Informing Personnel Emergencies

Overview

This 60-minute session is the 10th in a 30-lesson unit titled "Safe Learning Environments." It is designed for Year 12 students (16-17 years old) and focuses on developing effective communication skills to inform relevant personnel during emergencies. The lesson builds on the national curriculum’s emphasis on personal, social, health and economic education (PSHE), particularly within the frameworks promoting health and safety, wellbeing, and responsible citizenship.

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National Curriculum Context

This lesson aligns primarily with the PSHE Association Programme of Study for Key Stage 5 and touches on specific aspects of Health and Safety standards within the wider national curriculum context:

• Core Theme: Health and Wellbeing (KS5)

  • Develop skills needed to manage situations that involve risk and emergency.
  • Understand how to effectively communicate in different contexts, including emergencies.

• Personal Development (KS5)

  • Effective communication and teamwork skills.
  • Taking personal responsibility in maintaining safe learning environments.

• British Values & SMSC

  • Responsibility, respect, and cooperation with others in emergency situations.

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Learning Objectives

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

1. Identify who to inform during different types of emergencies within a school/work environment (e.g., first aider, senior staff, emergency services).
2. Demonstrate clear and effective communication techniques when relaying critical information in emergencies.
3. Apply role-play scenarios to practice informing personnel, showing professional, calm, and accurate communication.
4. Evaluate the importance of timely and accurate notification during emergencies to ensure safety and effective response.

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Resources Needed

• Emergency scenario cards (pre-prepared, different types: fire, medical emergency, suspicious person, etc.)
• Role-play instruction sheets
• Whiteboard and markers
• Copies of a basic emergency contact flowchart for schools/workplaces
• Timer/stopwatch
• Reflection worksheets

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Lesson Structure

1. Introduction (10 minutes)

• Starter Discussion:
  Ask students, “If there was an emergency in school, who do you think you should inform first? Why?”
• Link responses to a short presentation of the official school/workplace emergency contact chain, emphasising the importance of correct communication channels.
• Define key terms: emergency personnel, escalation, chain of communication.

2. Teaching Input (10 minutes)

• Briefly outline types of emergencies common in school/work environments, e.g. fire, injury, security threats.
• Explain principles for effective emergency communication: clarity, brevity, accuracy, remaining calm, and using structured language (e.g., the "SAFER" model: Situation, Assistance needed, Fire/medical/security, Exact location, and Repeat).

3. Activity: Role-Play Scenarios (25 minutes)

• Divide students into pairs or groups of three.
• Each group draws an emergency scenario card.
• Students take turns role-playing as the person witnessing the emergency and the person receiving the call (e.g., first aider, headteacher, 999 operator).
• Encourage use of structured communication and emergency contact flowchart as guide.
• After each role-play, peers provide feedback focusing on tone, clarity, and completeness of information.
• Rotate scenarios so all students practice multiple roles.

4. Plenary and Reflection (10 minutes)

• Conduct a whole-class discussion reflecting on the challenges and key learnings from role-plays.
• Students complete a reflection worksheet, answering:
  • What was the most difficult part of informing personnel during the role-play?
  • Why is it important to remain calm and clear when informing about an emergency?
  • How will today’s learning help you contribute to safe learning environments in the future?

5. Assessment and Feedback (5 minutes)

• Use peer and self-assessment rubrics to assess communication skills during role-play based on clarity, accuracy, and professionalism.
• Teacher gives immediate verbal feedback emphasising effective communication skills and areas for improvement.
• Set a target for next lesson’s improvement in communication practice.

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Differentiation

• Provide simplified role-play scripts for students who need additional support.
• Challenge more able students to create their own emergency communication protocols for non-standard scenarios.
• Use peer mentoring to support students with lower confidence in communication.

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Cross-Curricular Links

• English: Practising formal communication, clarity, and conciseness in spoken language.
• Health & Social Care: Understanding the roles of personnel involved in emergencies and supporting wellbeing.
• Citizenship: Emphasising responsibility and preparedness.

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Extension/Home Learning

• Research the emergency procedures of a local school or workplace and prepare a presentation or poster overview.
• Write a short reflective journal on how communication in emergencies could be adapted for different audiences (children, adults, people with disabilities).

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Final Notes

This lesson uses active and experiential learning to embed vital life skills directly linked to safeguarding and wellbeing as outlined in the National Curriculum PSHE framework. The role-play approach will increase student confidence and competence in emergency communication—key attributes for safe learning and working environments.