Speaking Up and Reporting PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce what to do when something feels unsafe, through a structured, ready-to-teach lesson. Pupils learn to recognise unsafe or unfair behaviour, understand why speaking up matters, and practise safe ways to ask for help. The lesson keeps the focus practical, giving pupils clear language for noticing when something is not right and knowing who they can turn to for support.
Healthy Relationships & Communication
Snapshot
Speaking Up and Reporting
This lesson gives teachers a structured way to introduce speaking up and safe reporting habits using clear, age-appropriate language. Feedback: 4.4/5 from 23 pupil responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe behaviour and practising safe ways to speak up and ask for 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 when a situation or behaviour feels unsafe or unfair
identify examples of behaviour that should be reported to a trusted adult
recognise that noticing something does not mean they have to manage it alone
Understand
understand why speaking up about unsafe behaviour is a responsible choice
understand that reporting a concern is about safety, not getting someone in trouble
Practise
practise simple phrases for describing a situation that feels unsafe
practise identifying a trusted adult they could speak to at school
practise asking for help calmly and clearly
Who this lesson is for?
This lesson is designed for Year 5 and 6 pupils who are ready to think more independently about safety, fairness and speaking up.
It is suitable for:
upper primary PSHE lessons
relationships education
pastoral care, circle time or form time
safety and protective behaviours teaching
preparation for transition to secondary 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 and help-seeking Use when pupils need simple, structured language for noticing and reporting unsafe behaviour.
Building classroom culture Use when reinforcing that speaking up is a responsible and expected part of a safe classroom.
Supporting inclusion Use when helping pupils understand that everyone deserves to feel safe and supported.
Practising safe responses Use when pupils are learning how to describe a concern without needing to confront a situation directly.
Preparing for transition Use when pupils are moving to secondary school and need confidence in identifying trusted adults in a new setting.
Reinforcing pastoral routines Use when revisiting who pupils can go to for help within school and at home.
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 clear, usable language for recognising when something feels unsafe and knowing they can ask for help. Speaking up is not only about responding after something has gone wrong. It is also about building the confidence and vocabulary pupils need to notice unfair or unsafe situations early, and to understand that reporting a concern is a safe, sensible step rather than something to feel unsure about. This lesson supports a safer classroom culture by helping pupils understand that they are not expected to manage difficult or unsafe situations alone, and that trusted adults are there to help.
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
Social awareness Pupils notice when someone is being treated unfairly or unsafely.
Communication skills Pupils practise using clear, calm language to describe a concern.
Emotional awareness Pupils consider how unsafe or unfair situations can make someone feel.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Safety awareness Pupils recognise that unsafe behaviour should be reported, not managed alone.
Confidence Pupils build confidence in using their voice in a difficult situation.
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
Frame the discussion around general scenarios, not personal disclosures
Make clear the lesson is about learning safe choices, not managing risk alone
Identify the trusted adults pupils can speak to at school
During delivery
Use general, everyday examples rather than specific or detailed scenarios
Give pupils time to practise phrases for speaking up aloud
Reinforce that pupils do not need to manage unsafe situations by themselves
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Reinforce that asking for help is a responsible and sensible choice
Explain that unsafe behaviour should always be shared with a trusted adult
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
Adaptation options
Use partner or small group discussion for confident classes
Use written reflection or drawing for quieter pupils
Spend more time identifying trusted adults if pupils need extra support
Some pupils may find this topic personal. Keep the discussion general during the lesson and be ready to follow up privately afterwards if needed.
