Staying Safe PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce staying safe in unsafe or unfair situations through a structured, ready-to-teach lesson. Pupils learn to recognise when something feels unsafe or unkind, understand simple steps to stay safe, and practise asking a trusted adult for help. The lesson gives teachers a calm, procedural way to introduce personal safety alongside recognising unkind or hurtful behaviour, without needing extra preparation.
Keeping Safe & First Aid
Snapshot
Staying Safe
This lesson gives teachers a structured way to introduce personal safety, recognising unsafe situations and simple steps for asking for help.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe situations and practising safe responses
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 feels unsafe, scary or unfair
recognise unkind or hurtful behaviour towards themselves or others
recognise that feeling unsafe is a signal to ask for help
Understand
understand that staying calm helps them think of a safe next step
understand that trusted adults are there to help when something feels unsafe
Practise
practise simple steps for responding to an unsafe situation, such as moving away and telling an adult
practise using clear words to ask a trusted adult for help
practise identifying who a trusted adult might be at school and at home
Who this lesson is for?
This lesson is designed for pupils in Years 1 and 2 who are beginning to learn what it means to stay safe and how to respond when something feels wrong. It suits early learners who are developing language for noticing unsafe or unkind situations and are learning who they can turn to for help.
It is suitable for:
early primary PSHE lessons
personal safety and staying safe teaching
pastoral care, circle time or form time
introducing safe help seeking behaviours
early awareness work around unkind or hurtful behaviour
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 noticing unsafe situations and asking for help.
Building classroom culture Use when reinforcing expectations around kindness, safety and looking out for one another.
Supporting inclusion Use when pupils need practice recognising unkind or hurtful behaviour towards others.
Practising safe responses Use when pupils are learning calm, practical steps such as moving away or telling an adult.
Building help seeking confidence Use when pupils need to understand who a trusted adult is and how to ask for help.
Creating a structured PSHE discussion Use when you want a calm, teacher led discussion about safety and safe choices.
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 when something feels unsafe and knowing there is always a next step they can take. Personal safety is not only about responding to danger. It is also about helping pupils notice unfair or unkind situations early, stay calm, and understand that asking for help is the right thing to do. This lesson supports a safer classroom and school culture by helping pupils understand that staying safe is something they can practise, not something that relies on luck or waiting for an adult to notice. Pupils learn that trusted adults are there to help, and that speaking up is always a safe choice.
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 situations that feel unsafe, scary or unfair.
Staying calm Pupils practise pausing and thinking before responding to an unsafe situation.
Help seeking Pupils learn simple, clear ways to ask a trusted adult for help.
Empathy Pupils consider how unkind or unsafe behaviour can affect others.
Communication skills Pupils practise using clear words to explain what happened.
Protective behaviours Pupils recognise that unsafe or unkind behaviour should always be shared with an adult.
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
Frame discussion around general examples and scenarios rather than personal accusations
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, calm examples such as feeling scared, being left out or being asked to do something that feels wrong
Give pupils time to practise simple phrases aloud
Reinforce that pupils do not need to handle unsafe situations alone
Allow pupils to respond through discussion or drawing depending on confidence and maturity
Supporting safe discussion
Reinforce that asking for help is a responsible choice, not a weakness
Explain that unsafe or unkind behaviour should always be shared with a trusted adult
Keep language reassuring rather than alarming when discussing unsafe situations
Adaptation options
Use paired discussion or drawing for quieter groups
Spend more time identifying trusted adults if pupils need extra support
Adjust scenario examples to suit pupils' familiarity with school routines and settings
Any scenario involving home or family should be handled with particular care. Keep the message simple: if something at home feels scary or unsafe, pupils can tell a teacher or another trusted adult.
