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Unit outcomes
- Give reasons why their body is special.
- Give examples of the PANTS rules.
- Recall the stop, do not touch, tell and ask rules.
- Identify how dangers could cause harm.
- Recall simple safety rules such as stop, look, listen and think for roads; stop and do not touch unfamiliar objects.
- Recall the stop, stay, ask rule.
- Tell a safe adult their name and who they are looking for.
- Identify that water can be dangerous.
- Recall simple rules to keep themselves safe around water.
Suggested prior learning
Staying safe: How can I stay safe?
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Lessons
Lesson 1: What makes my body special?
Lesson 2: How can I keep my body safe?
Lesson 3: How can I make safe choices at home?
Lesson 4: How can I stay safe in different places?
Lesson 5: What can I do if I cannot find my trusted adult?
Lesson 6: How can I stay safe around water?
Key skills
- Identifying when
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Key knowledge
- To understand
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Key vocabulary
body (Y1/2)
body clues (Y1/2)
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Equipment list
Equipment needed across all lessons in this unit.
This list does not include equipment which is usually readily available in the classroom (e.g pencils, A4 paper etc)
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Full equipment list for the subject
Quantities marked × will update. Items without quantities are unaffected
- Colouring pencils ×30
- Counters ×30
- Wonder box ×1
- Dice ×15
The equipment below is optional
- Video recording devices
- Hand puppet 1
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Related content
Unit resources
Knowledge organiser – RSE & PSHE Y2: Staying safe: How can I make safe choices in different places?
Aimed at pupils, two pages providing key facts and definitions from the unit 'How can I make safe choices in…
Vocabulary display – RSE & PSHE Y2: Staying safe: How can I make safe choices in different places?
A display version of the vocabulary from the unit 'How can I make safe choices in different places?'.
Cross-curricular opportunities
English: Spoken language.
British values: The rule of law, Individual liberty; Mutual respect.
Build on the learning
Staying safe: What signs help me recognise what is safe or unsafe?
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