Calling For Help PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce calling for help and speaking with emergency services through a structured, ready-to-teach lesson. Pupils learn to recognise when a situation needs help, understand simple steps for staying calm, and practise the basic information they may need to share if they ever have to call for emergency help.
Keeping Safe & First Aid
Snapshot
Calling For Help
The lesson gives teachers a structured way to introduce calling for help as a practical, everyday safety skill.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising when to call for help and knowing simple steps to follow
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise situations that may need urgent help, such as someone being hurt or in danger
recognise the difference between an emergency and an everyday problem
recognise that asking an adult or calling emergency services is a safe and sensible choice
Understand
understand why staying calm helps when asking for help
understand that emergency services are there to help in urgent situations
Practise
practise the basic information they may need to share when calling for help, such as their name and what is happening
practise using clear, calm language when asking an adult for help
practise simple steps to follow if they need to call for emergency help
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 and 2 who are beginning to learn about personal safety and how to get help in an emergency.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
personal safety and first aid awareness teaching
early emergency preparedness discussions
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing personal safety Use when pupils need simple language for recognising unsafe situations and asking for help.
Building classroom culture around safety Use when reinforcing that asking an adult or calling emergency services is a sensible, safe choice.
Practising safe responses Use when pupils are learning what to do and say if they need to call for help.
Supporting help-seeking confidence Use when pupils need to understand when and how to ask a trusted adult or emergency services for support.
Reinforcing first aid and safety learning Use when this lesson complements other personal safety or first aid topics.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about staying safe and knowing what to do in an emergency.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils benefit from knowing simple, practical steps for what to do if they or someone else needs urgent help. Learning how to call for help is a life skill that supports confidence and safety, both at school and at home. This lesson focuses on building readiness rather than raising fear. It helps pupils understand that calling for help is a sensible response to an emergency, not something to feel unsure or worried about. By practising simple steps in a calm, structured setting, pupils build the confidence to act if they ever find themselves in a situation where help is needed.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Personal safety awareness Pupils learn to recognise situations that may need urgent help.
Confidence Pupils practise calm, clear responses rather than feeling unsure what to do.
Communication Pupils practise sharing simple, clear information when asking for help.
Help-seeking Pupils understand when and how to ask an adult or emergency services for support.
Emotional regulation Pupils consider how staying calm supports clear thinking in an urgent situation.
Responsibility Pupils understand their role in keeping themselves and others safe.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name classmates or share personal stories about unsafe situations
Frame the discussion around general scenarios rather than personal disclosures
Make clear that pupils are learning a safety skill, not being trained as first responders
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
During delivery
Use simple, general examples such as someone being hurt or something feeling unsafe
Give pupils time to practise saying simple information aloud, such as their name and what is happening
Reinforce that staying calm and asking an adult for help is always a sensible choice
Keep the tone practical and reassuring rather than alarming
Supporting safe discussion
Reinforce that asking for help is responsible, not something to feel embarrassed about
Explain that pupils should always tell a trusted adult if something feels unsafe
Follow school safeguarding procedures if concerns arise during discussion
Adaptation options
Use paired talk or drawing for quieter groups
Use simple role-play for confident groups practising what to say
Spend more time identifying trusted adults if pupils need extra support
