Suggested HWB Experiences & Outcomes
- I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 1-16a
- I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. HWB 1-17a
- I can describe some of the kinds of work that people do and I am finding out about the wider world of work. HWB 1-20a
- I know how to react in unsafe situations and emergencies. HWB 1-42a
Suggested Learning Intentions
- To understand the importance of being and feeling safe.
- To assess safe and unsafe situations and behaviours and their effects on health and wellbeing.
Suggested Success Criteria (I can...)
- Describe what being safe looks and feels like. HWB 1-17a
- Explain the difference between safe, risky or unsafe people, places and things. HWB 1-16a
- Demonstrate how to keep myself and others safe. HWB 1-42a
- Identify people who can support me to feel safe and make safe choices. HWB 1-17a/20a
Suggested Learning Experiences
- Brainstorm different words to describe what safe looks and feels like – children could attempt to illustrate their ideas.
- Brainstorm all places that can be considered safe/unsafe– in groups, choose one place and give as many reasons as possible for place to be safe/unsafe – report back to peers.
- Encourage the children to consider the law around smoking in a car. Play this clip about smoking at home and discuss the key messages from it.
- Brainstorm all the people at school and in the local community who can help to keep them safe – choose one person and interview/invite them to speak to class and/or research their job/profession.
- Arrange a visit to or from the Fire and Rescue Service. Use this link to find your local fire station. During the visit, encourage the children to find out how to make an emergency call.
- Put the children into groups to act out a situation where a cigarette has caused a fire eg it was dropped on the floor, the contents of an ash tray are not put out properly. Children should demonstrate, in their role play, correct procedure for calling the emergency services.
- Sort pictures people, places and objects into safe and unsafe categories and explain why they consider them to be safe/unsafe.
- Explore the local area identifying important features to do with safety.
- Collaborative learning - work in groups to make a poster about one of the issues covered eg road safety posters.
- Pledge your support and help create a tobacco-free Scotland
Suggested Cross-Curricular Links
- LIT 1-26a - Create a comic strip showing possible outcomes/consequences of their actions within different unsafe/dangerous situations.
- EXA 1-13a – Using danger/risk as a possible stimulus, role-play different scenarios of unsafe situations – investigate possible endings.
- TCH 1-04b – make posters using text and images to communicate to others the importance of safe behaviour at home and school.
- SOC 1-14a – identify from a map of local area, places/services that would help keep them safe eg hospital, police station, fire station etc.
- MNU 1-20b – investigate road traffic surrounding school/local area – work collaboratively with peers to collect, organise and display information and present to rest of class/display round school.
Suggested Word Bank
- familiar unfamiliar
Parent & Community Engagement
Pathways, Tracking & Monitoring
- Year Planner (First Level)
- Safe E/O Bundle with UNCRC links
- Pupil Learning Log and Benchmarks fsh
- Annual Progression Planner ( First Level)
- Topic Specific Planners (First Level)
- Personalised Year Planner (First Level)