Class: Pre-School Level 4
Term: First Term
Week: 3
Age: 5 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Social Habits
Previous Lesson: Good manners and polite greetings
Topic: CHILD ABUSE: MEANING AND EXAMPLES
Subject Matter: Child Abuse: Meaning and Examples

Specific Objectives

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

Cognitive Domain

Define child abuse in simple terms.
Identify at least two examples of child abuse from pictures or scenarios.

Affective Domain

Express that child abuse is wrong and makes children feel sad or scared.
Understand the importance of telling a trusted adult if they or someone they know is abused.

Psychomotor Domain

Point to pictures that show examples of child abuse.
Role-play telling a trusted adult about an abusive situation.

Name at least two trusted adults they can talk to if they are abused.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4
Early Childhood Care and Education resources
Child-friendly storybooks on safety and personal boundaries

Instructional Materials

Charts showing different types of abuse (e.g., a child being hit, a child looking sad and lonely, a child being shouted at).
Posters with pictures of trusted adults (parents, teachers, police, doctor).
Picture cards depicting safe and unsafe situations.
Puppets or dolls for role-playing.
Video clips on child safety (age-appropriate).

Rationale for the Lesson

This lesson is crucial for 5-year-olds as it equips them with basic knowledge about child abuse, helping them understand what it is and how to protect themselves. By learning to identify abusive practices and knowing who to report to, pupils can develop a sense of personal safety and self-advocacy, which is vital for their well-being and healthy development.

Prerequisite/Previous Knowledge

Pupils are familiar with good and bad touch, and they can identify some trusted adults in their lives like parents and teachers.

Lesson Content/Board Summary

CHILD ABUSE: MEANING AND EXAMPLES

What is Child Abuse?

Child abuse means hurting a child, making them feel bad, or not taking care of them properly. It is when someone does something to a child that makes them sad, scared, or causes them pain. It is NEVER okay for anyone to abuse a child.

Examples of Child Abuse

Hitting or Beating: When someone hits, slaps, or beats a child with their hands or an object.
Shouting and Calling Bad Names: When someone always shouts at a child, calls them bad names, or makes them feel worthless.
Not Taking Care: When parents or guardians do not give a child food, clothes, shelter, or send them to school.
Bad Touch: When someone touches a child’s private parts or makes them feel uncomfortable with their touch. This is a secret that should never be kept.

Remember: Your body is special. No one should touch you in a way that makes you feel uncomfortable or scared. If someone does, it is important to TELL a trusted adult.

What to do if you are abused or see abuse:

Always TELL a trusted adult. Trusted adults are people who love you and will help you, like your mummy, daddy, teacher, grandma, or a police officer.

Key Words

Abuse – Hurting a child or making them feel bad.
Hurt – To cause pain or injury.
Tell – To speak up and inform someone.
Trusted Adult – An adult you can rely on for help and safety.

What the Teacher Should Show or Draw

Pictures of children looking happy and safe.
Pictures of children looking sad, crying, or showing signs of being hurt.
A chart with drawings of different trusted adults (e.g., mother, father, teacher, police officer).

Tell a Trusted Adult Song

Tune: “Twinkle, Twinkle Little Star”

If someone hurts you, makes you sad,
Or touches you in ways that are bad,
Don’t keep it secret, don’t you fear,
Tell a trusted adult, they will hear.
Mummy, Daddy, Teacher too,
They will always help and protect you.

Actions: Point to self, make a sad face, shake head “no”, point to ear, then point to different trusted adults mentioned.

How to use the rhyme: Sing the song together after discussing what child abuse is and who to tell. Encourage pupils to use the actions.

Watch and Learn About Body Safety

The teacher will show a short, age-appropriate video about body safety and the importance of telling a trusted adult.

https://www.youtube.com/watch?v=Fj2F2-4eQ1Q

Teaching Methods/Instructional Techniques

Storytelling, Picture Talk, Discussion, Role-play, Question and Answer, Demonstration, Songs and Rhymes, Video Presentation.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them about the previous lesson on good manners. The teacher then tells them that today they will learn about something very important that keeps children safe.

Pupils’ Activity: Pupils respond to greetings and recall aspects of the previous lesson. They listen attentively to the teacher.

Learning Point: Pupils are prepared for the new lesson and connect it to previous learning.

Step 2: Presentation (Meaning of Child Abuse)

Time: 5 minutes

Teaching Skill: Explaining/Visual Aid

Teacher’s Activity: The teacher introduces the topic “Child Abuse.” Using simple language and a chart showing happy and sad children, the teacher explains that child abuse means hurting a child, making them feel bad, or not taking care of them properly. The teacher emphasizes that it is always wrong.

Pupils’ Activity: Pupils listen and look at the charts. They repeat the phrase “Child abuse is wrong.”

Learning Point: Pupils understand the simple meaning of child abuse.

Step 3: Presentation (Examples of Child Abuse)

Time: 7 minutes

Teaching Skill: Illustrating/Discussion

Teacher’s Activity: The teacher shows different picture cards or posters depicting various examples of child abuse (e.g., a child being hit, a child looking neglected, a child being shouted at). For “bad touch,” the teacher explains it as any touch that makes them feel uncomfortable, scared, or confused, emphasizing that they should never keep it a secret. The teacher asks pupils how the children in the pictures might feel.

Pupils’ Activity: Pupils observe the pictures and describe how the children might feel (e.g., “sad,” “scared,” “unhappy”). They listen to the examples.

Learning Point: Pupils identify different forms of child abuse and understand the feelings associated with them.

Step 4: Reinforcement (Song and Discussion)

Time: 4 minutes

Teaching Skill: Singing/Reinforcing

Teacher’s Activity: The teacher leads the pupils in singing the “Tell a Trusted Adult Song” with actions. After the song, the teacher asks pupils, “Who should you tell if someone abuses you?”

Pupils’ Activity: Pupils sing the song with actions and answer the question by naming trusted adults like “mummy,” “daddy,” “teacher.”

Learning Point: Pupils remember the importance of telling a trusted adult and can name some.

Step 5: Guided Practice (Identifying and Reporting)

Time: 5 minutes

Teaching Skill: Role-play/Guided Response

Teacher’s Activity: The teacher uses puppets or dolls to create a simple scenario of abuse (e.g., one puppet hitting another, or a puppet looking sad because it’s not being fed). The teacher asks, “What is happening here? Is this child abuse? What should the child do?” The teacher guides pupils to say “Tell a trusted adult.”

Pupils’ Activity: Pupils watch the puppet show, identify the abuse, and suggest telling a trusted adult. Some pupils may volunteer to role-play telling the teacher.

Learning Point: Pupils practice identifying abuse and stating the correct action to take.

Step 6: Video Presentation (Optional)

Time: 3 minutes

Teaching Skill: Visual Learning

Teacher’s Activity: The teacher plays a short, age-appropriate video clip on body safety or telling a trusted adult. After the video, the teacher asks a simple question like, “What did the video teach us?”

Pupils’ Activity: Pupils watch the video and respond to the teacher’s question, recalling key messages like “my body is mine” or “tell an adult.”

Learning Point: Pupils reinforce their understanding through visual media.

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.

What is child abuse? (Teacher asks for a simple explanation).
Show me a picture that shows child abuse. (Teacher points to a mix of pictures, and pupils point to the correct ones).
Name two things someone might do that is child abuse.
Who should you tell if someone abuses you or another child?

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: Summarizing/Encouraging

Teacher’s Activity: The teacher praises the pupils for their participation and reminds them one last time: “Always remember, your body is special, and if anyone ever hurts you or makes you feel bad, you must TELL a trusted adult. They will help you.”

Pupils’ Activity: Pupils listen and repeat the key message, “Tell a trusted adult.”

Learning Point: Pupils internalize the main safety message of the lesson.

Lesson Keywords

Abuse – Hurting a child or treating them badly.
Hurt – To cause pain or injury.
Tell – To speak up and inform someone.
Trusted Adult – A grown-up who will help you and keep you safe.

Differentiation

Support: For pupils who struggle, the teacher can use larger, very clear picture cards, simplify language further, or focus on identifying just one type of abuse (e.g., hitting) and naming one trusted adult. One-on-one prompts and peer support can be used.
Extension: For pupils who grasp the concept quickly, the teacher can ask them to suggest more examples of abuse, name more trusted adults, or role-play a more complex scenario of reporting abuse to different adults.

Note for teachers using this lesson plan

This is a sensitive topic, so it is crucial to create a safe and supportive classroom environment where children feel comfortable to express themselves. Use simple, non-threatening language. Focus on observable actions and feelings rather than explicit details, especially concerning sexual abuse, which should be framed as “bad touch” and the importance of telling a trusted adult immediately. Emphasize that it is never the child’s fault if they are abused. Reinforce the message that telling a trusted adult is the most important step. Observe pupils’ reactions carefully and be prepared to offer individual support if any child seems distressed. Understanding should be judged by their ability to identify examples and state the correct action (telling a trusted adult).