S2 Keeping Myself Safe
Keeping Myself Safe - S2
Lesson duration is: 10 minItems in this lesson
Keeping Myself Safe - S2
Open with a calm, reassuring tone. This lesson is about noticing risk and choosing safe actions in everyday situations, not about making learners feel worried.
Our learning goal
I can recognise potential risks and identify ways to keep myself safe in different situations.
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What is a risk?
A risk is something that could cause harm
Harm might be physical, emotional or online
Some risks are easy to see
Some risks are hidden at first
Keep the definition simple and concrete. Entry level 2 learners may benefit from hearing examples aloud such as a wet floor, a stranger asking for details, or a broken plug.
One word or short phrase you link with staying safe
Use this as a calm activation. Accept practical words and feelings, such as help, road, private, careful, worried, adult, home or online.
Different kinds of risk
At home: hot pans, sharp tools, medicines
Outside: traffic, getting lost, unsafe places
With people: pressure, bullying, strangers
Online: scams, sharing personal information, unkind messages
Stress that risks can happen in many settings. Learners do not need to be frightened of all situations; they need to notice what might be unsafe.
Clues that something may be unsafe
Warning signs or alarms
Broken, damaged or loose equipment
A person asking you to rush or keep a secret
A place that feels confusing, dark or isolated
Some autistic learners may rely more on clear rules than instinctive judgement. Present these clues as practical signals they can check for.
Not every situation has the same level of risk
A situation can be:
Low risk - likely to be safe
Medium risk - needs care and checking
High risk - stop, move away or get help
Looking at the level of risk helps you choose the best action.
You can reinforce that judging risk is about noticing the situation, not guessing wildly. Give a simple comparison such as crossing with a green man versus stepping into traffic.
What is a risk?
Something that could cause harm
Something that is always safe
Something that is fun to do
Something that cannot change
Checks the core definition from slides 2 to 5. The distractors reflect over-general or irrelevant ideas learners may confuse with risk.
Risk and warning signs
A risk is something that could cause harm. Harm can be physical, emotional or online. Warning signs, broken equipment and a person asking you to keep a secret can all show that something may be unsafe. Some situations are low, medium or high risk.
Echoes the exact taught language from slides 2 to 5. Two uses of risk are in different sentence positions, so each blank is still context-bound.
How easy is it to notice warning signs?
Very easy
Quite easy
Quite hard
Very hard
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Safety at home
Keep away from hot surfaces and boiling water
Use electrical items only if they are safe and dry
Do not take medicines unless the right person says it is OK
Tell someone if something is broken or dangerous
Focus on clear home routines. If appropriate, mention that safety rules can be written down or shown with symbols to make them easier to remember.
Safety when out and about
Stay where you know the route or plan
Cross roads carefully and use crossings when possible
Keep your phone charged if you have one
Know who to contact if you need help
Keep examples practical: travelling to college, going to a shop, or walking in the local area. Emphasise routine and preparation.
Safety online
Keep personal information private
Do not meet online contacts on your own
Be careful with links, offers and messages
Block, report or tell a trusted adult if something feels wrong
Personal information can include full name, address, passwords, bank details, phone number, school or college, and live location.
Safety with other people
Safe people respect your boundaries
It is a warning sign if someone pressures you
It is unsafe if someone asks you to keep harmful secrets
You can say no, leave, and tell a trusted person
This slide supports understanding of consent, pressure and unsafe secrecy at an accessible level. Keep the examples age-appropriate and concrete.
A simple safety plan
Notice a risk → Stop and think → Move to safety → Get help if needed
A simple plan can make hard moments easier to manage.
Present the safety plan as a repeatable routine. Many learners will benefit from the predictability of the sequence.
Helpful strategies to stay safe
Follow clear safety rules
Check signs, labels and instructions
Stay with trusted people when needed
Carry important contact details
Ask for help early
Reassure learners that asking for help is a strength, not a failure. This slide is about practical strategies they can use before a situation becomes unsafe.
What should you do with personal information online?
Share it with new people
Keep it private
Post it in a chat
Send it for prizes
Tests the key online safety rule from slide 8. Distractors match common unsafe online behaviours named or implied in the content.
Simple steps to stay safe
If you notice a risk, first stop and think. Then move to safety and get help if needed. Helpful strategies include checking signs, staying with trusted people when needed and asking for help early.
Uses the safety plan and support strategies from slides 10 and 11. The blanks are the load-bearing actions learners need to remember.
Who could help you if a situation feels unsafe?
Expected answer elements: a trusted adult or known helper, such as family member, carer, teacher, tutor, support staff, trusted friend, or emergency services in serious danger. Encourage learners to link the person to a situation.
Who can help?
Family members or carers
Teachers, tutors or support staff
Friends you know well
Emergency services in a serious danger
You may want learners to identify actual trusted adults in their own lives aloud or on paper, but do not place that activity text on the slide.
When a situation changes
A situation that starts safe can become unsafe.
For example, a place may become crowded, a person may start acting differently, or an online chat may become unkind. Noticing change helps you act quickly.
This is an important bridge from fixed rules to flexible judgement. Some learners may need explicit teaching that safety can change over time.
What can happen to a safe situation?
It always stays the same
It becomes harmless
It can become unsafe
It becomes a secret
Checks understanding of slide 13: safety can change over time, so learners need to notice changes and act.
Which strategy would help you most to stay safe?
Clear rules
Warning signs
Trusted people
Contact details
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What is one thing you learned about staying safe?
Reflection only. Invite one practical thing learned, such as noticing warning signs, keeping information private, following the safety plan, or asking for help early.
Quizz
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Glossary
risk - something that could cause harm
harm - physical or emotional damage
warning sign - a clue that something may be unsafe
boundary - a limit about what feels safe or acceptable
trusted person - someone reliable who helps keep you safe
personal information - private details about you
safety plan - simple steps to follow to stay safe
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