Emergency Exit Awareness

Overview

This 60-minute lesson is the 11th session in the "Safe Learning Environments" unit for Year 12 students. It aligns with the National Curriculum for England’s Personal, Social, Health and Economic (PSHE) education statutory framework focusing on personal safety and risk management. The lesson empowers students to identify emergency exits within their learning environment and appreciate the critical importance of clear, visible signage for safe evacuation during emergencies.

---

Learning Objectives

By the end of this lesson, students will be able to:

• Identify the location and function of emergency exits in their immediate setting.
• Explain the importance of clear emergency exit signage to support safe evacuation.
• Evaluate the accessibility and visibility of emergency exits and signage, considering diverse needs.
• Demonstrate an understanding of how to act responsibly when following emergency exit procedures.

Curriculum links:

• PSHE Education: Health and Wellbeing – managing risk, keeping safe, recognising hazards and how to respond.
• Citizenship: Understanding responsibilities for health and safety within community environments.
• SMSC (Spiritual, Moral, Social, Cultural development): Respecting safety requirements for the wellbeing of all.

---

Resources Needed

• Printed maps/floor plans of the school or setting.
• Pre-prepared checklist for emergency exit and signage evaluation (including visibility, obstructions, lighting).
• Digital camera or mobile phones (for students to photograph signage if permitted).
• Whiteboard and markers.
• Projector or large screen for brief presentations.
• Health and Safety Policy extracts relevant to emergency procedures.

---

Lesson Structure

1. Introduction (10 minutes)

• Hook: Begin with a startling but short video clip or animation of a fire drill or emergency evacuation, highlighting confusion caused by unclear signage.
• Discussion: Ask students about their experience during previous fire drills and whether they found emergency exits easy to locate. Highlight the consequences of unclear or blocked exits.
• Set objectives: Share the learning goals with students.

Curriculum focus: Risk awareness and personal safety (PSHE Education: Health and Wellbeing).

---

2. Guided Walkthrough Activity (25 minutes)

• Group formation: Split the class into pairs or triads for better engagement and movement.
• Task: Using the printed maps/floor plans, students conduct a physical walkthrough of the setting to:
  • Locate and mark all emergency exits on their maps.
  • Identify and note the position and condition of emergency exit signage (illumination, clarity, obstruction).
  • Use the checklist to assess accessibility (e.g., free from obstruction, wheelchair access, adequate lighting).
• Photographic evidence: If permitted, students take photos of signage or exits that are problematic or exemplary.
• Teacher role: Facilitate movement, prompt students with investigative questions such as:
  • Are all exits clearly marked and visible from different angles?
  • Could anyone with mobility issues easily use these exits?
  • How might lighting or environmental conditions affect visibility?

Curriculum focus: Practical investigation skills and responsible citizenship (Citizenship key stage 5).

---

3. Group Reflection & Discussion (15 minutes)

• Reconvene in the classroom.
• Each group presents their findings, including any concerns or recommendations for improvement.
• Facilitate a class discussion on why clear signage and unobstructed exits are critical to health and safety.
• Introduce key concepts such as the Regulatory Reform (Fire Safety) Order 2005, stressing legal responsibilities for maintaining clear emergency routes.
• Discuss how individuals can contribute to maintaining safety (e.g., not blocking exits, reporting damaged signs).

Curriculum focus: Understanding legal and moral responsibilities (Citizenship).

---

4. Formative Assessment & Plenary (10 minutes)

• Exit Ticket: Each student writes a brief response to the question:
  “Why is it important to have clearly marked and accessible emergency exits, and what actions can you take to maintain these standards?”
• Collect responses to assess understanding.
• Summarise key takeaways: emphasise individual and collective roles in ensuring safe environments.
• Preview next lesson which will focus on emergency response procedures.

---

Differentiation

• Provide written and verbal instructions.
• Allow students with mobility challenges to take part in the walkthrough virtually via photographs or videos if necessary.
• Encourage higher-ability students to consider the impact of emergency procedures on vulnerable persons.

---

Curriculum References

• PSHE Association Programme of Study (KS5):

  • “How to manage personal safety and wellbeing in different contexts.”
  • “Understanding responsibilities to keep self and others safe.”

• Citizenship Programme of Study (KS5):

  • “Health and safety law and responsibilities, including fire safety.”
  • “Engagement in community safety practices.”

• SMSC Development:

  • Moral responsibility for community safety.
  • Social responsibility in emergency situations.

---

Notes for Teachers

• Ensure students understand that emergency exits and signage are not just for drills but essential for real emergencies.
• Use this lesson to build confidence in recognising hazards and responding responsibly—skills vital beyond school and in adult life.
• Encourage students to share experiences from outside school to enrich discussion.
• Consider inviting a fire safety officer for a future lesson to deepen relevance.

---

This lesson plan promotes active learning, practical engagement, and critical thinking, supporting the PSHE and Citizenship statutory requirements while preparing students for safe behaviours that extend beyond the classroom.