What do we do next about feeling safe and secure?

About this Guide

This First Level guide will help you to create activities around the wellbeing indicator of Safe using the Healthy Lifestyles section of the Health and Wellbeing curriculum. Healthy Lifestyles combines the experiences and outcomes used in PSE benchmarks.

Suggested HWB Experiences & Outcomes

HWB 1-16a

I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

HWB 1-17a

I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations.

HWB 1-20a

I can describe some of the kinds of work that people do and I am finding out about the wider world of work.

HWB 1-42a

I know how to react in unsafe situations and emergencies.

Suggested Learning Intentions

  • To understand the importance of being and feeling safe.
  • To assess safe and unsafe situations and behaviours and their effects on health and wellbeing.

Suggested Success Criteria (I Can…)

HWB 1-17a

Describe what being safe looks and feels like.

HWB 1-16a

Explain the difference between safe, risky or unsafe people, places and things.

HWB 1-20a

Identify people who can support me to feel safe and make safe choices.

HWB 1-42a

Demonstrate how to keep myself and others safe.

Suggested Learning Experiences

  • Brainstorm different words to describe what safe looks and feels like – children could illustrate their ideas.
  • Brainstorm all places that can be considered safe/unsafe– in groups, choose one place and give as many reasons as possible for place to be safe/unsafe – report back to peers.
  • Encourage the children to consider the law around smoking in a car. Play this clip about smoking at home and discuss the key messages from it.
  • Brainstorm all the people at school and in the local community who can help to keep them safe – choose one person and interview/invite them to speak to class and/or research their job/profession.
  • Arrange a visit to or from the Fire and Rescue Service. Use this link to find your local fire station. During the visit, encourage the children to find out how to make an emergency call.
  • Put the children into groups to act out a situation where a cigarette has caused a fire eg it was dropped on the floor,  the contents of an ash tray are not put out properly. Children should demonstrate, in their role play, correct procedure for calling the emergency services.
  • Sort pictures people, places and objects into safe and unsafe categories and explain why they consider them to be safe/unsafe.
  • Explore the local area identifying important features to do with safety.
  • Collaborative learning – work in groups to make a poster about one of the issues covered eg road safety posters.
  • Pledge your support and help create a tobacco-free Scotland

Suggested Cross-Curricular Links

LIT 1-26a

Create a comic strip showing possible outcomes/consequences of their actions within different unsafe/dangerous situations.

EXA 1-13a

Role-play different scenarios of unsafe situations and investigate possible endings.

TCH 1-04b

Make posters using text and images to communicate to others the importance of safe behaviour at home and school.

SOC 1-14a

Identify from a map of local area, places/services that would help keep them safe eg hospital, police station, fire station etc.

MNU 1-20b

Investigate road traffic surrounding school/local area – work collaboratively with peers to collectorganise and display information.

Suggested Word Bank

  • Safe
  •  Unsafe
  •  Risk
  •  Care
  •  Danger
  •  Fear
  •  Scared
  •  Worried
  •  Secure
  •  Protect
  •  Harm
  •  Trust
  •  Help
  •  Community
  •  Consequences
  •  Outcome
  •  Dangerous
  •  Support
  •  Choices
  •  Familiar Unfamiliar