Evidence and Evaluation · Years 3–6
Teaching resources, curriculum mapping and completed activities are not proof of improved wellbeing or behaviour. Review the basis for the approach separately from evidence about WordGuard itself.
The Education Endowment Foundation’s Improving Social and Emotional Learning in Primary Schools guidance recommends explicitly teaching social and emotional skills. Its first recommendation describes emotional vocabulary, self-calming strategies, discussion of perspectives, communication role play and practising problem solving.
These broad teaching practices are relevant to WordGuard’s scenario discussion, strategy choices and rehearsal. The guidance does not evaluate or endorse WordGuard, establish its effectiveness, or confirm Australian curriculum alignment. Its recommendations do not replace adaptations for a particular learner or school.
Read the checked EEF guidance source (opens a new tab)Source wording and relevance checked 7 October 2026. Summary of the first recommendation; no product outcome statistics are claimed.
This release contains original differentiated lessons, authored response feedback, facilitator notes and an observation rubric. No independently reviewed WordGuard outcome evaluation, verified participating-school results or authorised testimonials were supplied for this review.
Learning retention, transfer beyond lessons, effects on behaviour or wellbeing, comparative effectiveness, and accessibility across school contexts require evaluation. Completion, curriculum links and teacher feedback are not validated measures of those outcomes.
Years 3–4 use concrete scenarios, supported choices and practical words. Years 5–6 compare perspectives, explain consequences and adapt actions to a new context. These are teaching intentions, not demonstrated product outcomes.
Years 3–4 · Module 1
Learning intention: Notice possible feelings, body clues and triggers without guessing what someone must feel.
Evidence opportunity: Teacher-observed rehearsal, reflection and the fictional transfer task.
Selected Australian Curriculum v9.0 content: AC9HP4P06. Lesson alignment is WordGuard’s interpretation, not endorsement or complete coverage.
Years 3–4 · Module 2
Learning intention: Practise a safe pause strategy before responding to a setback.
Evidence opportunity: Teacher-observed rehearsal, reflection and the fictional transfer task.
Selected Australian Curriculum v9.0 content: AC9HP4P06. Lesson alignment is WordGuard’s interpretation, not endorsement or complete coverage.
Years 3–4 · Module 3
Learning intention: Make an inclusive invitation and listen respectfully to a different preference.
Evidence opportunity: Teacher-observed rehearsal, reflection and the fictional transfer task.
Selected Australian Curriculum v9.0 content: AC9HP4P04. Lesson alignment is WordGuard’s interpretation, not endorsement or complete coverage.
Years 3–4 · Module 4
Learning intention: Use respectful disagreement words and offer a practical repair.
Evidence opportunity: Teacher-observed rehearsal, reflection and the fictional transfer task.
Selected Australian Curriculum v9.0 content: AC9HP4P04. Lesson alignment is WordGuard’s interpretation, not endorsement or complete coverage.
Years 3–4 · Module 5
Learning intention: Practise asking and respecting permission before sharing, and choose a safe bystander response.
Evidence opportunity: Teacher-observed rehearsal, reflection and the fictional transfer task.
Selected Australian Curriculum v9.0 content: AC9HP4P07, AC9HP4P08. Lesson alignment is WordGuard’s interpretation, not endorsement or complete coverage.
Years 3–4 · Module 6
Learning intention: Rehearse a protective action and a clear request to a trusted adult online and offline.
Evidence opportunity: Teacher-observed rehearsal, reflection and the fictional transfer task.
Selected Australian Curriculum v9.0 content: AC9HP4P08. Lesson alignment is WordGuard’s interpretation, not endorsement or complete coverage.
Use 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. |
Keep identifiable learner evidence in the school’s authorised system. WordGuard observations should contain only non-identifying task-level evidence. This is a feasibility and classroom-learning protocol, not a validated assessment or research approval.
Open baseline tasks, follow-up tasks and printable pilot guide