Playing Safe In The Playground wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce safe and unsafe playground situations through a structured, ready-to-teach lesson. Students learn to recognise when a playground situation feels safe or unsafe, understand simple ways to respond, and practise asking a trusted adult for help. The lesson keeps the focus on everyday playground moments, including friendships and shared respect, so students build practical language for staying safe and looking out for others.
Keeping Safe & First Aid
Snapshot
Playing Safe In The Playground
This lesson gives teachers a structured way to help students build safe, practical playground habits.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising safe and unsafe playground situations and knowing how to get help
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise examples of safe and unsafe play in the playground
recognise signs that a game or activity no longer feels safe
recognise when a classmate may need help or support during play
Understand
understand that playground rules and shared respect help keep everyone safe
understand why telling a trusted adult about an unsafe situation is a safe choice
Practise
practise simple steps for responding to unsafe play, such as stopping and moving away
practise asking a teacher or trusted adult for help
practise including others and playing fairly with classmates
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 and 2 who are learning to make safe choices during play and understand basic playground expectations. It suits students who are beginning to notice how their actions affect others and who are developing the language to describe how a situation feels.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
class culture and playground expectation work
early keeping safe or protective behaviours programmes
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 playground expectations Use when students need simple language for talking about safe and unsafe play.
Building a positive class or playground culture Use when reinforcing shared respect, fairness and inclusion during play.
Practising safe responses Use when students are learning what to do if a game or activity starts to feel unsafe.
Building help-seeking confidence Use when students need to understand when and how to ask a teacher or trusted adult for help.
Supporting inclusion at playtime Use when students need practical language for including others and playing fairly.
Reinforcing playground routines Use when introducing or revisiting playground rules and expectations early in the term.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students spend a large part of the school day in the playground, so having clear, simple ways to judge whether play feels safe matters for everyday school life. Learning to notice when a game has changed, or when an activity feels unsafe, gives students an early foundation for making safer choices without adult supervision at every moment. Playground safety is not only about avoiding harm. It is also about helping students build habits of shared respect, so that play stays fair and inclusive for everyone involved. This lesson supports a calmer, safer playground culture by giving students simple language for recognising risk, including others and asking for help when something does not feel right.
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
Risk awareness Students notice when a playground activity starts to feel unsafe.
Self-regulation Students practise stopping and moving away from unsafe play.
Help-seeking Students learn when and how to ask a trusted adult for support.
Social awareness Students notice when a classmate is left out or treated unfairly.
Relationship skills Students practise fair play, sharing and including others.
Protective behaviours Students recognise that unsafe situations should be shared with a safe 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 students not to name classmates or share stories about other people
Frame the discussion around general examples and scenarios, not personal accusations
Identify the trusted adults students can speak to at school and during playtime
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use simple examples such as rough play, unsafe equipment use or being left out of a game
Give students time to practise simple phrases and steps aloud
Reinforce that students do not need to manage unsafe situations alone
Allow students to respond through discussion, drawing or simple role-play depending on confidence and maturity
Supporting safe discussion
Reinforce that asking for help is a responsible, safe choice
Explain that unsafe or unfair play should be shared with a trusted adult
Keep language calm and practical rather than focused on worst-case scenarios
Adaptation options
Use simple role-play for confident groups
Use drawing or partner reflection for quieter groups
Spend more time on identifying trusted adults if students need extra support
