Staying Alert Safely

Overview

Unit: Understanding Street Safety (Lesson 4 of 10)
Duration: 30 minutes
Class: Year 2 (Ages 6-7)
Class Size: 20 students
Subject: PSHE
Curriculum Reference:

• Relationships Education (DfE, 2019)
• Health and Safety (Key Stage 1)
• Personal Safety and Risk Awareness from National Curriculum for PSHE (England)

Learning Objectives

By the end of this lesson, pupils will:

• Recognise the importance of being alert and aware of their surroundings when walking near roads (NC England: Relationships Education – Keeping safe).
• Explain simple ways to stay safe, such as looking and listening carefully.
• Develop their attention and observation skills through interactive play.
• Understand basic responsibilities to themselves and others when crossing roads (linked to Health and Safety guidelines).

Curriculum Links

• Relationships Education: Pupils learn the importance of safety and risk awareness in familiar social settings (DfE, 2019).
• Health and safety: Understanding how to keep safe when crossing roads per statutory guidance in Key Stage 1 PSHE.
• Personal Development: Pupils develop self-awareness and responsibility, including recognising risk and managing it with support.

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Resources

• Pre-prepared images/cards representing common street objects/sounds (e.g., pedestrian crossing, cars, pedestrians, traffic lights).
• A safe open space large enough to move around (classroom space or outdoor area).
• A simple sound source that can play ambient street sounds (optional).
• Visual timer or clock to keep track of activity time.
• Large colourful cones or markers to define boundaries.

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Lesson Structure

1. Starter Activity (5 minutes)

Objective: Activate prior knowledge about street safety and introduce the importance of staying alert.

• Gather the class in a circle. Ask: “What do you think it means to be ‘alert’ when you are near roads or streets?”
• Record three quick ideas from several students on a whiteboard/flip chart. (e.g., “Look both ways,” “Listen for cars,” “Hold a grown-up’s hand.”)
• Introduce the key concept: Staying alert helps keep us and our friends safe when we walk near roads.

Teacher’s Tip: Use positive reinforcement by praising careful listening and ideas that mention awareness or paying attention.

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2. Main Activity: “The Alert Walk” Game (20 minutes)

Objective: Practise paying close attention to the surroundings through a fun, physical game that simulates walking near streets.

Set-up:

• Use cones to mark a “street” area about 6 meters long and 2 meters wide within which students will walk.
• Assign a few students as “cars” who move slowly and safely around this area, making the game dynamic but controlled (rotate roles). Teacher acts as traffic controller.

Instructions:

• One at a time, pupils take a slow walk along the “street” trying to spot and recall specific objects or sounds shown through cards or played audio: e.g., “Can you spot the bicycle parked near the lamp post?”, or “Can you listen carefully for the horn sound?”
• Pause midway: Pupils freeze and point out what they noticed. Discuss why noticing those things is important to being safe.
• Repeat, adding new elements (e.g., a pedestrian crossing, a dog barking) to increase difficulty and reinforce attention to details.

Extension for early finishers: Ask them to describe what it means to stay alert in their own words or draw a picture of themselves being alert near a road.

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3. Plenary / Reflection (5 minutes)

Objective: Reinforce learning and encourage personal application.

• Sit pupils down and ask:
  • “Why is it important to stay alert when you are walking near streets?”
  • “What can you do if you feel distracted or unsure when crossing a road?”
• Emphasise simple actions: looking both ways, listening carefully, holding hands, stopping and thinking before moving.
• Praise all answers, identifying that staying alert is a habit we build that keeps us safe.

Teacher’s Tip: Finish with a positive mantra or class pledge, for example: “We keep our eyes and ears open so we can be safe every day!”

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Assessment

Formative assessment will be ongoing, observing:

• Pupils’ ability to spot and recall objects/sounds during the game.
• Participation in discussion demonstrating understanding of what it means to stay alert.
• Confidence in voicing actions they can take to stay safe.

No formal written assessment is required in this lesson, supporting engagement through practical and oral activities.

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Differentiation

• Provide additional visual cues or simpler prompts for pupils with learning difficulties.
• Challenge more able pupils to give reasons why staying alert helps prevent accidents.
• Partner less confident learners with supportive peers during the game.

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Safeguarding Considerations

• Ensure the activity space is safe and free from hazards.
• Monitor students closely when moving to prevent trips or collisions.
• Use scenarios that are age-appropriate and do not induce fear, focusing on positive safety behaviours.

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Reflection for Future Lessons

• Consider introducing simple role-play scenarios in later lessons for crossing roads with a partner or adult.
• Extend learning to different environments, such as using public transport safely.

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Summary

This lesson combines active play with critical thinking to embed the importance of staying alert in street safety. It aligns with the National Curriculum expectations by fostering personal responsibility, risk awareness, and practical knowledge to keep Year 2 pupils safe in everyday environments.