Kind and Safe

Overview

This 10-minute Reception PSHE activity helps pupils practise being kind and staying safe by learning simple rules for feelings and behaviour. It builds on pupils’ everyday experiences of sharing, turn-taking, and noticing how others feel, using very clear visuals and multiple ways to respond to support inclusion.

Learning intentions

• Students will learn how to be kind to others in the classroom.
• Students will learn a simple, safe rule for “stop” and “ask for help”.
• Students will show understanding by choosing a picture card that matches a kind/safe action.

Success criteria

• I can point to (or choose) a card showing a kind action.
• I can copy a “stop” gesture and say “ask for help”.
• I can tell you how someone might feel using a face/emotion choice.
• I can take turns during the activity with a calm body.

Curriculum links

• PSHE (personal, social and health education): relationships, feelings, and safe behaviour for the classroom community.
• Development of respect for others and challenging prejudice starts early through kind, inclusive behaviour and recognising others’ feelings.
• Personal, social and emotional development through simple routines, communication, and co-operation.
• Knowledge and understanding of the world through everyday “what happens if…?” choices about safety and kindness.

Lesson structure (10 minutes)

1. 0–2 min · Welcome and calm start. Teacher greets each pupil by name (if known from registers) and shows three large visual icons: “Kind”, “Safe”, “Ask for help”. Students sit on chosen spots (floor markers) and copy a calm breathing action with the teacher.

2. 2–4 min · Story and modelling. Teacher tells a very short, concrete story (no complex language): “In our classroom, someone wants the same toy. We can be kind. We can stop, ask for help, and use kind words.” Teacher models two actions: a gentle “stop” hand sign and a respectful “ask for help” gesture. Students repeat the gesture and say “stop” (any approximation is accepted) and “help” (or “ask for help” with support).

3. 4–7 min · Choose and match (visual, inclusive). Teacher holds up two sets of picture cards:

• Kind actions (e.g., sharing, using kind words, waiting, taking turns).
• Not-kind/unsafe actions (e.g., pushing, snatching, shouting to scare). Teacher says: “Which picture shows kind and safe?” Students choose a card from their option set. Response methods are varied: pointing, eye gaze to a card, placing the card into a “Kind/Safe” box, or verbalising with sentence starters.

4. 7–9 min · Feelings check. Teacher shows three emotion faces: happy, worried/sad, and angry. Teacher asks one question only per pupil: “Which face matches the person in the picture?” Students select the matching face card and place it next to the chosen action. If needed, the teacher offers the first sound prompt (e.g., “sad starts with s”) or allows a non-verbal choice.

5. 9–10 min · Quick closing and praise. Teacher repeats the class rule with visuals: “Be kind. Be safe. Ask for help.” Students do a final “stop + ask for help” gesture together. Teacher gives immediate, specific praise to each pupil (e.g., “I saw you take turns”).

Resources

• Large emotion face cards (happy, worried/sad, angry)
• Large picture cards for kind/safe actions and not-kind/unsafe actions
• Two “Kind/Safe” sorting boxes (one on the left, one on the right)
• Floor spot markers for seating
• Visual routine display: Kind / Safe / Ask for help
• Props: one simple toy (soft or classroom-friendly) for the example story
• Optional: gesture cue cards (stop hand, help/ask)

Assessment

• Teacher observes during matching: can the pupil choose the “Kind/Safe” card (point/place/choose).
• Teacher checks understanding of “stop + ask for help” through copying the gesture and participating in the phrase.
• Informal quick check at the end: each pupil places one chosen picture into the correct box.

Differentiation

• Provide visual scaffolds (icons, face cards, “Kind/Safe” boxes) so pupils can participate without needing long verbal answers.
• Offer multiple response options: pointing, placing cards, eye gaze, short verbal answers with sentence starters (e.g., “It is kind because…”).
• Use predictable turns: small group of 6, teacher-led prompts, and waiting time; allow pupils to hold the card for tactile engagement.
• For pupils who need extra support (SEN/EAL): pre-teach with gesture rehearsal in step 2 and use consistent sentence stems (“Kind is…”, “Safe is…”).
• Extension: for pupils ready to verbalise, ask one additional question: “What kind words could we say?” and accept any appropriate phrase or imitation.