Speak Up Until You're Heard PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce when and how to communicate important things, through a structured, ready-to-teach lesson. Pupils learn that some things matter enough to keep speaking up about, and practise simple ways to share something important until a trusted person listens. The lesson gives teachers a calm, practical way to build early communication skills that pupils can use with friends, family and trusted adults.
Healthy Relationships & Communication
Snapshot
Speak Up Until You're Heard
The lesson gives teachers a structured way to introduce early communication and help-seeking skills using simple, age-appropriate language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Learning when and how to communicate something important, and what to do if someone does not listen the first time
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 the difference between everyday chat and something important that needs to be heard
Recognise when someone has not properly heard or understood what they said
Recognise that it is okay to speak to more than one person if the first person does not listen
Understand
Understand why some things are worth repeating or explaining again
Understand that trusted adults want to know when something important is happening
Practise
Practise simple phrases for sharing something important with a friend or adult
Practise calmly repeating or rephrasing a message if they are not heard the first time
Practise choosing another trusted adult to speak to if needed
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 and 2 who are building early communication and relationship skills. It suits pupils who are learning to speak up in friendships and family situations, and who are developing confidence in asking for help.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
communication and confidence building work
early help-seeking and trusted adult conversations
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 communication skills Use when pupils are learning early language for sharing important information clearly.
Building classroom culture Use when reinforcing that pupils are encouraged to speak up and will be listened to.
Supporting help-seeking confidence Use when pupils need practice choosing a trusted adult and trying again if the first attempt does not work.
Reinforcing respectful communication Use when revisiting how pupils talk to friends, family and adults about things that matter.
Practising safe responses Use when pupils are learning how to repeat or rephrase a message calmly, without arguing.
Preparing for transition Use when pupils are meeting new adults or peers and need confidence to speak up in new settings.
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 often know something is important but are not always sure how to explain it clearly, or what to do if the first person they tell does not seem to listen. Building this skill early helps pupils feel more confident in friendships, family life and everyday school situations. Communication is not only about speaking clearly the first time. It is also about understanding that some messages matter enough to repeat, rephrase or share with someone else if needed. This lesson supports a classroom culture where pupils feel able to speak up and know that trusted adults are there to listen, even if it takes more than one attempt to be understood.
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
Communication Pupils practise sharing something important clearly and calmly.
Persistence Pupils learn it is okay to repeat or rephrase a message if not heard the first time.
Help-seeking Pupils identify trusted adults they can speak to about important things.
Self-advocacy Pupils build confidence in speaking up for themselves in friendships and family life.
Emotional awareness Pupils consider how it feels when something important goes unheard.
Relationship skills Pupils practise respectful ways of getting someone's attention and being understood.
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 stories during discussion
Frame examples around general situations rather than personal disclosures
Identify the 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 examples such as telling a friend something is unfair or telling an adult something feels wrong
Give pupils time to practise phrases aloud in pairs or as a group
Reinforce that pupils do not need to argue or confront anyone to be heard
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Use general examples or scenarios rather than personal experiences
Remind pupils that privacy matters, and this is not a space for naming classmates
Reinforce that speaking up and asking for help is a responsible, positive choice
Adaptation options
Use partner talk or small groups for pupils who need extra confidence
Use drawing or sentence starters for pupils who find spoken practice difficult
Spend more time identifying trusted adults if pupils are unsure who to speak to
