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Lesson Plans: Reception/Y1 - Kisses are Yuk

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Many thanks to Sally Horton for this excellent Reception/Year 1 – lesson plan

Protective Behaviours – 1 hour/2 x 30 minutes

AIM: To understand that ‘we all have the right to feel safe all of the time’

Learning Objective:

To know what I like and don’t like
To think about who gives us kisses
To be able to say ‘NO’
To know where I can get help
To have respect for myself and other people

Curriculum Links:

Year R –         PSED, Communication, language and literacy

Year 1 –         PSHE     1a, b, c, 2c, d, 3d, e, g, 4d
                     SEAL: Good to be me

You will need:    ‘Kisses are Yuk’ By Julia Jarman – available from www.hodderchildrens.co.uk @ £10.99
    Pencils and paper
    Working Agreement (Appendix i)
Teacher Notes:


This lesson is intended as a tool in the safeguarding process of children.  It is not intended to open a can of worms that are impossible to deal with in class time. It is crucial to agree some kind of rules for this session and it may be simple enough to explain to the children that they can talk about their own experiences and you cannot promise that you will not go and talk to another person in the school about what is said, but you will only have to do that if they are being hurt in some way. Ask the children if they can agree to listen to each other and treat one another nicely.


Explain to the children that they can also talk to you after the lesson if they want to and don’t have to talk in front of the whole class. Due to the nature of some of the exercises, it will be beneficial for you to seek instant student participation, and would be vital to ensure the presence of another staff member for the whole session
Have lots of fun with the story – it is very simple, but makes a very powerful point.  Maybe the children could draw some pictures of ‘yukky’ kisses as a part of the assessment for learning?
Be aware of your safeguarding procedures in the school and ensure that the children are aware that if they talk about personal issues, the information may need to be passed on to another person – this needs to be balanced with the message that they can talk to you and this can be done privately

How it works:

Read the story to the children and encourage lots of involvement in the descriptive language and sound effects.
Ask the children what they thought of the story
What were all the different types of kisses?
What do they think about all the different types of kisses?
Which ones do they think are ‘yukky’!

Facilitate the following exercises with the children

Ask the children to walk around the room with their arms down by their sides.  They must not make physical contact with anyone else during this time.  Teacher to call out ‘STOP’, at which point the children all stand still and say hello to another child nearby.  Repeat this exercise with children walking backwards, sideways, with hands on hips, with arms outstretched etc.  This exercise purely develops a sense of personal space.  Ask the children if it was difficult to avoid each other and what it was like if someone did bump in to them.

Arrange the children in a circle with teacher in the middle.  Each person has a piece of A4 paper, and they must stand on this at all times.  Teacher then chooses a child to approach and says, ‘may I shake your hand?’  The child has to respond with a ‘yes’ or ‘no’ before the teacher moves forward to take their hand.  If the child says no, then the teacher says, ‘what can I do?’   The group respond, ‘ask someone else!’  (Put this rule in place prior to the activity).  When you feel they are ready, children can take turns in the middle and if they are following the rules, remove the paper they are standing on - this is a good way of assessing their progress in the activity.

Place a chair in the middle of the circle.  Teacher is to negotiate getting one of the children to sit on it.  This involves assertiveness and skills of persuasion and negotiation.  For the child being persuaded, it affords them the opportunity to make the choice of ‘yes’ or ‘no’ or some alternative to this.  If the child instantly agrees – that is ok – and use this to form a discussion around why they agreed so quickly and what it would have been like to have said ‘no’ to the teacher?

This is an optional activity and will need to be facilitated carefully with very clear rules.  Teacher stands in the middle of the children and is to approach a child and ask, ‘can I touch your head?’  The child then needs to decide if they want their head touched and they will answer ‘yes’ or ‘no’ or find an alternative to this such as ‘I don’t want to’.  This exercise is designed to emphasise what feels ok to touch on a person’s body.  It would be wise to let the children take turns in the middle from the outset of this exercise.  Make it clear in the rules at the beginning that this game does not include private parts of the body, and it will be good to emphasise here that our bodies are private to us and some parts of the body are very private.  After a few turns of this, ask the children to play ‘Simon Says’.    Start off with heads, arms knees etc and then move on to bottom.  Explain to the children that if they are told to touch a part of the body that is private or they don’t want t touch, then they must shout, ‘NO!  IT’s PRIVATE!’ 

This is an exercise to encourage the children to project their voice and say a loud and assertive ‘NO’.  Teacher to stand in the middle of the circle with a soft cushion.  Ask the children to imagine that the cushion is something really horrid – something that they definitely would not want to have thrown at them!  Explain to the children that you are going to throw the cushion at them one by one and they must find their voice and say ‘NO!’ and reflect this word in their facial expression and body language.  They must say it like they really truly mean it.  The children may wish to use other words or terms, such as ‘NO WAY’, ‘DON’T WANT TO’, ‘STOP’ etc.  Teacher needs to respect the no and move on to another child.  You can however decide to use some persuasion techniques and say things like, ‘oh go on,’ ‘I won’t be your friend unless you do’.  ‘It’s ok and doesn’t hurt.’

  • Give the children a piece of paper and some pencils.Ask them to draw around their own hand and draw and write the names of all the people they trust and can talk to on the hand and the fingers – if they are able to
  • If children cannot do this activity un aided, then ensure there is enough support within the class to enable the children – alternatively, forget the hand, and ask them to draw a picture of the people who they trust and to give each person in their picture a colour
  • Ask the children to talk about what kind of qualities there are in these chosen people – what makes a person someone they trust?  Can this also be an object such as a teddy or dolly or perhaps a pet?  Talk about how it can be really useful to tell an ‘object’ how you are feeling, and for that purpose alone, a teddy etc or a pet is really useful.  Ask the children if such ‘objects’ could get them help if they needed it?  Who may be able to get them some help?
  • Talk about what may happen if a child were to speak to someone they trusted and the person didn’t listen or they didn’t do anything about what was said.  Who else could they talk to?  Is there someone at school they could talk to who they know would listen?
  • Write a couple of numbers on the board for the children to write on the wrist of their drawing, such as Child line and NSPCC national numbers.  Explain to the children that these numbers are free to call and will not appear on the telephone bill
  • Can you make up a little song to help the children to remember this number?  0800 1111 – perhaps to a nursery rhyme tune or well known tv theme tune?
  • Point out, that they can talk to you and other staff members within the school if they are worried about anything
  • Make a nice display of their hands and remind the children that there are lots of people there to help them and keep them safe.  Tell them that they have the right to always feel safe, and if they are frightened or worried about something, they can talk to one of the people they have drawn on their hand.


Appendix i

Teacher notes

Working agreement

Vital, so do not be tempted to skip this!
You are asking for class collaboration, not telling them what they are going to do
Agreement = accountability – so if a student behaves outside of the rules, you can easily challenge that behaviour and manage the situation
If a student needs to be removed from the class for any reason, 2 minutes outside is enough to start with – otherwise they will be missing key information
Ask the class what will make it safe for them to learn today – what will help them to be honest and open and participate in the exercises?
Write up and validate all contributions – there is no right and wrong to this

Key Points for your agreement:

Listening – this is a 2 way process – you will give them time to talk and you are willing to listen to them – can they agree to listen when you need to speak
Respect – again, a whole class ethos – treat others how you would like to be treated yourself – teacher to model this by being respectful to the students
Co-operation – are the class willing to participate in activities
No disclosures – state that it is not an appropriate setting to disclose personal information – if a student feels that they would like to talk to you or another adult that they trust, they can do so after the lesson.  It is also a breach of the agreement to make disclosures about anybody else or start finger pointing during the lesson.
No personal questions – the class must agree that they will not ask the teacher or other students any personal questions about their own life – seeking an opinion is ok
Confidentiality – make it very clear that this is never guaranteed because they are under 16 and child protection issues have to be considered.  Encourage the class to understand that there may be information and sharing by others that they will wish to maintain confidentiality for – important that the students begin to understand that it will not be appropriate to discuss certain information about other students in the playground
Anything else that the students contribute.

NB: This is a standard format working agreement for use across all ages.  This will need to be adapted accordingly for the young age group so they understand the terminology used, but the overall principle and purpose of the agreement remains the same

Last Updated ( Saturday, 14 March 2009 14:09 )