Emergency Situations Response

Overview

This 30-minute lesson is designed for Year 2 students (ages 6–7) and runs as the 8th lesson in the unit "Understanding Street Safety." The aim is to help children recognise emergency situations such as getting lost or feeling unsafe, understand how to respond effectively, and know how to seek help confidently. This lesson directly supports the National Curriculum for England’s PSHE Programme of Study for Key Stage 1 (ages 5–7), focusing on personal safety, risk awareness, and developing appropriate behaviours in unfamiliar or dangerous situations.

National Curriculum Links

PSHE Education (Key Stage 1)

Health and wellbeing
- Recognise risky or unsafe situations and identify people who can help (DfE, PSHE Association Programme of Study, 2017)
- Understand basic rules for keeping safe, including road safety and stranger danger
Relationships
- Recognise that they belong to different groups and communities and how to access help and support

Learning Objectives

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

Identify common emergency scenarios related to being lost or unsafe in the street.
Demonstrate how to call for help using simple, clear language.
Recognise safe places and people they can approach when in trouble.
Understand the importance of staying calm and staying put if lost.

Resources Needed

Role-play props: toy phone, hats/scarves for ‘safe people’ (e.g., police officer, shop assistant)
Printed picture flashcards of emergency scenarios (e.g., lost child, stranger approaching)
‘Safe places’ picture chart (e.g., shop, police station, library)
Whiteboard and markers
Emergency number posters (showing 999 in a child-friendly way)
“Step-by-step” call for help script on large paper or board

Lesson Structure

1. Introduction (5 minutes)

Set the scene: Start with a brief discussion asking children if they have ever felt lost or unsafe outside.
Show picture flashcards of scenarios (e.g., lost child, stranger approaching) and ask “What would you do?” to stimulate thinking.
Introduce the lesson title and explain that today, they will learn how to stay safe and ask for help if something goes wrong.

2. Teaching Input (7 minutes)

Explain what an emergency situation is in simple terms – when someone needs help quickly. Examples: being lost, seeing someone who makes them scared.
Introduce the emergency number 999 using a large poster: explain it’s ok to call for help in an emergency, and people on the phone are there to keep us safe.
Model how to make a call for help using a step-by-step script on the board:
1. Say “Hello”
2. Say your name and where you are
3. Explain the problem (e.g., “I’m lost”)
4. Answer the questions politely
Discuss safe places and safe people: show the picture chart and explain why certain places and people (police, shop assistants) are safe to approach.

3. Activity - Role Play Practice (13 minutes)

Divide the class into small groups (4 groups of 5 students).
Assign roles within groups (lost child, safe person, phone operator). Use props to engage.
Scenario 1: A child is lost in a park and needs to call for help. Practice calling the emergency number using toy phones, following the script.
Scenario 2: The child encounters a stranger offering help but feels unsure—practice walking to a safe person and asking for help instead.
Rotate roles so all children experience calling, seeking a safe person, and responding calmly.
Teachers and teaching assistants circulate, giving feedback and reinforcing appropriate language and behaviours.

4. Plenary and Assessment (5 minutes)

Regroup and invite a few volunteers to share what they learned about calling for help and finding safe people.
Use quick-fire questioning: “What number do you call in an emergency?”, “Who is a safe person?”, “What should you do if you get lost?”
Provide positive reinforcement for correct answers and gently prompt for missed points.
Hand out a simple worksheet or ‘Safety Rules’ mini-poster for children to take home summarising the key messages.

Differentiation and SEND Considerations

For children with speech or language difficulties, use picture boards and simplified scripts during role play.
Provide extra adult support during group activities.
Use clear, slow speech and check understanding regularly.
For more confident children, introduce a ‘What if?’ challenge: “What if the safe person can’t help you?” to extend thinking about seeking further help.

Behaviour Management Tips

Use positive praise to reward calm and polite communication.
Set clear expectations for listening and turn-taking during role plays.
Reinforce that pretending is a safe way to practice, and all questions or concerns are welcomed.

Teacher Reflection Notes

Note which children were confident in using the emergency number and asking for help.
Observe understanding of safe/un-safe situations and ability to identify safe places.
Adjust next sessions to revisit aspects where children showed uncertainty.

This lesson combined with earlier and subsequent lessons equips Year 2 pupils with foundational knowledge and skills to effectively manage emergency situations related to street safety, fostering independence and confidence aligned with National Curriculum outcomes.

Teaching Instructions