iPad Safety Plans

Overview

Students will explore how to participate safely in physical activity and build lifelong habits by using iPads to gather, evaluate, and record safety strategies for different movement scenarios. This lesson builds toward planning strategies that support safe, healthy participation in PE and beyond.

Learning intentions

• Students will recognise key safety risks in common physical activity settings.
• Students will use iPads to collect and organise safety strategies and health factors.
• Students will create and justify a personal “Safety Plan” for participation in a chosen activity.
• Students will use criteria to self-check that their plan supports safe, healthy, lifelong participation.

Success criteria

• I can identify at least 3 safety risks and 2 ways to reduce each risk.
• I can explain how my safety plan supports health (e.g. hydration, warm-up, recovery, appropriate intensity).
• I can use my iPad evidence/notes to justify my choices clearly.
• I can demonstrate safe participation strategies (e.g. warm-up routines, correct equipment use, safe movement decisions).

Curriculum links

• PH4-SHP-01: Students plan for and use strategies to participate in activities that encourage safety, health and lifelong physical activity.
• PHLS-SHW-02: Students recognise and demonstrate strategies to promote safety in a range of situations.
• PH4-IPS-01: Students investigate and use health information and support services to propose strategies that enhance safety, health and wellbeing.

Lesson structure (60 minutes)

1. 0–6 min · Hook (scenario + quick vote). Teacher displays the prompt on the introduction slides: “Which student is most prepared to stay safe today—and why?” Students respond on their iPad with a quick poll/note (teacher can do this verbally if polls aren’t available), then share one idea with a partner.

2. 6–18 min · Model: safety strategy “ingredients”. Teacher uses the introduction slides to highlight a simple planning structure:

• Setting risks (space, surfaces, people, weather/heat)
• Equipment & clothing checks
• Body preparation (warm-up, intensity control, hydration)
• Safe participation behaviours (communication, pace, reporting concerns) Teacher pauses after each section for a 20-second think and one student example.

3. 18–30 min · iPad task: evidence collection and sorting. Teacher distributes the safety plan worksheet and opens the introduction slides to the “Activity Scenarios” slide. In groups of 3–4 (mixed ability), students use iPads to:

• Choose one scenario card from the teacher’s slide (e.g. court sport, dodgeball, fitness circuit, school oval running in hot weather).
• Create a short list of safety strategies using iPad notes (or a simple template app: Notes/Pages).
• Capture one piece of evidence per category (e.g. “hydration reminder”, “safe spacing rule”) from the teacher-prepared images/slide screenshots on the iPad (no internet needed). Students must fill the matching sections on the safety plan worksheet.

4. 30–42 min · Planning: build a personal “Safety Plan”. Teacher revisits the introduction slides to show the final plan structure. Students complete the safety plan worksheet by turning their lists into:

• 3 risks + mitigation actions (at least one action about warm-up/intensity or recovery/health)
• 2 “lifelong” strategies (e.g. gradual progression, listening to body, how to seek help early) Mixed ability support: students can use sentence starters on the worksheet (provided by teacher) and select from a word bank (teacher models options on the slide deck).

5. 42–54 min · Share: justify and refine. Teacher sets up a gallery-style share using the introduction slides (each group posts their plan summary as a short note/photo on the iPad for quick viewing). Students do a “Glow & Grow” peer check:

• Glow: one strong safety action
• Grow: one improvement needed to better protect health or safety Teacher circulates with a checklist focused on whether students linked safety choices to health/lifelong participation.

6. 54–60 min · Plenary + exit ticket. Teacher returns to the introduction slides for the exit prompt: “One strategy I will use next time to stay safe and keep healthy is…” Students complete the exit response on iPad notes or verbally recorded by teacher, and hand in the safety plan worksheet.

Resources

• iPads for each student (or pairs) with Notes/app for quick drafting
• the introduction slides covering hook, safety strategy framework, scenario slides, and exit prompt
• the safety plan worksheet (one page, scenario planning organiser)
• Scenario cards or teacher-selected scenarios shown on the slide deck
• Teacher checklist for peer “Glow & Grow” and quick monitoring
• Basic classroom warm-up prompts (e.g. dynamic stretches list shown on slide)

Assessment

• Formative: teacher checklist during iPad planning (identifies risks and mitigation actions)
• Formative: peer “Glow & Grow” comments during share
• Summative for the lesson: collect the safety plan worksheet and review for required elements (3 risks, mitigations, health/lifelong link)

Differentiation

• Support: provide sentence starters on the safety plan worksheet (e.g. “A risk in this activity is…”, “To reduce it, we will…”).
• Support: allow students to choose from a word bank and use icons/categories on iPad notes (Warm-up, Hydration, Equipment, Spacing, Communication).
• Extension: ask students to include one “what I would do if something goes wrong” step (e.g. stop, check-in, notify teacher).
• EAL/SEN: use clear, short prompts; pair students strategically; permit oral responses transcribed by a partner if needed (teacher ensures each student contributes).