Making Safe Choices PSHE lesson plan
A primary PSHE lesson for Reception pupils that helps UK teachers introduce safety signs, rules and trusted people through a structured, ready-to-teach lesson. Pupils learn to recognise safety signs and rules, understand who can help them in different places, and practise simple steps for staying safe and asking for help.
Keeping Safe & First Aid
Snapshot
Making Safe Choices
The lesson gives teachers a structured way to introduce safety signs, rules and trusted people in a calm, age-appropriate way.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising safety signs, rules and trusted people who help keep us safe
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 safety signs and rules in different environments
identify people who can help keep them safe at school, home and in the community
recognise when a situation or place feels unsafe
Understand
understand why rules and signs exist to help keep people safe
understand that different environments may have different safety rules and helpers
Practise
practise identifying a trusted adult to ask for help in different settings
practise simple steps for staying safe, such as stopping, looking and asking for help
practise using simple language to describe feeling unsafe
Who this lesson is for?
This lesson is designed for Reception pupils who are beginning to learn about safety signs, rules and the people who help keep them safe. It suits pupils who are starting to build early awareness of their surroundings and simple safety concepts, with support from familiar routines and guided discussion.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care and form time
early safety and protective behaviours work
transition into new environments, such as starting school
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 safety concepts Use when pupils are learning early language for signs, rules and safe adults for the first time.
Building classroom culture Use when reinforcing classroom or school safety routines and expectations.
Supporting transition Use when pupils are moving into a new environment, such as starting school or a new classroom.
Practising safe responses Use when pupils are learning simple steps to follow if they feel unsafe or unsure.
Reinforcing previous learning Use when revisiting safety rules and trusted helpers across the year.
Preparing for a new setting Use when introducing pupils to a new environment, such as a school trip or community visit.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils need simple, practical language for recognising safety signs, rules and trusted people before they can apply this knowledge confidently in everyday environments. Safety awareness is not only about responding to a specific danger. It is also about helping pupils build early, everyday skills for noticing rules, recognising helpers and knowing what to do if something feels unsafe. This lesson supports pupils to build confidence in different environments by giving them a calm, structured way to think about safety, without relying on fear or worst-case scenarios.
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 notice signs and rules in different environments.
Risk recognition Pupils begin to recognise when a place or situation feels unsafe.
Help-seeking Pupils learn who to ask for help in different settings.
Communication Pupils practise simple language to describe feeling unsafe.
Confidence Pupils build confidence to follow safety steps calmly.
Independence Pupils develop early skills for looking after themselves in familiar settings.
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 other people's personal stories
Frame discussion around general examples and scenarios, rather than personal disclosures
Identify trusted adults pupils can speak to at school
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, familiar examples such as safety signs, school rules and trusted helpers
Give pupils time to practise identifying a trusted adult in different settings
Keep the focus on recognising and responding, not on specific hazards or worst-case scenarios
Allow pupils to respond through discussion, drawing or simple role-play depending on confidence
Supporting safe discussion
Reinforce that asking for help is a safe and sensible choice
Explain that unsafe situations should always be shared with a trusted adult
Follow your school's safeguarding procedures if any concerns arise
Adaptation options
Use pictures or props to support recognition of safety signs
Use partner talk or drawing for pupils who are less confident speaking aloud
Spend more time identifying trusted adults if pupils need extra support with this concept
