Three tiers, 26 badges, 117 lessons. August 6, 2026.

This is the authoring spine. It exists so that everything after this is filling in boxes rather than deciding what the boxes are. Every badge below is a unit of sale, a unit of delivery and a unit of certification — that is what “badge granularity” means and it is why the outline is shaped this way rather than by chapter.

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How to read an entry

Each lesson looks like this:

I3.5 Safe snacking and choking · video I3b · source: LP2025 p38, manual p22 · status: to write Objective: the child prepares their own snack without setting anything on fire or choking. — teaching point — teaching point Interactive: the kitchen scan. Badge quiz seeds: two draft questions.

Sources are abbreviated:

Statuses:

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The five authoring rules

These come out of the hosted-event mechanism and they are not negotiable, because retrofitting any of them later is far more expensive than obeying them now.

1. Author at badge granularity. A badge is what a parent buys, what a presenter delivers in ninety minutes, and what a certificate attests to. Never write a lesson that only makes sense if the learner did a different badge first.
2. Every lesson is dual-mode from the first draft. Solo (a child alone, at their own pace) and presented (one screen facing a room). Same content source, a mode toggle and a presentation stylesheet — not two products.
3. No lesson may depend on a facilitator’s knowledge. If a step needs an adult to explain it, the screen explains it instead. A volunteer who has never taught must be able to run it.
4. Every group activity needs a solo equivalent, and vice versa. The Trust Meter is a dial when you are alone and a hands-up vote in a room. Role-plays become branching choices. Both are authored at the same time.
5. The badge challenge must be scorable in both modes, because it is the thing the certificate is issued against. Every question right, not most of them.

The house shape of a lesson

Unchanged across all three tiers, because the consistency is what makes the progression legible to a parent:

Short film (12–24s, no narration, ends on a decision and never resolves) → the writing → the interactive → badge challenge at the end of the badge, all-correct to pass → certificate.

Three characters, one continuity

Mia, 7 — Junior. Green backpack, fabric dinosaur. Puzzled before wary. Theo, 10 — Intermediate. Key on an orange lanyard, worn inside the collar. Quietly proud of being trusted. Amara, 14 — Senior. Phone as a tool, not a distraction. Capable, calm, still visibly young.

The one thread that runs through all three tiers

The Trust Meter, and it is theirs. Junior teaches the six feeling states as vocabulary. Intermediate turns them into a dial you read about other people. Senior points out that the dial did not stop working when you started getting paid, and adds a second dial — who do you call first — for the moment something has already gone wrong.

If a lesson anywhere in this document can be hung on the Trust Meter, hang it there. That is what makes three courses feel like one program.

JUNIOR — My Safe Life · ages 6–9 · Mia

Nine badges, 32 lessons. The tier where somebody else is still doing the looking after, and the child’s job is to notice things and tell.

The framing that must not be lost: this course opens on children’s rights, not on danger. Dignity first, threat second. Every draft that starts with “there are bad people” has got it backwards and should be sent back.

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Badge J1 — Rights and Respect

45 min · source: MAN2016 pp2–3, 17; LP2016 p8 · the opening badge, and the one nobody else in the market teaches

J1.1 You have rights · video J1a · MAN2016 p2 · to write Objective: the child can say that being kept safe is something they are owed, not something they must earn. — UN Convention Article 19, in their own child-facing wording: you have the right to be protected from being hurt and mistreated, in body and in mind. — Article 39: you have the right to help if you have been hurt, neglected or badly treated. — Article 3: all adults should do what is best for you. — The two child-voice lines the manual prints, used verbatim: “The people in my life have a responsibility to keep me safe.” and “I can go to an adult I trust for help and protection.” Interactive: none. This one is read, not played. Deliberately. Quiz seeds: Whose job is it to keep you safe? / If a grown-up hurts you, is it your fault?

J1.2 My Safety Circle · no video · MAN2016 p3 · to write Objective: the child ends this lesson able to name four real people, not four categories. — The fillable circle with ME! at the center: mom, dad, sibling, grandparent, teacher, neighbor, doctor, babysitter, coach, child protection services, police/911, Kids Help Phone. — A trusted adult is somebody you could ring at nine at night. If you would not, they belong in a different ring. — You are allowed to change your circle. People move in and out of it and that is normal. Interactive: My Safety Circle builder — the manual artifact made fillable, saveable and printable, exactly like the Intermediate house rules agreement. Child types real names; output is a card for the fridge. Quiz seeds: Who is at the center of your safety circle? / Name one person in yours.

J1.3 Kindness, respect and being a community builder · video J1b · MAN2016 p17; LP2016 p8 · to write Objective: the child understands that the same rules protect the people around them. — The tree logo, explained the way the manual explains it: a safe haven, a symbol of strength, protection, family and community. — Being a community builder — noticing somebody left out, and doing something small about it. — Respect runs both ways: you have rights, and so does everybody in your class. Interactive: SHARE game, ported. The in-person icebreaker becomes a solo matching exercise and a hands-up round in presented mode. Quiz seeds: two items on kindness in practice.

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Badge J2 — People Safety

90 min · source: MAN2016 pp4–11; LP2016 pp11–41 · the flagship badge, and the heart of the tier

J2.1 The people in your life · video J2a · MAN2016 p4 · to write Objective: the child can sort the people around them into three groups without being frightened of any of them. — Three categories, theirs: people you don’t know (strangers) · people you know a little (acquaintances) · people you know well — and some of those you like and trust, and some not so much. That last clause is the whole lesson. — What trust actually is: built over time, not given on sight. Reliable · open and honest · respectful and kind. — The line that makes the course honest, used verbatim: “It can sometimes be tricky to figure out who is trustworthy. Even adults can find this difficult at times.” Interactive: sorting exercise — twelve people into three rings. Quiz seeds: Is somebody you know well always safe? / What makes a person trustworthy?

J2.2 Your body has an alarm — the six feelings · video J1 (built) · MAN2016 p5 · live Objective: the child can name the feeling instead of swallowing it. — The six states, verbatim and in order: Comfortable/Safe · Confused/Funny · Uneasy/Suspicious · Frustrated/Angry · Uncomfortable/Worried · Scared/Sad. — Always trust your instincts. How does that person make you feel? — The feeling arrives before the words do, and it still counts when you cannot explain it. Interactive: Trust Meter, zones labeled with their six feelings rather than generic wording — green Comfortable/Safe, amber Confused-Funny and Uneasy-Suspicious, red the remaining three. Quiz seeds: live on the sample page.

J2.3 The six rules that keep you safe · video J2 (built) · MAN2016 p5; LP2016 p11 · live Objective: six habits for ordinary days, taught as habits and not as emergencies. — Check first with an adult in charge · Stay alert · Use the buddy system · Be assertive · Don’t keep unsafe secrets · Tell an adult you trust. — What be assertive actually sounds like out loud: “No thank you, I’m not allowed.” “I need to check with my mom first.” “I’m going now.” — Surprises versus secrets. A surprise has an end date and everybody is happy at the end of it. Interactive: Personal Information game — the 20-card breakout becomes a sorting round: what is safe to tell, what is not. Quiz seeds: live on the sample page.

J2.4 Safer strangers · video J2b · MAN2016 p8 · to write Objective: the child knows who to walk toward when something is wrong. — The concept is theirs and it is unusually good: not all strangers, but the safer ones — somebody in a uniform, somebody working behind a till, a parent with children. — Why we do not teach fear of strangers: most are perfectly nice, and one day you will need one. — Ask, don’t wait to be offered. A safer stranger is somebody you choose. Interactive: a street scene — tap who you would go to, with a reason on every choice including the wrong ones. Quiz seeds: Who would you ask for help if you were lost? / Is every stranger dangerous?

J2.5 Tricky people · video J3 (built) · MAN2016 p10; LP2016 p30 · live Objective: the child watches what a person does, not what they look like. — Most children who are harmed are harmed by somebody they already know. This is why the whole tier is built the way it is. — Tactics named in their own manual: tries to become your friend · pretends to be somebody they are not · knows your hobbies and music · is friendly and gives attention · offers gifts · asks about your life and listens to your problems. — A grown-up who needs help asks another grown-up. Always. No exceptions worth teaching a seven-year-old. Interactive: Trust Meter, four scenes — park fence, curbside in the rain, doorstep gift, school gate. Quiz seeds: live on the sample page.

J2.6 NO! GO! YELL! TELL! · video J4 (built) · MAN2016 p6 · live Objective: four steps in order, with the fourth given more room than the other three combined. — NO — stand tall, be strong and confident, say no. GO — leave straight away. YELL — if you cannot get away, yell and draw attention. TELL — tell a trusted adult. — A child who only manages the telling has still done the important part, and has to hear that from us. — How to start the sentence: “Something happened and it made me feel funny.” Interactive: sequencing — put the four in order, then the telling practiced as a sentence builder. Quiz seeds: live on the sample page.

J2.7 Crossing the line · video J2c · LP2016 p11 breakout, 9 laminated sheets · needs source Objective: the child can say where their own line is, and that it is theirs to draw. — The nine-card breakout becomes nine on-screen situations: is this okay, not okay, or “I need to check”? — Your body belongs to you, including with people you love. — The exact wording of the nine cards is inside the laminated set and the deck artwork. Ask Velma to photograph the nine sheets — one message, and this lesson unblocks. Interactive: the nine cards as a three-way sort. Quiz seeds: pending source.

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Badge J3 — Bullying and standing up for yourself

45 min · source: MAN2016 pp12–16; LP2016 pp42–47 · the strand Intermediate is missing**

J3.1 What bullying actually is · video J3a · MAN2016 p12 · to write Objective: the child can tell bullying apart from a one-off unkindness, because the difference changes what you do. — Repeated, on purpose, and there is a power difference. All three, or it is something else. — The four kinds, in their language: physical, verbal, social (leaving out, rumours), online. — Telling is not tattling. Tattling is to get somebody into trouble; telling is to get somebody out of it. Interactive: six scenarios, sort into bullying / unkind / a fight between equals. Quiz seeds: Is one mean comment bullying? / What is the difference between telling and tattling?

J3.2 If it is happening to you · video J3b · MAN2016 p13 · to write Objective: the child has three things to do that do not involve fighting back. — Say it once, clearly, and walk. You do not have to win the argument. — Find your people. Bullying needs an audience and loses power without one. — Tell an adult, and if that adult does nothing, tell a different adult. Keep going until somebody does something. Interactive: branching scenario with three routes and a real outcome on each. Quiz seeds: two items.

J3.3 If you see it happening · video J3c · MAN2016 p17 · to write Objective: the bystander lesson, which is the one that actually reduces bullying. — You do not have to be brave in front of everybody. Standing next to somebody counts. Walking away with them counts. — Afterwards matters as much as during: “that wasn’t okay” said quietly, later, changes things. — Community builder, from J1.3, cashed in here. Interactive: the same scenario as J3.2 replayed from the bystander’s seat — deliberately, so the child sees both sides of one event. Quiz seeds: two items.

J3.4 Self defense — the small part of it · video J3d · LP2016 p45 · needs source Objective: honest framing — this is 30 minutes of a six-hour in-person day, and it is the last resort, not the first. — The legacy course teaches physical technique in a room with a facilitator. Physical technique does not port to a screen and we should not pretend it does. — What ports: voice, posture, distance, and leaving. What does not: anything requiring a demonstration or a partner. — Recommendation to Velma and Rachel: online, this becomes “make yourself hard to move and easy to hear”, with the physical work signposted to an in-person event. That is a genuine reason to attend one. Interactive: posture and voice practice — stand up, say it loud, three tries. Quiz seeds: two items.

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Badge J4 — Online Safety

45 min · source: MAN2016 pp18–23; LP2016 pp48–61 · reconcile against the existing Smart & Safe Online product

J4.1 The internet and you · video J4a · MAN2016 p18 · to write J4.2 Ask Shar — the advice column · video J4b · MAN2016 pp19–22 · to write Objective: keep their format. It is charming and it already works. — Real letters from named children: Renee; Manuel G. in Austin; Curious Harry in Montreal; “Can’t trick me” in Baltimore. Answer them one at a time. — Photos: ask an adult, get permission from everyone in the picture, hide your face, check the background, turn off GPS. — You have to be 13 for most social media. Say it plainly rather than implying it. Interactive: Ask Shar, ported as the lesson’s own shape — the child reads a letter, chooses the reply, and Shar answers. J4.3 Passwords · MAN2016 p21; LP2016 p52 · to write — Upper, lower, numbers, symbols. Share with parents and “never with anyone else, not even your BFF.” — Named bad passwords, theirs: your birthday, address, name, age, the word “password”, 12345. Interactive: password strength meter — type one, watch it judged, with reasons. J4.4 Fake profiles and tricky people online · LP2016 p54 · to write Objective: the join between this badge and J2. Their manual already calls online predators tricky people — use the same words and the same Trust Meter. Interactive: Trust Meter, online scenes. J4.5 Cyberbullying · LP2016 p59 · to write — J3 applied to a screen. Screenshot, don’t reply, tell. J4.6 Test your online IQ · MAN2016 p23 · to write — their own quiz, becomes the badge challenge.

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Badge J5 — Travel Safety

45 min · source: MAN2016 pp24–29; LP2016 pp62–79

J5.1 Be travel smart · video J5a · MAN2016 p24 · to write — The five-scene reading exercise: bus driver and children, railway crossing, driver and passenger, cyclist, pedestrians. Interactive: spot what is wrong in each scene. J5.2 Signs · MAN2016 p26 · to write — crosswalk, turning left, yield, stop, railway crossing, stopping, turning right. Interactive: matching pairs. J5.3 Helmets · MAN2016 p27 · to write — Their three checks, verbatim and worth keeping: two fingers above your eyebrows · a V under your ears · one finger under your chin. Interactive: drag the helmet into position, three checks scored. J5.4 Road Safety Match · MAN2016 pp28–29 · to write — Their six A–F items: look left, right, left again and cross with an adult you trust · be aware, no headphones or texting · crossing guards keep you safe · never walk between parked cars · walk with others · never dart out after a ball. Interactive: the match itself, straight across, and it is already a good game.

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Badge J6 — Fire Safety

60 min · source: MAN2016 pp30–35; LP2016 pp80–88

J6.1 Prevent, detect, escape · video J6a · MAN2016 p30 · to write — Fire safety is as easy as 1-2-3. Prevent: never play with matches, lighters or candles, and if you find any, tell an adult. An adult with you to cook — most house fires start in the kitchen. Unplug chargers. — Detect: use your senses — see, smell, hear, feel. — Escape: get up and walk out, do not run, you might trip. Know two ways out. J6.2 Your escape plan · MAN2016 pp32–33 · to write Objective: the child leaves with a finished plan, not an intention. — Draw the floor plan, mark every exit, mark the smoke and CO detectors, two ways out of each room, and note who in the family needs help to get out. — Their instruction, verbatim, and it is the best line in the manual: “Bug your parents until it’s done.” Interactive: the escape plan builder — a drawing tool that outputs a printable plan. The Junior equivalent of the Intermediate house rules agreement, and it should be built to the same standard. J6.3 Out and about · MAN2016 p31 · to write — Scan for the exits at the cinema and the arena. When an alarm sounds, get out — “don’t question whether it is a false alarm until you are safely out.” J6.4 The Fire Safety Game · LP2016 p82, deck 4a, 39 slides · needs source — 30 minutes of the in-person day and an entire deck. The questions are baked into artwork. Contact-sheet OCR or one photograph set from Velma and this becomes the badge challenge.

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Badge J7 — Injury Prevention and First Aid

50 min · source: MAN2016 pp36–44; LP2016 pp89–108

J7.1 Around the house · video J7a · MAN2016 p36 · to write — the room-by-room hazard scan. Interactive: tap the hazards in a kitchen, a bathroom, a garden. J7.2 When you are playing · MAN2016 p38 · to write — helmets, water, roads, and the fact that most injuries happen doing something ordinary. J7.3 Calling 911 · MAN2016 pp40–43; LP2016 p98 · to write Objective: the child can make the call, including the part where they say their own address. — What you will be asked: what happened, where you are, your name, what you can see. — Stay on the line. They will tell you what to do next and you do not need to know it in advance. — It is never wrong to call. Nobody is ever in trouble for calling. Interactive: the 911 call simulator — a scripted call with the operator’s questions, and the child answers each one. Their own address is a fillable field, saved to the contact card from J1.2. J7.4 Basic first aid · MAN2016 p44 · to write — burns, cuts, head bumps, at a six-year-old’s depth: get an adult, and here is what to do while you wait.

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Badge J8 — Home basics (2026 — the honest gap)

Junior has no at-home safety at all, and that is the biggest hole in the tier.

Not a full Intermediate module, and it must not become one — that would cannibalise the tier above and confuse the progression. Three short lessons only: J8.1 Who is in charge when a grown-up is in the next room. J8.2 Never open the door, ever, full stop — no judgement call at this age, because the judgement call is what Intermediate teaches. J8.3 What to do if you cannot find your grown-up.

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Badge J0 — For grown-ups

LP2016 pp109–117 · to write · not sold separately, included with the tier

The Parent Wrap-up deck, ported. What your child was taught, in your words, with the exact sentences to use at home so the vocabulary matches; the six feeling states so you recognize them when your child uses them; and the artifacts to put on the fridge — safety circle, escape plan, contact card. Their lesson plan also lists Boredom Busters, which belong here as “things to do while you practice this”.

INTERMEDIATE — Home Alone Safety · ages 9–12 · Theo

Nine badges, 39 lessons. The tier where the child is looking after themselves, and the only tier with a signed artifact at the end of it.

Two things make this tier different from the other two. First, the badge structure is not ours — LP2025 is already organized into Safety Badges earned through Badge Challenge Quizzes, in the room, on paper. We are moving their own device online, not imposing gamification. Second, the source is current: the January 2025 revision, eight years newer than the 2017 Storyline material the existing online course was built from. Everything below is written against 2025, not 2017, and the diff is listed at the end.

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Badge I0 — Are you ready?

10 min · LP2025 p1; MAN2019 pp4–5 · to write · free, and it is the top of the funnel

I0.1 The readiness survey · no video · to write Objective: the parent and the child each find out whether they agree about this. — LP2025 opens with a current knowledge survey. Digitally that is a placement test and a before/after story for the parent, which is worth more than either. — Twelve questions, answered separately by parent and child, then shown side by side. The gaps are the conversation. — No score, no pass. Nobody fails this. Interactive: the survey itself. Build this first — it is free, it is shareable, it takes four minutes, and it sells the course better than any sales page.

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Badge I1 — Street Smarts

40 min · LP2025 p6; MAN2019 pp8–9

I1.1 The walk home · video I1 (built) · live Objective: the child chooses their route on purpose rather than by habit. — Head up. Phone in the pocket, not the hand. Earbuds around the neck, not in. — The shortcut is the content: he notices the alley and walks past it. Never through alleys, empty lots, parks or wooded areas — whatever the weather, whatever the hurry. — Do not delay. Somebody is expecting you at a certain time, and that expectation is a safety net. Interactive: Trust Meter, street scenes. I1.2 Map out your route · LP2025 p6; MAN2019 p9 · to write Objective: the child leaves with an actual map, not a rule. — Their own activity, ported: draw the route, mark the safe places along it — a shop, a fire station, a friend’s house — and mark the places to avoid. — A parent walks it once with them before it counts. Interactive: route builder — pin a start and an end, drop safe-place pins, add notes. Prints. Goes on the fridge next to the house rules. I1.3 Road safety survey · LP2025 p6 · to write — their pre-quiz, ported as the badge’s opener. I1.4 The key · MAN2019 p8 · to write — Out of sight. Not on a string round your neck, not in your hand as you walk up. — Nobody needs to watch you let yourself in. Have it ready before you reach the door, but not visible before that.

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Badge I2 — People Safety

40 min · LP2025 p18; MAN2019 pp10–11

I2.1 Five rules, and how they changed · video I2a · to write Objective: deliberately different from Junior’s six, and the difference is a selling point. — Check first with a trusted adult · Be alert · Don’t keep unsafe secrets · Adults ask adults for help · Use a family code word. — Say out loud what changed from Junior: the buddy system becomes adults-ask-adults, assertiveness becomes the code word, telling escalates to NO GO YELL TELL. I2.2 Instincts, one tier up · video I2b · LP2025 p18 · to write — The six feeling states from Junior, now used to read a situation rather than to name a feeling. — The honest addition at this age: sometimes you will be wrong, and being wrong costs nothing. Interactive: Trust Meter with harder cases where “not sure, so I check” is the correct answer. I2.3 The code word · to write Objective: the family leaves with one, agreed today. — One word, agreed with your parents, never written down, never told to a friend. — Anybody collecting you who does not have it does not collect you, even somebody you know. — Change it if it is ever used. Interactive: the code word field on the house rules agreement — it lands there, not in a separate artifact. I2.4 The door and the phone · video I2 (built) · live — Doorbell camera, delivery uniform, pizza box. Answer through the door, never open it, message a parent. — The visitor keeps knocking after being answered. That persistence is the entire lesson and it must stay visible. — The phone: never say you are alone. “My mom can’t come to the phone right now” is the whole script. Interactive: Trust Meter, door and phone scenes. I2.5 Tricky people, at ten · LP2025 p18 · to write — the Junior concept re-taught for a child who now goes places alone. Same words, harder situations.

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Badge I3 — At Home Safety · the flagship, and the one with the artifact

60 min · LP2025 p29; MAN2019 pp16–23

I3.1 The first twenty minutes · video I3 (built) · live — Lock the door. Message. Milk and an apple. Sit down. Then again, slightly faster, because this happens every day. — Boring on purpose. A routine you do not have to think about is one that holds up on the day something is wrong. I3.2 Your contact card · MAN2019 front matter · to write Objective: the child can produce every number without looking for a phone. — Their artifact, fillable: my phone number, my address, nearest intersection, parent cell and other number, trusted neighbor, back-up person, fire/ambulance/police, poison control, doctor. — The back-up person must have been met in advance, with a parent present. That instruction is theirs and it is the good part. Interactive: contact card builder — fills, saves, prints. Shared with the Junior J1.2 artifact and the Senior handover checklist. I3.3 House Rules — our signed agreement · MAN2019 pp16–17 · live Objective: the course stops being a lesson and becomes a family agreement. — Twelve prompts, filled in together, signed by both: somebody knocks · the phone rings · losing the key · my full address · my route home · who I contact arriving and leaving · non-emergency people I can call · my after-school routine in five steps · off-limit areas · what a real emergency is and who I call · I will not leave without speaking to… · acceptable snacks · “Have I left anything out?” — This is the best artifact in the entire corpus and it is already built and live. I3.4 Activities when you are home alone · MAN2019 p18 · to write — what is allowed, what waits until somebody is home, and why the list exists. I3.5 Safe snacking · LP2025 p38; MAN2019 pp22–23 · to write Objective: the child feeds themselves without using anything that heats up unsupervised. — What is allowed cold. What needs a grown-up. The microwave rule the family sets, written into the agreement. I3.6 Choking — prevention and what to do · LP2025 p38 · to write Objective: new in 2025, absent from the 2017 online course, and the most likely serious emergency at this age. — Coughing loudly means air is moving: stay with them, encourage the coughing, do not hit them on the back. — Silent, cannot cough or cry, going blue: 911, and follow exactly what the operator says. — Prevention beats all of it: grapes and cherry tomatoes cut lengthways, no hard sweets or popcorn for little ones, sit down to eat. I3.7 Siblings · LP2025 p38; MAN2019 p19 · to write Objective: the honest one. Being left with a younger sibling is a different job from being home alone. — You are in charge of the house, not a parent to your brother. Say what the difference is. — Arguments: the rule is agreed in advance and written into the agreement, not negotiated at four in the afternoon. — If they are hurt, you call — you do not decide whether it is serious enough. — Signpost Senior here. A child regularly minding a sibling should be doing Babysitting Ready, and this is the natural place to say so. I3.8 Role-play scenarios · LP2025 p38 · to write — their named scripts (Rules & Expectations, Activities) become branching choices solo and a hands-up vote in a room. Rule 4.

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Badge I4 — Online Safety

40 min · LP2025 p46; MAN2019 pp24–27 · reconcile against Social Media Savvy

I4.1 Online safety tips · video I4a · to write — the 2025 list, not the 2017 list. Reconcile before writing. I4.2 Who you are talking to · to write — Junior’s tricky people, on a screen, at ten, where the fake profile is plausible rather than obvious. I4.3 What you put up · to write — location, uniform in the background, the house number in the driveway photo. I4.4 Cyberbullying · LP2025 p46 · to write — a named block in 2025 and missing from the 2017 rebuild. Screenshot, do not reply, tell, block. I4.5 The group chat · 2026 — not in the legacy material and it is the thing this age group actually lives in. Flag for Rachel.

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Badge I5 — Fire Safety

60 min · LP2025 p58; MAN2019 pp28–34

I5.1 Prevent, detect, escape · video I5a · to write — Junior’s frame, at a level where the child acts alone. I5.2 Your fire escape plan · MAN2019 pp32–33 · to write — the builder from J6.2, reused, with two ways out of every room and a meeting place outside. I5.3 If the alarm goes and you are on your own · to write — Out first, phone second. Never go back in for anything, including a pet. Say it plainly; children need to be told this one explicitly. — Meeting place. Ring from outside, from a neighbor’s, from anywhere that is not the house. I5.4 The Fire Safety Game · LP2025 p58, deck 5a · to write — the deck is small and readable. Straight port as the badge challenge.

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Badge I6 — First Aid

60 min · LP2025 p75; MAN2019 pp36–44

I6.1 Is this a 911? · video I4 (built) · live — A grazed knee. A key not in the usual pocket. Smoke off the toaster. Only the third gets the phone. I6.2 Emergencies and non-emergencies · LP2025 p75; MAN2019 p36 · to write — their own sorting activity, which is better than a list. Interactive: “Who ya gonna call?” — their title, MAN2019 p37. Parent / 911 / handle it yourself. This is the Intermediate ancestor of the Senior triage dial and the two should be built as one component at two difficulties. I6.3 Calling 911, at ten · to write — the Junior simulator, harder: you may be asked to do something while you wait. I6.4 SCAN · LP2025 p75 · to write Objective: introduce their protocol here, one tier before it is needed in earnest. — Scan the area first — is it safe? Your safety comes first. Then scan the person. — Call — 911 first, parents second. Say the order out loud, because every instinct says otherwise. — Act — what is safe, and what the operator tells you. — Notes — what happened, when, what you did. I6.5 First aid kits · LP2025 p75 · to write — what is in one, where it is, and check it now. I6.6 Cuts, scrapes, sprains, strains · MAN2019 pp38–44 · to write — direct pressure, cold, elevate, and when it stops being something you handle.

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Badge I7 — Accident Prevention

20 min · LP2025 p89 · the short badge, and it earns its place

I7.1 The five-minute scan · to write — one walk round your own home with a checklist. Output is a list the child gives a parent, which is a nice inversion. I7.2 The three that actually happen · to write — falls, burns, poisoning. Medication is the most common poison for children, per DECK slide 92.

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Badge I8 — Readiness Plan and parent review

15 min · LP2025 p93; MAN2019 pp45–51 · to write**

I8.1 Step by step — their staged plan: fifteen minutes, then an hour, then an afternoon. Nobody goes from nothing to a full afternoon. I8.2 Still worried? — their section title, and it is for the parent. Keep the honesty. I8.3 Homework — theirs, pp50–51. Ported as the take-home. I8.4 Parent review — what your child now knows, what you agreed, what to practice. Closes the course on the parent, which is where a purchase decision for the next tier gets made.

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What 2025 has that the 2017 online course does not

The authoring shortlist. Every one of these is new work.

Current knowledge survey · Road Safety Survey · Safe Snacking · Choking, prevention and first aid · House Rules signed agreement (built) · Siblings · Cyberbullying as a named block · Emergencies vs Non-Emergencies · First Aid kits · SCAN as a named protocol · Readiness Plan & Next Steps · Parent Review · video interview transcripts · named role-play scripts.

Gaps in this tier

Rights and consent — present at Junior and at Senior, absent here. 2026. Bullying — a full badge at Junior, thin here, and nine to twelve is precisely when it peaks. 2026, and I would argue it should be sooner. The participant manual is incomplete — we hold roughly 20 of 51 pages. Batch 2 and Batches 4 onward have not arrived. Ask Velma.

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SENIOR — Babysitting Ready · ages 11–15 · Amara

Eight badges, 46 lessons. The tier where everything inverts: the learner stops being the protected party and becomes the responsible one.

This is the SOS 4 Kids babysitting course, not the Red Cross one. The Red Cross program stays in person and nothing digital is built on it. That distinction is commercial, legal, and very easy for somebody to get wrong in a hurry.

It is also, unusually, part business course. Reputation, resume, finding work safely, what to charge, and the right to refuse a job — taught to an eleven-year-old. That is admirable and it is the differentiator. Do not quietly drop it in favour of more first aid.

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Badge S1 — The Babysitter’s Job

45 min · MAN2025 ch1 pp9–18; DECK slides 2–13

S1.1 What you are actually being asked to do · video S1a · to write Objective: the young person can state the job in one sentence, and it is not “watch telly at somebody else’s house”. — Building healthy relationships · being responsible and in charge · safety and well-being. Their three headings, kept. — The qualities list from DECK slide 6, which is theirs and is good: good communicator, responsible, empathetic, problem-solver, positive role model, takes initiative, collaborator, has integrity, fair, caring, respectful, trustworthy, fun, thinks safely, kind, positive, attentive, playful, punctual, knowledgeable. Interactive: pick the five you already have, and the two you are working on. Saved, revisited at the end of the course. S1.2 In charge means in charge · to write — the authority conversation. Children will test whether you mean it, and they are supposed to. S1.3 Your personal safety · MAN2025 p16 · to write Objective: the part most babysitting courses skip. You are a young person alone in somebody else’s house. — Somebody knows where you are and when you are due home. Always. Agreed before you go. — Your own way home, arranged before the job starts — this is the set-up for S2.5 and for the Trust Meter scene about the parents who have been drinking. — You are allowed to leave. Say it explicitly, at eleven. Interactive: Trust Meter — read the house. Three scenes, live.

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Badge S2 — Before you babysit · the business badge

60 min · MAN2025 ch2 pp19–30; DECK slides 14–22

S2.1 Your reputation, including online · DECK slide 14 · to write — Keep your online image clean and professional. Show good judgement: no profanity, no bullying. — Never post identifying details of the family or the children you sit for. Respect their privacy. This is a professional obligation, and framing it that way is what makes an eleven-year-old take it seriously. S2.2 Your resume · MAN2025 p21 · to write Objective: the young person finishes with an actual one-page resume. — What goes on it at fourteen: courses, experience with siblings, references, availability, first aid status. Interactive: resume builder — fills, saves, prints. Probably the single most motivating artifact in the entire program, because it is the one that gets them paid. S2.3 Finding jobs safely · MAN2025 p22 · to write — DECK slide 77 answers it plainly: ask family, friends and neighbours. Not an app, not a noticeboard, not a stranger’s message. — Meet the family first, with your own parent, before the first job. S2.4 You can refuse a job · MAN2025 p22 · to write Objective: the most unusual thing in the corpus, and it should be the badge’s centrepiece. — Their own quiz item, DECK slide 22: “I will accept all babysitting jobs because I need the money.” False. — Reasons it is fine to say no: too many children, ages you have not been taught, a house that felt wrong, a parent who would not answer your questions, a time you cannot get home from safely. — How to say it, in one sentence, without an argument. Interactive: four job offers, accept or decline, with a real reason on each. S2.5 What to charge · MAN2025 p23 · to write — How rates are worked out: hours, number of children, ages, what else is expected of you. — Agreed before the job starts. Every time. DECK slide 22 tests exactly this. — How to say a number out loud without flinching, which is the actual skill. Interactive: rate calculator, then a scripted practice of saying it. S2.6 The handover · video S1 (built) · live — nine-item checklist, live on the sample page. S2.7 Your tool kit · MAN2025 p26; DECK slide 21 · to write — what you bring: activities by age, a charged phone, the checklist, your own snack. Interactive: pack the bag for a named job. S2.8 Badge challenge — DECK slide 22’s five items, verbatim. Already written, by them.

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Badge S3 — Rights of the Child · blocked

45 min · MAN2025 ch3 pp31–34

Right and wrong touching · consent and boundaries · suspected child abuse or neglect.

Nothing in this badge gets authored until Velma and Rachel sign off on the approach and the wording. It is the highest-stakes copy in the program: a young person who is now responsible for somebody else’s child, being taught to recognize and report abuse. It carries mandatory-reporting implications in Ontario and it is not a place for a confident first draft.

What is needed before writing starts, and it is a short list: 1. Velma and Rachel’s position on how far the reporting guidance goes, and to whom. 2. Whether the wording is carried across from MAN2025 verbatim or rewritten — my recommendation is verbatim wherever possible, with new writing only for the interactive framing. 3. Whether a parent is told, at purchase, that this badge is in the course. My recommendation is yes, plainly, on the sales page.

Structurally it is three lessons — your body and theirs; consent in practice with a child you are minding; what to do if you suspect something. That is as far as I will take it without sign-off.

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Badge S4 — Ages and stages

60 min · MAN2025 ch4 pp35–46 · the largest teaching block, and it has no equivalent in the tiers below

S4.1 Babies, 0–12 months · video S4a · to write — what they can and cannot do, what is normal, what is not, safe play. S4.2 Toddlers, 1–3 · to write — mobile, fearless, no sense of danger. The age where most of the accidents happen. S4.3 Preschoolers, 3–4 · to write — talking, negotiating, testing every rule you set. S4.4 School-aged, 5 and up · to write — space and presence at the same time, which is the hardest one to get right. S4.5 Children with special needs · MAN2025 p45 · to write Objective: ask the parent, do not assume, and never improvise. — The handover questions that matter: communication, routine, triggers, medication, what calms them. — Their own chapter includes this and most competitor courses do not. Keep it and say so on the sales page. Interactive across the badge: “three ages, three jobs” — the same situation (a refused meal, a bedtime, a fall) shown at three ages, and the young person picks the response for each. The lesson is that the right answer changes completely, and it is taught by comparison rather than by list.

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Badge S5 — Caring for children

75 min · MAN2025 ch5 pp47–66; DECK slides 32–46 · the largest badge in the program

S5.1 Talking to a child, by age · to write S5.2 A crying baby · to write — the checklist, then the honest part: sometimes nothing works, and that is not your failure. When to ring the parents. S5.3 Temper tantrums · DECK slide 32 · to write — theirs, verbatim: tantrums are a normal part of development. Triggers — fatigue, hunger, overstimulation, wanting independence. Stay calm and patient, identify the trigger, offer support and comfort, redirect or distract, seek help from parents if needed, and stop any unsafe action immediately. S5.4 Managing misbehaviour · DECK slide 34 · to write — theirs, verbatim, and the last line is the one that matters: be calm and patient · stop bullying or aggression immediately · ask questions and understand the cause · distract or ignore · make clear rules · praise good behavior · stay near for safety · never shout, shake or hit a child. S5.5 Holding small children · to write — lap hold named in DECK slide 83. Illustrated, not described. S5.6 Feeding — bottles · DECK slide 37 · to write — wash hands, burp cloth ready, warm and test the temperature (lukewarm, never hot), elevate and support the head, nipple filled with milk, burp every one to two ounces or when fussy. S5.7 Feeding — solids · DECK slide 39 · to write — parents prepare in advance with heating instructions, bib, secure in the highchair, check temperature, small soft-tipped spoon, let them set the pace, clean the child and the chair afterward. S5.8 Nappies and toileting · to write — procedure, hygiene, and what to do when a potty-training child has an accident, which is mostly about not making it a thing. S5.9 Dressing · to write S5.10 Sleep · DECK slides 45–46 · to write Objective: the one where getting it wrong is fatal, so it is taught as a rule rather than a judgement. — Always on their back. Sheets tight, no blankets in the cot. No soft bedding, pillows or toys — suffocation risk. DECK slide 85 tests this. — Bedtime routines: follow the parents’ instructions, calming activities, be patient and soothing, respect the rules, address fears, keep monitoring. S5.11 Preventing infection · DECK slide 87 · to write — handwashing, gloves, and not babysitting when you are ill.

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Badge S6 — Safe environments

45 min · MAN2025 ch6 pp67–72

S6.1 Childproofing a house that is not yours · video S6a · to write — DECK slide 89: remove dangerous items from the area. Then the room-by-room scan, at a level where the young person is responsible for the outcome. S6.2 Play that is safe by age · to write — ties back to S4, deliberately. S6.3 Outside, and going out · to write — do you have permission to leave the house at all? Agreed at the handover, not decided on the day. S6.4 Fire, with children who are not yours · to write Objective: the hardest single scenario in the program. — Get them out. Count them. Never go back in. — A pre-planned route matters more here than anywhere else, because you are carrying or leading somebody who does not understand what is happening. S6.5 The door, the phone, and people who arrive · to write — Intermediate’s lesson with somebody else’s child behind you. Trust Meter, live on the sample page.

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Badge S7 — Be prepared for the unexpected

75 min · MAN2025 ch7 pp73–100; DECK slides 59–74

S7.1 Who do you call first? · DECK slide 59 · to write — build this interactive Objective: the Senior triage dial, and the tier’s second signature interactive. Five scenarios, three answers each — Parent · EMS · You handle it — theirs, verbatim: — The power goes out while you are babysitting after school. — You see someone in the backyard and hear a basement window smash. — The child feels hot and sweaty and says his tummy hurts. — You cut yourself peeling an apple, blood is spurting and you cannot stop it. — You smell smoke and see fire in the kitchen. You get the children out fast. It teaches 911-before-parents by letting the learner get it wrong once, in a place where being wrong costs nothing. Build it as a sibling of the Trust Meter component. S7.2 The first aid kit · MAN2025 p73 · to write — what is in it, where it is in this house, checked at the handover. S7.3 Spotting an emergency · MAN2025 p75 · to write S7.4 SCAN · video S3 (built) · MAN2025 p76 · live — Scan the area first: is it safe? If not, do not approach — call 911. Your safety comes first. Then scan the child: tap the shoulder, “are you okay?”, check breathing, look head to toe for severe bleeding. If they are awake and breathing, scan for lesser injuries. — Call 911/EMS right away. Act — what is safe, and what the operator says. Notes — what happened, when, what you did. S7.5 Calling 911, as the responsible one · DECK slide 96 · to write — what happened, signs and symptoms, your name, the address. You will be asked for the address of a house that is not yours: get it at the handover, which is why it is item one on the checklist. S7.6 Illness · to write — fever, vomiting, when it is a parent call and when it is a 911. S7.7 Cuts, scrapes and nosebleeds · to write S7.8 Severe bleeding · DECK slide 94 · to write — direct pressure. Their answer, their wording. S7.9 Burns · to write S7.10 Choking, with a child in your care · to write — Intermediate’s lesson with the responsibility inverted. S7.11 The review game · DECK slides 75–99 · to write — straight port Four categories at 10, 20 and 30 points — The Babysitter’s Job · Caring for Kids · Safe Environments · Basic First Aid — twelve question-and-answer pairs, all extracted. Group activity in presented mode, badge challenge in solo mode. Rule 4 satisfied out of their own material, which is the neatest thing in the corpus.

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Badge S8 — Your terms

30 min · assembled from ch2 · to write · partly live

S8.1 Agreeing it up front · video S4 (built) · live — time, money, getting home. Ninety seconds, and teenagers believe it is impossible. S8.2 Your own way home · to write — arranged before the job. The Trust Meter scene with the parents who have been drinking is the pay-off, and it only works if this lesson came first. S8.3 After the job · to write — what you tell the parents, what you write down, and how you get asked back.

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Senior-only strands, for the matrix

Three strands exist at Senior and nowhere else, and they are the reason the certificate has third-party value: Child development / ages and stages · Practical caregiving — feeding, sleep, hygiene, infection · The business — reputation, resume, finding work, rates, the right to refuse.

What Senior still needs

1. Chapter 3 sign-off. Blocking, and the only true blocker in the whole outline.
2. The manual’s own illustrations for holds, feeding positions and the recovery position. These are procedural and must be shown rather than described. MAN2025 has them; extract rather than redraw.
3. A decision on first aid certification language — the course teaches first aid, it does not certify it, and the sales page already says so.

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The whole thing on one page

Twelve lessons are already written and live. Ninety-six can be written today from material sitting in the corpus — no new research, no waiting on anybody. Three need one message to Velma. Three need a sign-off. Eight are genuine new authoring scheduled for later in the year.

That ratio is the point of this document: the bottleneck is writing time, not information. Everything needed to write ninety-six lessons is already extracted, converted and banked.

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What to write first, and why

1. The five artifacts. They are what parents remember, they are what gets printed and stuck on a fridge, and every one of them already exists on paper in SOS 4 Kids’ own manuals. One is built.

2. The two dials. The Trust Meter is built. Its sibling — “Who do you call first?”, DECK slide 59 at Senior and “Who ya gonna call?”, MAN2019 p37 at Intermediate — is the same component at two difficulties, and it is the single best unbuilt interactive in the corpus.

3. The readiness survey, I0.1. Free, four minutes, answered separately by parent and child, gaps shown side by side. It is a placement test, a before/after story, and the best top-of-funnel asset the program could have. Build it before the paid content it leads into.

4. Then the badges, in this order, because it front-loads what is both cheapest to write and most saleable: Intermediate I3 (flagship, mostly written) → Senior S2 (the business badge, nothing like it in the market) → Junior J2 (mostly live) → Senior S7 → Junior J1 → the rest.

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The seven questions this outline raises

1. The nine “Crossing the Line” cards (Junior J2.7) — the wording is inside laminated sheets and deck artwork. One photograph set from Velma unblocks it.
2. The Fire Safety Game questions (Junior J6.4) — a 39-slide deck of baked-in artwork. Same fix: photographs or OCR.
3. The 84 Junior narration clips are still untranscribed. Nine minutes of audio, negligible cost, and it is where the spoken teaching script lives. This is the highest value-per-effort item on the whole list.
4. Home Alone manual batches 2 and 4+ — roughly 31 of 51 pages have never arrived.
5. Self defense (Junior J3.4) — physical technique does not port to a screen. Proposal: online teaches voice, posture, distance and leaving; the physical work is signposted to an in-person event, which gives a hosted event something digital genuinely cannot deliver.
6. Senior Chapter 3 — right and wrong touching, consent, suspected abuse. Needs Velma and Rachel before a word is written.
7. Bullying at Intermediate. It is a full badge at Junior, absent at nine to twelve, and nine to twelve is when it peaks. I would move it out of 2026 and into the first wave.

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What this outline is not

It is not a script. Every lesson above still needs writing, and the writing is where the quality lives — the difference between “tell a trusted adult” and “Something happened and it made me feel funny” is the entire product.

It is also not a rewrite of the legacy material. Roughly two thirds of what is above is SOS 4 Kids’ own teaching, carried across in their own words — the six feeling states, the six rules, tricky people, NO GO YELL TELL, the badges, SCAN, the house rules agreement, the review game. What is new is the shape: badge-granular, dual-mode, no facilitator required, and a child able to do it at a kitchen table on a Tuesday.