Disclaimer

We hope you find the information on our website and resources useful. This resource is provided for informational or educational purposes
only. It is intended to offer general first aid advice and is not a substitute for professional medical advice specific to your circumstances.
As first aid advice is situation-specific and can change, we do not warrant that the information provided is correct or will meet your or your
students’ specific health or medical requirements. You and your students should not rely on the material included within this resource
and we do not accept any responsibility if you or your students do. It is up to you to contact a suitably qualified health professional if you
are concerned about your health and it is up to you to advise your students to contact a suitably qualified health professional if they are
concerned about their health.
 Safety First: Injuries and Emergencies
Aim: The Big Questions: Resources:
H43. about what is meant by first aid; basic How can I deal with injuries Lesson Pack
techniques for dealing with common injuries and illness?
It is recommended that this unit is taught
H44. how to respond and react in an emergency How do I respond to an alongside the accompanying Learning
situation; how to identify situations that may emergency situation? Journey Record Resource Pack.
require the emergency services; know how to
contact them and what to say

I know how to respond in emergency situations.

Success Criteria: Key/New Words: Preparation:

I can identify hazards and dangers in emergency safe, unsafe, hazard, danger,
situations. harm, hurt, casualty, injury,
emergency, first aid, 999,
I know ways to make myself and others safe in paramedic, ambulance,
emergency situations. cut, graze, burn, scald,
choking, shock
I can advise others on how to give first aid.
Spot the Hazard Picture Pack - one picture
(out of three) per pair
First-Aid Scenario Cards - one set per group
First-Aid Advice Posters - one
poster per child

Prior Learning
It would be helpful if the children already have an understanding of the different emergency services and the emergencies they deal
with, such as fire, crime or injury and illness.

Special Considerations
Some children may have experienced different emergency situations and these may have reason to cause them distress or upset so
please ensure you are aware of the experiences of children in your class.

Learning Sequence
Reconnecting – Spot the Hazard: Share and discuss the Big Questions using the Lesson Presentation. Put
the children into pairs and provide each pair with one of the three pictures from the Spot the Hazard Picture
Pack. Ask each pair to study the picture of the emergency situation and circle as many hazards as they
can. Use the Lesson Presentation to share the three pictures with the whole class and allow children the
opportunity to share the hazards they have identified. Reveal all of the hazards, explaining that these pose
dangers to ourselves and others in these situations. Explain that we should always look around an emergency
scene to avoid such hazards in order to keep ourselves and others safe.

Exploring – Seeking Help: Explain that some situations are emergencies that require action to get help
from the emergency services. Ask the children who are willing to offer responses to suggest how we might
recognise this type of situation. Reassure children that it is often difficult to know whether we can help
someone with first aid or if we require the emergency services. Reinforce the point that if we are ever unsure,
it is always best to call for help. Use the information in the Lesson Presentation to go through the key points
of doing the primary survey, dialling 999, speaking to a call operator and giving first aid while waiting for the
emergency services to arrive.

Exploring – First Aid: Explain that some emergency situations involving injuries can be dealt with safely
using first aid skills. Ask children who are willing to offer responses to suggest what they understand by the
term ‘first aid’. Use the information in the Lesson Presentation to explain the importance of helping others by
knowing basic first-aid techniques to recognise and treat common injuries. Work through each type of injury
or medical condition and its associated first-aid treatment.

Reflecting – What Would You Do? Put the children into small groups and distribute a set of First-Aid
Scenario Cards. Ask the children to read through each scenario and decide what they would do to help.
Pupils will need to think about the primary survey for hazards, and whether they would use their own first-aid
skills to treat the injury, call the emergency services for help or both. As a class, revisit the Big Questions
and assess the children’s learning by asking them how confident they feel about seeking and giving help in
emergency situations.

This resource is fully in line with the Learning Outcomes and Core Themes outlined in the PSHE Association Programme of Study.

PSHE and Citizenship | LKS2 | Health and Wellbeing | Safety First | Injuries and Emergencies | Lesson 6 visit twinkl.com
 Consolidating – First-Aid Advice: This is an optional activity to fit between the Exploring and Reflecting activities if
there is time available. Distribute one of the First-Aid Advice Posters to each child, which asks children to add advice
to the picture on the poster to explain what they could do to treat the injury.

Supporting: Ensure children are placed in appropriate pairs and groups during times of discussion. Mixed-ability pairs
may support this. Provide support with reading the First-Aid Scenario Cards for those who need it.

Extending: Children could act out one of the First-Aid Scenario Cards and show the steps they would take in responding
to each emergency.

Developing: If it is possible to invite a paramedic into school to share their job role and discuss the importance of
following the steps to seek help and give first aid, this would provide children with a worthwhile experience.

Learning Environment:
Follow these guidelines to prepare a safe and positive climate for learning when you are preparing to teach PSHE and
Citizenship.
Policies: If, at any time, you have any concerns about a child’s safety or wellbeing, consult your school’s safeguarding and child protection policies.

Rules: Remind children of the class agreement or ground rules for discussion.
Expect: Anticipate sensitive issues and plan how you will respond in the event of a spontaneous disclosure, so you are prepared to protect
children from revealing personal information to others, while not discouraging them from seeking support.

Procedures: Ensure that all children know what steps to follow to seek help and support if they feel uncomfortable or anxious during or after the
lesson, within and outside of school.

Ask: Encourage children to ask any questions they may have, before, during or after the lesson, and provide a Question Box for children to
submit questions anonymously if they prefer.

Respond: Always set aside time to explore any questions that are raised, either with the whole class, or separately if more appropriate.
Enable: Be aware of any individual circumstances that may mean that children need extra support to enable them to participate in this lesson.

This resource is fully in line with the Learning Outcomes and Core Themes outlined in the PSHE Association Programme of Study.

PSHE and Citizenship | LKS2 | Health and Wellbeing | Safety First | Injuries and Emergencies | Lesson 6 visit twinkl.com