Wellbeing and personal development
Keep safe and follow a routine: picture cards
Use simple picture cards to practise safety phrases and familiar transitions with young children. Adults can show a card, say the words and point to the picture, then use the routine cards to prepare a child for what happens next.
Use the pictures to talk about safe routines. An adult should introduce the cards and explain each action.
Read the complete materialRead the material
Use simple picture cards to practise safety phrases and familiar transitions with young children. Adults can show a card, say the words and point to the picture, then use the routine cards to prepare a child for what happens next.
Complete resource. Use the preview for diagrams and layout.
Page 1
cut point say ADULT READS Cut out the cards. Show a card, say the words, and point to the picture. First-aid and care routine cards Ā· Play Studio Page 1 of 3 CARDS AGES 4 TO 7 KEEPING SAFE KEEP SAFE I am hurt tell an adult Someone is hurt get an adult I feel poorly tell an adult Wash your hands Catch it, bin it, wash your hands Walk inside Hot do not touch Stop and wait for an adult
Page 2
cut point say ADULT READS Cut out the cards. Show a card before each change, and say what comes next. First-aid and care routine cards Ā· Play Studio Page 2 of 3 CARDS AGES 4 TO 7 WHAT HAPPENS NEXT OUR ROUTINE tidy up wash hands toilet snack time line up carpet time coat on home time
Page 3
draw cut say ADULT READS Draw one picture on each card and add a few words. Then cut out the cards. First-aid and care routine cards Ā· Play Studio Page 3 of 3 CARDS AGES 4 TO 7 OUR OWN CUES OUR OWN CARDS picture words picture words picture words picture words picture words picture words picture words picture words
A teaching sequence
Recognise a simple safety message or predict the next step in a familiar routine.
Use the pictures to talk about safe routines. An adult should introduce the cards and explain each action.
Read the complete materialRead one safety phrase
Introduce one safety phrase at a time, such as getting an adult when hurt, washing hands, catching a sneeze or avoiding contact with something hot. An adult reads the card.
Which pictured phrase tells you to get an adult?
Point or show the routine
Point to the picture and invite pointing, a word or an action; speech is not required. Use routine cards before familiar transitions and name the next step in the childās usual language.
Can the child communicate the next step without speaking?
Add a clear setting cue
On the blank page, add a setting cue with a clear image and one instruction. Review cards as routines change and remove ones that may confuse.
Does the new picture match one understandable instruction?
Use the pictures to talk about safe routines. An adult should introduce the cards and explain each action.
Read the complete materialKeep help available
Invite a gesture or point towards a card for asking for help. Keep adults responsible for safety decisions.
Which card could the child use to ask for help?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Ask the child to match a card to the action or point to the adult they could tell. For a routine card, check whether the child can anticipate the next step with the usual support. These observations help adults choose helpful cues; they are not a formal safety assessment.
Give a little support
Use the childās familiar words and communication method. Show the picture alongside the real routine, offer extra processing time and use gestures or objects if helpful. Keep the adult nearby and respond directly if a child says they are hurt or unwell.
Take the idea further
Invite a child to help make a new card for a transition they find difficult. Practise the sequence with the childās chosen cue, then ask which picture or words make the next step easiest to understand.
Things to keep in mind
These cards support reminders and communication; they do not teach first aid or replace adult supervision, emergency procedures or a settingās safeguarding policy. Adults must respond to a childās report of injury, illness or danger using the appropriate procedure.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAIā¢, then review what you create.
Ideas for using this resource
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
The Curious Pencil
The three-page set pairs short messages such as āI am hurt, tell an adultā and āhot, do not touchā with picture cards, then adds routine-sequencing and blank cue cards. Adults are told to read and point with the child.
Extra Page
For ages 4 to 7, the cards support recognition of a simple safety message and prediction of the next step in a familiar routine. They place adult help at the centre rather than asking pupils to manage an injury alone.
Open Book Pause
Show one card before a routine change and say what comes next, or draw a familiar cue on the blank cards. The short wording gives younger pupils a visual prompt alongside adult explanation.
Thoughtful Pause
These are basic cues, not first-aid instructions or a replacement for adult supervision. Check that each message matches the settingās safety language and that children know to tell an adult when hurt or unwell.