Class: Pre-School Level 4
Term: First Term
Week: 4
Age: 5 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Not separately stated in the scheme.
Topic: Forms of Child Abuse
Subject Matter: Forms and examples of child abuse.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Identify different forms of child abuse when shown pictures or examples.
Name examples of physical abuse, neglect, and child labour.
State that bad touches or making a child feel unsafe are forms of abuse.

Affective Domain

Express feelings of empathy for children who are abused.
Understand that child abuse is wrong and should not happen.
Develop a sense of trust in adults they can talk to if they feel unsafe.

Psychomotor Domain

Point to pictures that show child abuse.
Demonstrate how to say “No” to an unsafe touch or situation.
Show how they would tell a trusted adult if something bad happens.

Participate in discussions about child safety.
Listen respectfully when others share their thoughts.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4
Early Childhood Care and Education resources
Picture cards showing different situations (e.g., child playing, child hawking, child being cared for, child looking sad)

Instructional Materials

Charts with pictures depicting various forms of child abuse (e.g., child hawking, child being beaten, child looking hungry/dirty, child looking sad/scared)
Video clips (carefully selected, age-appropriate, focusing on safety and telling an adult)
Storybook about child safety or telling an adult
Flashcards with “Yes” and “No” signs

Rationale for the Lesson

This lesson is important for 5-year-olds to understand that they have rights and that certain actions against them are wrong. Learning about child abuse in a simple, non-frightening way helps them identify unsafe situations and empowers them to seek help from trusted adults, fostering their safety and well-being.

Prerequisite/Previous Knowledge

Pupils can identify different emotions (happy, sad, scared) and know some basic rules of good behaviour at home and school. They can also identify trusted adults in their lives.

Lesson Content/Board Summary

Forms of Child Abuse

Child abuse means treating a child in a way that hurts them, makes them sad, or makes them feel unsafe. It is wrong, and children should always tell a trusted adult if it happens to them or someone they know.

What is Child Abuse?

It is when an adult or older person hurts a child.
It is when someone does something that makes a child feel bad, scared, or unsafe.
It is wrong and children should tell someone they trust.

Forms and Examples of Child Abuse:

Physical Abuse: This is when someone hurts a child’s body.
- Examples: Beating a child with a stick, hitting them, kicking them, slapping them too hard.
Emotional Abuse: This is when someone says mean things or acts in a way that makes a child feel sad, scared, or worthless.
- Examples: Shouting at a child all the time, calling them bad names, making them feel like they are not loved.
Neglect: This is when a child is not given the things they need to be healthy and safe.
- Examples: Not giving a child enough food, not giving them clean clothes, not sending them to school, leaving them alone when they are too young to care for themselves.
Child Labour: This is when children are made to work hard jobs instead of going to school or playing.
- Examples: A child hawking on the street all day, a child working in a market when they should be in school, a child doing very heavy work.
Sexual Abuse: This is when someone touches a child’s private parts or makes them touch theirs, or makes them do things that feel wrong or bad.
- Examples: Any touch that makes you feel uncomfortable, confused, or scared. This is always wrong and you must tell a trusted adult immediately.

Remember: Your body is special. No one has the right to hurt you or make you feel unsafe. If anyone does, you must tell a trusted adult like your Mummy, Daddy, Teacher, or Grandma.

Key Words

Abuse – Hurting someone or making them feel unsafe.
Physical – To do with the body.
Emotional – To do with feelings.
Neglect – Not taking care of someone or giving them what they need.
Child Labour – Making children work hard instead of going to school.
Trusted Adult – An adult you can always talk to and who will help you.

What the Teacher Should Show or Draw

Pictures of children playing happily and safely.
Pictures of children in unsafe situations (e.g., a child hawking, a child looking sad after being shouted at, a child looking hungry).
A simple drawing of a “trusted adult” (e.g., a teacher, parent).

Safety Song: Tell an Adult!

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

If you feel unsafe or sad,
If someone makes you feel so bad,
Tell your Mummy, tell your Dad,
Tell your teacher, don’t be sad.
Tell an adult, strong and true,
They will always help and love you!

Actions:

“If you feel unsafe or sad” – Hug yourself, make a sad face.
“If someone makes you feel so bad” – Shake head “no”.
“Tell your Mummy, tell your Dad” – Point to self, then make a “talking” gesture.
“Tell your teacher, don’t be sad” – Point to teacher, then shake head “no” for sadness.
“Tell an adult, strong and true” – Make a strong arm gesture.
“They will always help and love you!” – Hug self.

How to use the rhyme: Sing the song together after discussing what child abuse is and the importance of telling a trusted adult. Repeat it several times to help pupils remember the message.

Watch and Learn: My Body is My Body

The teacher will show a short, age-appropriate video clip that reinforces the message of bodily autonomy and the importance of telling a trusted adult if someone makes them feel uncomfortable or unsafe.

https://www.youtube.com/watch?v=F0f8h9m_2rY

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Storytelling, Picture Talk, Question and Answer, Role-play, Repetition, Practical Activity, Video Presentation.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Greeting/Engagement

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a familiar welcome song. The teacher then asks pupils how they feel today (happy, sad, safe, unsafe) and introduces the idea of keeping safe.

Pupils’ Activity: Pupils respond to greetings, sing the welcome song, and share their feelings.

Learning Point: Pupils are engaged and ready for the lesson, understanding the concept of feelings.

Step 2: Presentation – What is Child Abuse?

Time: 5 minutes

Teaching Skill: Explanation/Picture Talk

Teacher’s Activity: The teacher introduces the topic “Forms of Child Abuse” in a simple, calm manner. The teacher uses picture cards to show contrasts: a child playing happily vs. a child looking sad or scared. The teacher explains that child abuse is when someone hurts a child or makes them feel unsafe or very sad, and it is wrong.

Pupils’ Activity: Pupils observe the pictures and listen to the teacher’s explanation. They point to pictures of happy children and sad children.

Learning Point: Pupils begin to understand the meaning of child abuse as something that hurts or makes children feel bad.

Step 3: Guided Practice – Identifying Forms of Abuse

Time: 7 minutes

Teaching Skill: Discussion/Identification

Teacher’s Activity: The teacher shows charts/pictures depicting different forms of child abuse one by one (e.g., a child hawking, a child being beaten, a child looking neglected, a child looking sad from shouting). For each picture, the teacher asks: “What is happening here? Is this good or bad? How do you think the child feels?” The teacher explains each form (physical, neglect, child labour, emotional) with simple examples, emphasizing that these actions are wrong.

Pupils’ Activity: Pupils observe the pictures, answer the teacher’s questions, and identify whether the actions shown are good or bad. They repeat the names of the forms of abuse as the teacher says them.

Learning Point: Pupils can identify and name basic forms of child abuse through visual examples.

Step 4: Rhyme Reinforcement – Telling an Adult

Time: 4 minutes

Teaching Skill: Singing/Movement

Teacher’s Activity: The teacher introduces and leads the pupils in singing the “Tell an Adult!” safety song, demonstrating the actions. The teacher emphasizes the importance of telling a trusted adult if they ever feel unsafe or experience any of these bad things.

Pupils’ Activity: Pupils sing along with the teacher, performing the actions, and repeating the key message of telling a trusted adult.

Learning Point: Pupils internalize the message of seeking help from trusted adults through song and actions.

Step 5: Video Presentation – My Body is My Body

Time: 3 minutes

Teaching Skill: Visual Learning/Discussion

Teacher’s Activity: The teacher introduces the video “My Body is My Body” and plays it for the pupils. After the video, the teacher asks simple questions like, “What did the song tell us about our bodies?” and “Who should we tell if someone touches us in a way we don’t like?”

Pupils’ Activity: Pupils watch the video and try to sing along. They answer the teacher’s questions, reinforcing the message of bodily autonomy and telling an adult.

Learning Point: Pupils reinforce the concept of bodily safety and the importance of speaking up.

Step 6: Application – What Would You Do?

Time: 4 minutes

Teaching Skill: Role-play/Problem Solving

Teacher’s Activity: The teacher presents simple scenarios (e.g., “Imagine someone tries to make you work instead of going to school. What would you do?”). The teacher encourages pupils to say “No” and identify who they would tell. The teacher guides them to practice saying “No” firmly and pointing to a “trusted adult” picture.

Pupils’ Activity: Pupils respond to scenarios, practice saying “No,” and identify trusted adults. Some may role-play telling an adult.

Learning Point: Pupils apply their understanding by identifying appropriate responses to unsafe situations.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

Show me a picture that shows child labour.
What should you do if someone hurts your body?
Who are some trusted adults you can tell if you feel unsafe?
Is it okay for someone to make you feel very sad or scared all the time? (Pupils answer “Yes” or “No” with flashcards).

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarization/Reinforcement

Teacher’s Activity: The teacher briefly summarizes the lesson, reminding pupils that their bodies are special and they should always tell a trusted adult if anything makes them feel unsafe or bad. The teacher praises pupils for their participation.

Pupils’ Activity: Pupils listen to the summary and repeat the main safety message.

Learning Point: Pupils leave with a reinforced message about child safety and telling trusted adults.

Lesson Keywords

Abuse – Hurting someone or making them feel unsafe.
Safe – Not in danger, protected.
Unsafe – In danger, not protected.
Trusted Adult – An adult you can always talk to and who will help you.

Differentiation

Support: For pupils who struggle, use larger, clearer pictures. Provide fewer choices when asking questions (e.g., “Is this good or bad?”). Repeat key phrases and the song more often. Pair them with a more confident peer during activities.
Extension: For pupils who grasp the concept quickly, ask them to identify other examples of how someone might feel sad or unsafe. Encourage them to draw a picture of a trusted adult they would tell.

Note for teachers using this lesson plan

This is a sensitive topic, so it is crucial to deliver it with a calm, reassuring, and empowering tone. Avoid frightening language or graphic details. Focus on identifying “wrong” actions, the child’s right to safety, and the importance of telling a trusted adult. Prepare clear, age-appropriate pictures beforehand. Ensure the video clip is previewed and suitable. Emphasize that children are not to blame if abuse happens. The primary goal is to empower children to speak up and seek help, not to instill fear. Observe pupils’ reactions closely and be ready to provide comfort or individual attention if any child appears distressed. Reinforce the message of safety and trust in adults consistently.