Street Safety Plan

Overview

In this 30-minute session, Year 2 students will collaborate in small groups to create a personal street safety plan. This activity consolidates their understanding of safe pedestrian behaviour while promoting teamwork and communication. The lesson directly links to the National Curriculum for England, specifically within PSHE education and the statutory Relationships and Health Education guidance.

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National Curriculum Links

PSHE Education – Health and Wellbeing

• Key Stage 1 (Years 1-2)
  • Recognise risks and hazards in everyday situations and how to respond safely (H1 Identify).
  • Learn about keeping safe in familiar environments and simple rules to follow (H2 Safety).
  • Develop skills to participate in discussions and work cooperatively (H3 Communication and Relationships).

Statutory Relationships and Health Education

• Mental Wellbeing and Safety
  • How to listen and respond to others (RHE Y2)
  • Recognising risk in everyday situations and how to seek help

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Learning Objectives

By the end of this lesson, pupils will:

• Identify key safety steps to follow when walking in their neighbourhoods.
• Work collaboratively to create a simple and clear street safety plan.
• Communicate and share ideas with peers effectively.
• Develop an increased sense of personal responsibility for safety outside school.

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Resources Needed

• Large sheets of paper or poster boards (A3 size)
• Coloured markers, crayons, or pencils
• Visual prompts: simple images of traffic lights, crossing places, pavements, and other street signs
• “Safe Steps” checklist (prepared by teacher) for guidance
• Sticky notes for ideas and key points

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Lesson Structure

1. Starter: Quick Recap (5 minutes)

• Teacher briefly revisits previous learning about street safety rules using a simple class discussion:
  • What should you do before crossing a road?
  • Where should you walk when near traffic?
  • Who can help you if you feel unsafe?
• Display visual prompts to support memory recall.

2. Group Task Introduction (3 minutes)

• Explain that students will work in groups of 4 to create a “Street Safety Plan”.
• Each plan should outline steps they will take to stay safe when walking near roads.
• Show an example of a completed simple plan with illustrations.

3. Group Activity: Creating the Plan (15 minutes)

• Groups brainstorm ideas and write or draw their safety steps on the poster.
• Encourage use of the “Safe Steps” checklist if groups get stuck (e.g., Look both ways, use crossings, walk on pavements).
• Circulate to prompt and scaffold group discussions, encouraging all voices.

4. Sharing & Reflection (5 minutes)

• Each group briefly shares their plan with the class (1-2 minutes each).
• Highlight common key safety steps across plans.
• Praise cooperative work and creativity.

5. Plenary: Personal Pledge (2 minutes)

• Invite children to say one safety step they will remember when outside.
• Optionally, let them write this step on a sticky note and place it on a “Wall of Safety Pledges.”

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Assessment

• Formative assessment during group work by observing participation and understanding.
• Assess pupils’ ability to recall and apply safety steps in their plans.
• Use their verbal explanations during sharing to check understanding of risk and safety behaviours.

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Differentiation

• Provide sentence starters or word banks for pupils needing support.
• Challenge higher-attaining pupils to include reasons why each safety step is important.
• Support with adult scaffolding or peer buddies as needed.

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Extension Ideas

• Create a class “Street Safety” comic strip using characters who demonstrate safe/unsafe behaviours.
• Arrange a supervised walk near school to practise applying the plans.

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Reflection for Teachers

This lesson builds on pupils’ prior knowledge of road safety within a meaningful, cooperative task. The creation of personalised plans fosters engagement and ownership of safety behaviours, fulfilling key PSHE goals around wellbeing and personal responsibility. The use of visual supports and group discussion aligns well with young learners’ needs in Year 2, ensuring inclusive access to learning.