Elaborations

• learning to adhere to single-word safety instructions from a familiar adult, including ‘stop’, ‘wait’, ‘come’, and ‘start’
• learning to follow class rules and routines, participate in group activities, greet others, use property and play fairly with peers with teacher support
• identifying significant people and identifying different people that make them feel loved, safe and supported
• experiencing protective behaviours that can help keep them safe, including public and private activities
• exploring, practising and refining ways of communicating a need for ‘help’ in a range of different everyday situations and scenarios