Exploring Safe Spaces

Overview

In this lesson, students in Year 1 and Year 2 explore what “safe spaces” mean and how personal space helps people stay safe and feel respected. Students will practise boundary ideas, then create a shared “safe zone” in the classroom that supports Waiora (healthy wellbeing).

Learning intentions

• WALT understand personal space and recognise what it means to feel safe.
• WALT identify helpful boundaries and safe ways to ask for space.
• WALT contribute to a classroom “safe zone” that supports everyone’s Waiora (tinana, hinengaro, whānau, wairua, and environment).

Success criteria

• I can say what personal space means (my body needs space to feel safe).
• I can use a safe request (e.g., “Please stop,” “I need space,” or a taught Te Reo Māori phrase) to ask for boundaries.
• I can follow the class rules for the “safe zone” and show respectful behaviour.
• I can identify two things that make me feel safe in the classroom.

Curriculum links

• Waiora — promotes health and wellbeing through safe relationships and respectful interactions (tinana, hinengaro, whānau, wairua, and environment).
• Hauora/Waiora wellbeing ideas — supports learning about caring for self and others in everyday situations.
• Social and emotional learning through safety routines — builds skills for recognising feelings and responding with manaakitanga.

Lesson structure (30 minutes)

1. 0–4 min · Opening karakia and connection. Teacher gathers students, offers a short karakia, and asks: “Where do you feel safest in class—what helps you feel safe?” Students share one quick idea with a partner.

2. 4–10 min · Think–talk–share: personal space. Teacher shows two simple scenarios (no touching vs touching/being too close) and models: “When someone is too close, I feel…; I can say…” Students role-play their feeling word and repeat a boundary request.

3. 10–14 min · Direct teach: safe boundaries and language. Teacher explicitly teaches class boundary signals: stop/step back, hands to self, and “ask for space” words. Teacher models an example response in English and Te Reo Māori (e.g., “Haere atu,” “Tēnā, me noho tawhiti,” meaning “Please, stay back / I need distance”). Students practise as a group with teacher prompts (choral repetition, then pairs).

4. 14–22 min · Create the classroom ‘safe zone’. Teacher explains the purpose: the safe zone is a marked area where students can go to cool down or ask for space. Students help decide where it goes using a quick vote: “Is this visible? Is it safe? Can others respect it?” Students place pre-cut tape shapes or mats and name it together (e.g., “Te Wāhi Haumaru / Safe Zone”).

5. 22–27 min · Guided practice: boundary stations. Teacher runs two short “stations” with rotation (2 minutes each, teacher support).

• Station A: “Ask for space” practice—students practise the taught phrase and step back to the safe zone.
• Station B: “Respect the safe zone”—students role-play a friend walking near; they use respectful distance and manaakitanga. Students take turns in small groups, following “hands to self” and “step back” routines.

6. 27–30 min · Exit reflection (quick check). Teacher asks each student to complete an oral “one thing” share: “One way I can keep myself and others safe is…” Students show with thumbs (ready/learning) if they feel confident using the safe boundary request.

Resources

• Floor tape or mats to mark a “safe zone”
• Pre-cut classroom boundary cards (Stop / Hands to self / Step back / Ask for space)
• Scenario picture cards (too close vs respectful distance)
• Student mini-signs or lanyard tags with safe request words
• Optional calm-down object (quiet sensory item) for the safe zone
• Chart paper for class “Safe Zone” rules (with English and simple Te Reo Māori)

Assessment

• Teacher observation during role-play: correct use of boundary request and stepping back.
• Check students’ understanding of feelings and safety using “thumbs” at the end.
• Exit reflection: listen for at least one clear safety action students can name.

Differentiation

• Support: provide sentence starters and gesture prompts (point to boundary cards; practise stepping back). Use fewer choices for younger students.
• Support (Te Reo Māori): allow students to repeat the phrase chorally first, then use it with a partner cue.
• Extension: ask some students to add a second safe strategy (e.g., go to safe zone, find a teacher, use calm breathing).
• SEN/learning needs: use visual sequencing (picture steps) for station practice; offer a “buddy role” (partner coach) rather than full role-play if needed.
• Behaviour and regulation support: remind students the safe zone is for cooling down and asking for space—no punishment.