Staying Safe Everyday

Overview

This 60-minute lesson for Year 3 pupils focuses on general children’s safety, equipping students with practical understanding and strategies to keep safe in a variety of everyday situations. The lesson aligns with the National Curriculum for England’s Personal, Social, Health and Economic Education (PSHE) objectives relating to safety and risk management.

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National Curriculum Links

PSHE Association Programme of Study (Key Stage 2, Years 3-4):

• Health and Wellbeing:
  • Pupils understand the importance of safe behaviour and recognise risk in different environments.
  • Pupils learn strategies to keep themselves safe in a variety of settings, including online and in the community.
• Relationships:
  • Develop understanding of trusted adults and how to seek help when feeling unsafe or worried.

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Identify key personal safety rules for different environments (home, school, public).
2. Recognise what to do in potentially unsafe situations (e.g., stranger danger, crossing roads).
3. Understand who trusted adults are and how to access help when needed.
4. Practise simple safety strategies through role-play and group discussion.

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Resources

• Large safety scenario cards (illustrations of different situations)
• Whiteboard and pens
• ‘Safe/Unsafe’ sorting activity sheets
• Role-play props (e.g., toy phone, badges for trusted adults)
• Video clips (age-appropriate safety messages)
• Colouring materials

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Lesson Structure

1. Introduction (10 minutes)

• Starter Question: “What does being safe mean to you?” Pupils discuss briefly in pairs.
• Share examples from pupils; teacher records key words on whiteboard: safe, careful, asking for help, etc.
• Explain that today’s lesson will help them feel confident about staying safe in everyday situations.

2. Exploring Safety Rules (15 minutes)

• Use large illustrated safety scenario cards to discuss situations such as:
  • Crossing the road (using pedestrian crossings).
  • Stranger safety (what to do if approached by someone unknown).
  • Home safety (not touching hot objects, keeping away from medicines).
  • Online safety (not sharing personal info, asking an adult before using devices).
• Discuss each scenario briefly; ask children “What would you do?” Focus on positive actions and clear rules.

3. Safe or Unsafe? Sorting Activity (10 minutes)

• Pupils work in small groups with ‘Safe/Unsafe’ sorting sheets depicting different actions and situations.
• Pupils decide if the action or situation is safe or unsafe and explain why to their group.
• Selected groups share examples with the class, encouraging reasoning and peer learning.

4. Role-Play: Trusted Adults and Safety Strategies (15 minutes)

• Teacher explains the concept of trusted adults (family members, teachers, police officers).
• Pupils are given scenarios (e.g., feeling scared, lost, or unsure) and role-play asking a trusted adult for help.
• Use props such as toy phones to practise calling for help or confidently stating concerns.
• Discuss simple safety phrases pupils can use like “I feel unsafe” or “Can you help me please?”

5. Reflection and Plenary (10 minutes)

• Class discussion: “What is one new thing you’ve learned about staying safe today?”
• Introduce a visual “Safety Always” pledge (e.g., “I will listen to my feelings and tell a trusted adult if I feel unsafe”). Pupils colour in and sign personal copies as a reminder.
• Recap main safety points from the lesson and encourage pupils to share what they know with family.

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Assessment

• Formative: Observations during group discussions and role-plays to check understanding.
• Summative: Completed ‘Safe/Unsafe’ sorting activity sheets collected and reviewed for comprehension.
• Self-assessment through the “Safety Always” pledge reflection.

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Differentiation

• Lower attainers: Supported sorting activity and paired role-play with adult or peer guidance.
• Higher attainers: Extended discussions about why some situations might look safe but could carry risks (e.g., online strangers).
• Use of visual prompts for pupils with EAL or communication needs.

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Additional Notes for Teachers

• Reinforce that safety includes physical, emotional, and online aspects appropriate to pupils’ age and experiences.
• Use positive language and encourage open communication to build pupils’ confidence in discussing safety issues.
• Consider linking this lesson to wider school safety policies or inviting a local police/community officer for a follow-up session.

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By integrating interactive activities, discussion, and role-play with clear national curriculum goals, this lesson provides engaging, memorable learning about general safety for Year 3 pupils.