Lesson video

Hello, my name is Miss Willow, and I'm so excited to be your teacher for today's lesson.

Today's lesson is called "Feeling Safe with Family and Carers," and it fits into the unit "Power in Relationships: When do I feel safe?" During this lesson, we are going to be talking about feeling safe and unsafe.

So for this lesson, we recommend you have an adult with you.

If at any point you do feel worried, uncomfortable, or upset, it's really important that you stop the video and that you speak to a trusted adult.

Okay, let's make a start on today's lesson.

By the end of today's lesson, you'll be able to describe how you should feel with your family and carers.

Before we get started with today's lesson, we need to go over some ground rules.

These help to make sure that everyone feels safe and comfortable during today's lesson.

We've got our friends at Oak National Academy to help us remember these rules.

Laura says that we need to listen to others.

This means that if someone else is speaking, we're not going to interrupt them.

Next, Andeep says that we need to respect each other's privacy.

This means that we're not going to ask anyone any personal questions as this can make some people feel uncomfortable.

Next, Jacob says, "No judgment." This means that if someone chooses to share a story, a feeling, or an experience, we're not going to judge them for it.

And finally, Izzy says that we can choose our level of participation.

This means that in today's lesson, it's up to us how much we want to join in.

We're now going to take a look at the keywords for today's lesson.

These are gonna pop up quite a few times in today's lesson, so it's really important that we know what each of these words mean.

I'm going to read the keyword out loud to you, and when I do this, I would love if you could repeat it back to me.

Are you ready? First of all, our first keyword is carer.

Well done.

Our next keyword is trusted adult.

Great job.

And our last key word is support.

Well done.

Now we're going to learn what each of those words mean.

Our first keyword carer is someone who helps people who can't fully take care of themselves due to age or disability.

Trusted adult.

A trusted adult is someone who we know offline who makes us feel safe who can help us.

And support.

If we support someone, this means to provide help and encouragement to others.

As we go through today's lesson, keep an eye out for these keywords.

And when you spot them, see if you can remember what they mean.

Today's lesson is split into two learning cycles.

Our first learning cycle is called, "How should we feel with our family and carers?" And our second learning cycle is called, "What should we do if we don't feel safe? and well?" Let's make a start on our first learning cycle, "How should we feel with our family and carers?" We should feel safe with our family and carers.

Being safe means that you're protected from harm or danger.

We should also feel loved and cared for.

Our family and carers should show us kindness and help us to learn and grow.

Let's do a check for understanding to see how you're doing with this lesson so far.

How should we feel with our family and carers? Can you remember? Should we feel: A, scared, B, worried, or C, safe? How should we feel with our family and carers? Pause the video, tell the person next to you, tell me, or have a think to yourself.

Well done if you said that we should feel safe with our family and carers.

Our trusted adults teach us different rules to help keep us safe.

This person says, "My mum keeps me safe by teaching me to look both ways before crossing the road." Jacob says, "My uncle keeps me safe by telling me to always put my seatbelt on when we're in the car." Andeep says, "My dad keeps me safe by making sure that I don't swing on my chair at the dinner table." Can you think of any rules that your family or carers have that keep you safe? Pause the video, tell the person next to you, tell me, or have a think to yourself.

Well done if you thought of any rules that keep you safe.

Let's have a look and see what Izzy has to say.

Izzy says, "My teacher says I should never run with scissors in the classroom as someone could get hurt." Alex says, "My dad says that I should never keep secrets that make me feel uncomfortable." Izzy says, "My mum tells me it's okay to tell her when I feel worried." And Alex says, "My granddad says that I should not run at the swimming pool." Let's do another check for understanding.

Can you tell your partner two rules that our trusted adults teach us to keep us safe? Pause the video, tell the person next to you, tell me, or have a think to yourself.

Okay, let's have a look and see what you might have said.

You could have had any two of the following, or you could have had your own ideas too.

Look both ways before crossing the road.

Wear a seatbelt when in the car.

Sit on our chairs properly at the table.

Never run with scissors.

Don't keep secrets that make you feel uncomfortable.

Tell a trusted adult if you feel worried.

Or never run at the swimming pool.

These are lots of different rules that our trusted adults can teach us that help to keep us safe.

Well done if you had any of these.

Being safe doesn't mean being happy all the time.

Sometimes our trusted adults will need to tell us no to keep us safe.

Andeep says, "I wanted to run down the slide at the park, but my dad told me no.

I was unhappy at first, but now I realize that I could have hurt myself and it's more important to be safe." Alex says, "My mum told me that I couldn't stay up late with my older sister.

I was annoyed at first, but I know that my mum is trying to look after me.

If I stayed up late, I would've been very tired the next day." Let's do another check for understanding.

This time, I'd like you to decide if the statement is true or false.

Being safe means being happy all the time.

What do you think? Is this true or false? Pause the video, tell the person next to you, tell me, or have a think to yourself.

Well done if you said that this is false, but why? You might have said that being safe doesn't mean being happy all the time.

Sometimes our trusted adults will need to tell us no to help keep us safe, and this might make us feel annoyed or upset at the time, but it's more important to be safe.

Well done if you said this or something similar.

We should also feel supported by our family and carers.

This means that we should be able to talk about our feelings, have hugs when we're sad if we want them, and ask for help if something's wrong or tricky.

Alex says, "My mum supports me by helping me with my reading." Laura says, "My granny supports me by helping me get back up if I've fallen over and giving me a cuddle to make me feel better." Alex says, "My dad supports me by listening when I tell him about my day at school and asking me questions about my friends." Laura says, "My teacher supports me by helping me when I feel worried about something and by reminding me that it's okay to make mistakes when I'm learning." Let's do another check for understanding.

How might our family and carers support us? Can you remember? A, they ignore us when we feel sad.

B, they help us when something is wrong or tricky.

Or C, they listen to our feelings.

How might our family and carers support us? Pause the video, tell the person next to you, tell me, or have a think to yourself.

Well done if you said that B and C are correct.

Our family and carers might support us by helping us when something is wrong or tricky and by listening to our feelings.

Well done if you said the same thing.

Let's move on to our first practice task and well done for your hard work so far.

For the first part of this task, I'd like you to tell your partner how we should feel with our family and carers.

And for the second part of this task, I'd like you to tell your partner two to three ways that your family and carers make you feel this way.

Pause the video and we'll go through what you might have said in a few minutes.

Okay, let's see what you might have said.

For the first part of this task, tell your partner how we should feel with our family and carers, your answers might have looked like this.

My family and carers should make me feel safe and supported.

For the next part of this task, tell your partner two to three ways that your family and carers make you feel this way, you might have said something like, "My family and carers teach me rules so that I can feel safe, like not running at the swimming pool.

They help me to feel supported by listening to my feelings and asking me about my day at school." Or you might have said something a bit like this.

"My stepmum helps me to feel safe by holding my hand when we cross the road.

My family helps me to feel supported by giving me hugs when I'm sad and by helping me with tricky words when we're reading stories together." There were lots of different answers for this one, so well done if your answers were anything like this or had any of the same ideas that we've learned in this first learning cycle.

It's now time to move on to our second learning cycle and well done for your brilliant hard work.

By the end of this learning cycle, we'll be able to answer the question, what should we do if we don't feel safe and well? If we don't feel safe with our family and carers, we should get help from a trusted adult at school.

Some trusted adults at school include our class teacher, other school staff like teaching assistants or lunchtime supervisors, our head teacher, or the school nurse, or office staff.

All of these people are trusted adults at school that we can talk to if we don't feel safe with our family and carers.

Let's do a check for understanding to see how you're doing with this learning cycle so far.

Who can we get help from if we don't feel safe with our family or carers? Can you remember? A, our pets.

B, our younger siblings.

Or C, trusted adults at school.

What do you think? Pause the video, tell the person next to you, tell me, or have a think to yourself.

Well done if you said that if we don't feel safe with our family or carers, we should talk to trusted adults at school.

Remember that this could be our teachers, teaching assistants, office staff, head teacher, or lunchtime assistants.

Well done if you said the same thing.

Sometimes it can feel hard to know what to say to a trusted adult when we need help.

It can help to practice doing this.

So for example, you could say, "I need to talk to someone about something that's making me feel worried.

Something at home is making me feel scared.

I don't feel safe with someone in my family.

Someone is doing something that makes me feel uncomfortable.

Something happened that doesn't feel right.

I have a worry that I need help with." You don't need to use these exact same words.

You can say it in your own way that feels right for you.

The most important thing is that you tell a trusted adult when you need help or if you feel unsafe or worried.

Let's do another check for understanding.

I'd like you to decide if this statement is true or false.

Sometimes it can feel hard to know how to start a conversation with a trusted adult.

What do you think? Is this true or false? Pause the video, tell the person next to you, tell me, or have a think to yourself.

Well done if you said that this is true, but why? You might have said that it can feel hard to know what to say when we need help.

We can practice ways of asking for help to make it easier if we need to.

Well done if you said something like this.

Trusted adults can help us to feel better and make sure that we're safe.

Ms. Walsh says that it's important to know that it is never the child's fault if they don't feel safe with their family or carers.

Teachers and support staff are here to help and will listen to you if you feel worried, scared, or upset.

Ms. Walsh says that, "Remember, you can come and talk to me or any trusted adult at any time.

We will always listen and help you to feel safe." If you're feeling unsafe with your family or your carer and the first person that you tell doesn't listen or help, it's very important that you keep trying until you are heard.

Ms. Walsh says that, "Remember, it's never the child's fault if trusted adults don't listen the first time.

Some grownups might not understand how serious it is, so it's really important to keep trying until someone helps you." Let's do another check for understanding.

What should we do if we tell a trusted adult that we don't feel safe with our family or carers and they don't listen or help us? Can you remember what we should do? Pause the video, tell the person next to you, tell me, or have a think to yourself.

Well done if you said that we should keep telling another trusted adult until they listen.

Ms. Walsh says that, "If a trusted adult asks us to do something, like tidy our room or do our homework, we should listen.

They're not trying to make us feel unsafe.

They're helping us to learn, to stay healthy, and to do the right thing.

However, if a trusted adult is doing something that makes us feel uncomfortable or unsafe, we're allowed to say no or stop.

Our body and feelings belong to us and we have the right to feel safe." Let's do another check for understanding.

And this time, I'd like you to decide what should Leon do in this scenario? Leon says, "My stepdad asked me to brush my teeth and go to bed.

It didn't make me feel unsafe, but I did feel annoyed." What should Leon do in this scenario? Pause the video, tell the person next to you, tell me, or have a think to yourself.

You might have said that Leon should listen to his stepdad because he's helping Leon stay healthy by looking after his teeth and making sure that he gets enough sleep.

He's not doing anything to make Leon feel uncomfortable or unsafe.

Well done if you said this or something similar.

Let's move on to our final practice task and well done for your hard work so far.

For this task, I'd like you to draw a picture of what you would do if you felt unsafe around your family or carers.

I'd like you to add one sentence to explain your drawing.

Pause the video and we'll go through an example in a few minutes.

Okay.

Let's see what you might have said.

Your pictures and labels could look like this.

You might have said, "I would tell a trusted adult at school if I felt unsafe around my family or carers," and maybe you drew a picture of you talking to a trusted adult at school, or maybe your picture and label looked like this.

"If the first trusted adult I told didn't listen or help me if I felt unsafe around my family or carers, I'd keep asking until I was heard." Maybe you've drawn a picture of you talking to a different trusted adult.

Well done if your pictures and labels were anything like mine.

We're now going to summarize the key learning from today's lesson.

In today's lesson, we've learned that we should feel safe and supported with our family and carers.

We've learned that to keep us safe, our family and carers will teach us rules, such as looking both ways before crossing the road or wearing a seatbelt.

Sometimes our family and carers will have to say no to us and this is to keep us safe or to keep us healthy.

If we don't feel safe with our family or carers, we should get help from a trusted adult at school.

Remember that this could be our teacher, a teaching assistant, office staff, a head teacher, or another trusted adult at school that we feel we can talk to.

If a family member or a carer does something that makes us feel uncomfortable or unsafe, we're allowed to say no or to stop.

During this lesson, you might have found you've got some worries or some questions.

And if you do, it's really important that you share these with a trusted adult.

There's also some resources on the screen that are there to help you too.

Well done for your fantastic hard work today.

I've loved teaching you, and I hope to see you again soon.