How aware are you of what is safe or unsafe, both at home and in school?
Key stage1 started the discussion by using their pre- learnt knowledge to suggest and explain their ideas. They discussed household products, fire, electrical wires and appliances, medicines, boundaries at school, adults and road crossing.
Can you give 5 examples of being safe?
Think of something unsafe then suggest how you could make it safe.
What did you learn today that you didn’t know before?
They then worked on a sorting activity that involved placing 6 different pictures of household items on to a safe area in a kitchen with adjoining garage.
Where did you put the paint stripper liquid (white spirit)?
How did we identify the white spirit?
Why would you put medicines out of reach to children?
In pairs the children then played detectives. Using iPads to take photos or videos, they walked around the school finding what they considered to be safe or unsafe things. Their final task was to show us how safely they could cross a road.
How did we cross the road?
Explain the rules for crossing the road?
What did we use to help us across the road?
Key stage 2. Years 3 & 4 were delving into the safe/unsafe aspects of medicines, smoking and alcohol.
What is medicine?
Name some of the effects of smoking
To experience physical ability changes the children first ran across the playground as fast as they were able. They then had to try running with a partner who used a resistance technique to give the impression of how they may feel running if they had the effects of smoking.
How did your ability alter?
Years 5 & 6, their discussion centred around the Olympics Enquiry.
Explain what this enquiry was about.
Using personal observations and experiences along with discussion, the children learnt facts about drugs and cleared any misconceptions they may have had using p4c skills.
Can you define legal and illegal?
What subjects would you include in the drugs category?
The activity given allowed the children to choose whether they wanted to take a sweet before taking part in a race. If they took a sweet they were then given a consequence.
Did you take a sweet?
Why?
Did you not take a sweet?
Why?
The p4c enquiry that followed this activity brought up some really thought-provoking ideas and comments from the children.
