First Aid for Kids PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce first aid basics through a structured, ready-to-teach lesson. Teachers use the lesson to introduce what an emergency looks like and how to respond safely, without expecting pupils to treat an injury or manage a situation alone. Pupils learn to recognise when something is wrong, stay calm and know the simple steps for getting help from an adult in different everyday environments, such as home, school and outdoor settings.
Keeping Safe & First Aid
Snapshot
First Aid for Kids
The lesson gives teachers a structured way to introduce basic safety awareness and simple help-seeking steps.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising emergencies and knowing simple steps to get help
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 common signs that a situation may be an emergency
recognise unsafe situations in different everyday environments, such as home, school or outdoors
recognise when a situation needs adult or emergency help rather than being managed alone
Understand
understand that staying calm helps them think clearly and communicate what is happening
understand the simple steps to follow when they notice someone is hurt, unwell or unsafe
Practise
practise simple phrases for describing what has happened and asking an adult for help
practise identifying a trusted adult to go to in different environments
practise staying calm when talking about an unsafe or emergency situation
Who this lesson is for?
This lesson is designed for younger primary pupils who are beginning to learn about safety, emergencies and help-seeking. It does not assume pupils have any prior first aid knowledge and keeps language simple and concrete.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
keeping safe or personal safety topics
early foundational safety awareness work
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 keeping safe topics Use when pupils need a first, simple introduction to emergencies and safe responses.
Building foundational safety knowledge Use when reinforcing what to do in different everyday environments, such as home, school or outdoor settings.
Preparing for outdoor or off-site activities Use before trips, outdoor play or excursions where safety awareness is useful.
Practising safe responses Use when pupils need to practise simple steps and phrases for getting help.
Preparing for transition Use when pupils are moving into new environments, such as a new school year or classroom routines.
Creating structured pastoral discussion Use when you want a calm, teacher-led session on staying safe and asking for help.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young pupils benefit from simple, repeatable language for recognising when something is wrong and knowing what to do next. First aid awareness at this age is not about managing an emergency alone, it is about building calm, sensible habits for noticing risk and getting help quickly. Teaching these skills proactively helps pupils feel more confident in unfamiliar or worrying situations, rather than unsure or frightened. It also reinforces that adults are there to help, and that telling someone straight away is always the right response. Building this knowledge early supports a safer classroom and playground culture, where pupils understand simple steps for staying safe across different everyday environments.
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
Safety awareness Pupils learn to notice signs that a situation may be unsafe or an emergency.
Calm responding Pupils practise staying calm rather than panicking when something goes wrong.
Communication Pupils use simple language to describe what is happening to an adult.
Help-seeking Pupils understand when and how to ask a trusted adult for help.
Risk recognition Pupils identify unsafe situations across different everyday environments.
Confidence Pupils build confidence in knowing what to do when something feels wrong.
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 share personal stories or name family members
Frame discussion around general scenarios rather than pupils own experiences
Identify the trusted adults pupils can go to at school and who to tell if they feel unsafe
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, calm language when describing emergencies or injuries
Keep examples general, such as a fall, a small accident or feeling unwell, rather than graphic detail
Reinforce that pupils are not expected to treat an injury or manage an emergency alone
Give pupils time to practise simple phrases for asking an adult for help
Supporting safe discussion
Reinforce that asking for help is always the right response
Explain that pupils should tell an adult straight away if they notice someone is hurt or unsafe
Keep the focus on recognising and reporting, not on assigning blame
Adaptation options
Use simpler scenarios and more repetition for younger or less confident pupils
Extend discussion to cover more environments, such as outdoor play or travel, for pupils ready for more detail
Use visual prompts or partner talk for pupils who need extra support expressing ideas
Where home safety examples come up, keep the message simple: if someone feels unsafe or notices an injury at home, they can tell a teacher or another trusted adult.
