
|---|---|---|---|---|
| Identify a trigger | Recognises a trigger after the teacher names it. | Identifies the event with a prompt or picture. | Identifies the event without prompting. | Identifies and explains a trigger in a different scenario. |
| Demonstrate a regulation strategy | Observes a modelled safe strategy. | Uses a strategy with prompts or co-regulation. | Selects and demonstrates a safe strategy. | Adapts a strategy and explains why it fits a new context. |
| Consider another perspective | Observes a model of another perspective. | Suggests a possible perspective with a prompt. | Considers another perspective without assuming feelings. | Explains how different perspectives affect a new response. |
| Rehearse respectful communication | Observes teacher-modelled words or actions. | Rehearses words, writing or visuals with support. | Rehearses respectful communication independently. | Adapts communication and explains its likely impact. |
| Identify appropriate help | Observes an adult help request. | Names suitable help with a prompt. | Names appropriate help and rehearses a request. | Explains when and how to seek help again in a new context. |
These lesson-level alignments are WordGuard’s teaching interpretation, not government endorsement or complete coverage. Maintainer amendments carry their own review status; unreviewed amendments are not verified alignments.
Release descriptions checked against the official QCAA publication of Australian Curriculum v9.0 on 7 October 2026. Edition: 2022 Prep–Year 6 sequence. Both bands are compared with that publication; check ACARA for subsequent updates.
Official QCAA sequence (PDF)explain how and why emotional responses can vary and practise strategies to manage their emotions
Activity: Recognise possible feelings; compare and practise a pause strategy; explain a different perspective.
Evidence: Trigger explanation, demonstrated strategy and analysis in Reflect and Transfer.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
apply strategies to manage emotions and analyse how emotional responses influence interactions
Activity: Recognise possible feelings; compare and practise a pause strategy; explain a different perspective.
Evidence: Trigger explanation, demonstrated strategy and analysis in Reflect and Transfer.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
explain how and why emotional responses can vary and practise strategies to manage their emotions
Activity: Recognise possible feelings; compare and practise a pause strategy; explain a different perspective.
Evidence: Trigger explanation, demonstrated strategy and analysis in Reflect and Transfer.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
apply strategies to manage emotions and analyse how emotional responses influence interactions
Activity: Recognise possible feelings; compare and practise a pause strategy; explain a different perspective.
Evidence: Trigger explanation, demonstrated strategy and analysis in Reflect and Transfer.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
select, use and refine personal and social skills to establish, manage and strengthen relationships
Activity: Model and rehearse an inclusive invitation or practical relationship repair, then refine it.
Evidence: Respectful communication rehearsal and explanation of another perspective in Transfer.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
describe and demonstrate how respect and empathy can be expressed to positively influence relationships
Activity: Model and rehearse an inclusive invitation or practical relationship repair, then refine it.
Evidence: Respectful communication rehearsal and explanation of another perspective in Transfer.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
select, use and refine personal and social skills to establish, manage and strengthen relationships
Activity: Model and rehearse an inclusive invitation or practical relationship repair, then refine it.
Evidence: Respectful communication rehearsal and explanation of another perspective in Transfer.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
describe and demonstrate how respect and empathy can be expressed to positively influence relationships
Activity: Model and rehearse an inclusive invitation or practical relationship repair, then refine it.
Evidence: Respectful communication rehearsal and explanation of another perspective in Transfer.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
rehearse and refine strategies for seeking, giving and denying permission respectfully and describe situations when permission is required
Activity: Online choices lesson: seek, give or deny permission/consent before sharing; respect refusal and a changed answer.
Evidence: Rehearsed sharing request and refusal, plus explanation of when permission or consent is required.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
describe and apply protective behaviours and help-seeking strategies in a range of online and offline situations
Activity: Compare protective actions online and offline, rehearse an adult help request and follow up if help is unavailable.
Evidence: Protective action, appropriate help source and explanation of a new-context response.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
describe strategies for seeking, giving or denying consent and rehearse how to communicate their intentions effectively and respectfully
Activity: Online choices lesson: seek, give or deny permission/consent before sharing; respect refusal and a changed answer.
Evidence: Rehearsed sharing request and refusal, plus explanation of when permission or consent is required.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations
Activity: Compare protective actions online and offline, rehearse an adult help request and follow up if help is unavailable.
Evidence: Protective action, appropriate help source and explanation of a new-context response.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
describe and apply protective behaviours and help-seeking strategies in a range of online and offline situations
Activity: Compare protective actions online and offline, rehearse an adult help request and follow up if help is unavailable.
Evidence: Protective action, appropriate help source and explanation of a new-context response.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations
Activity: Compare protective actions online and offline, rehearse an adult help request and follow up if help is unavailable.
Evidence: Protective action, appropriate help source and explanation of a new-context response.
Version: Australian Curriculum v9.0; QCAA sequence (2022)
Checked: 2026-10-07
Status: Source-checked release mapping
Curriculum descriptions © ACARA 2010–present; source © State of Queensland (QCAA) 2022, CC BY 4.0. Lessons and mapping interpretations are original WordGuard content.
Release source checked 7 October 2026: SCSA HPE mandated scope and sequence for implementation in 2025, 2024/74286[v2]. The current syllabus browser was consulted but its dynamic descriptions were unavailable. Verified to the linked publication, not certified as exhaustive 2026 coverage.
Official SCSA scope and sequence (PDF)Protective behaviours and communication skills to respond to unsafe situations
Activity: Compare not forwarding a hurtful comment with seeking adult support; rehearse a help request.
Evidence: A protective action and a teacher-observed or written help request in the new-context task.
Version: SCSA HPE, implementation 2025, 2024/74286[v2], Staying safe pp. 3–4
Checked: 2026-10-07
Status: Source-checked release mapping
Protective behaviours and strategies to remain safe in uncomfortable or unsafe situations
Activity: Select a safe exit or non-forwarding action and practise asking a trusted adult for help.
Evidence: Explain how an action reduces exposure and name an appropriate source of help.
Version: SCSA HPE, implementation 2025, 2024/74286[v2], Staying safe pp. 3–4
Checked: 2026-10-07
Status: Source-checked release mapping
Protective behaviours that can be implemented in uncomfortable or unsafe situations
Activity: Compare bystander options and practise protective boundaries online and offline.
Evidence: Explain a boundary and demonstrate a protective action with the support level noted.
Version: SCSA HPE, implementation 2025, 2024/74286[v2], Staying safe pp. 3–4
Checked: 2026-10-07
Status: Source-checked release mapping
Protective behaviours and help-seeking strategies that can be used when students feel unsafe online
Activity: Rehearse not forwarding, leaving or blocking if safe, and asking an adult about the reporting process.
Evidence: Analyse two options and explain a help-seeking response in a different online scenario.
Version: SCSA HPE, implementation 2025, 2024/74286[v2], Staying safe pp. 3–4
Checked: 2026-10-07
Status: Source-checked release mapping
Permission: seek, give and deny permission; describe when it is required (summary of year-specific descriptors).
Activity: Ask before sharing a fictional drawing or photo; practise yes, no, unsure and changed permission.
Evidence: A permission request, respectful refusal and explanation that friendship is not permission.
Version: SCSA HPE, implementation 2025, 2024/74286[v2], Staying safe pp. 3–4
Checked: 2026-10-07
Status: Source-checked release mapping
Consent: describe seeking, giving or denying consent and rehearse communicating intentions effectively (summary of year-specific descriptors).
Activity: Rehearse a sharing request and refusal, including a changed answer.
Evidence: Explain why previous agreement is not permanent and demonstrate respectful communication.
Version: SCSA HPE, implementation 2025, 2024/74286[v2], Staying safe pp. 3–4
Checked: 2026-10-07
Status: Source-checked release mapping
WA alignment for the other four modules remains unverified and is not claimed. Permission and consent mappings apply only to explicit sharing-boundary rehearsal in Online choices. Confirm current school requirements before adoption. SCSA is the source owner; descriptors are cited for alignment, not reproduced as teaching content.
Both six-module pathways, classroom presentations, printable resources and private teacher observations are implemented. Individual student provisioning, shared school rosters and automated class reporting are not part of this release. Broader age pathways are not promoted as complete.