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Year 1 and 2

These resources are designed to help students flourish as safe and active citizens in their community. 


  • Time

    45 minutes required

  • Curriculum Links

    ACPPS017 – Practice strategies they can use when they need help with a task, problem or situation.

  • Learning Goals

    1. Recognise the signs of an electric shock.
    2. Understand how to keep themselves safe and respond to an electric shock.
    3. Recognise how to minimise the risk of an electric shock to themselves.

  • Resources

    - Do's and Don'ts worksheet (PDF)
    - Venn diagram template (PDF)

  • Lesson Sequence

    Begin by asking students who used electricity today? Ask them all to share one of the ways they have used electricity today. If students cannot think of an example guide them to understand that the cold milk on their cereal is because of the fridge which is run by electricity or that cars have batteries.

    Explain that we use electricity all the time and it’s important that we always stay safe when we do. If we don’t then we can get an electric shock. Ask students what happens to a person who gets an electric shock in a movie (students should start shaking). Explain that this is because when electricity gets into our bodies it takes over control and causes all our muscles to contract.

    Ask what other signs help us to recognise if someone has received an electric shock? E.g. a tingly/zap feeling, burns, difficulty breathing and unconsciousness.

    Some students may say electrocuted. It’s important to clarify that electrocuted is only used when someone dies from an electric shock.

    Have a discussion about different ways people can get an electric shock. E.g. damaged or frayed cords or Extension leads, faulty appliances, electrical appliances coming in contact with water, fallen powerlines or a lightning strike.

    Ask students to close their eyes and using one of the scenarios they suggested, e.g. mum sticking a knife in the toaster, get them to imagine that they see their mum getting the shock. What should they do? Guide students to suggest they must always:

    1. Stay away - we can’t see electricity which can make it more dangerous. The first step to providing first aid is to assess the dangers; fallen powerline, exposed wire (frayed cord), broken switch or power point, metal object in an appliance etc.
    2. Don’t touch – reminder that if someone has a shock the electricity can transfer to them also if they touch them and that person still has electricity flowing through them.
    3. Call for help call another adult in the house, or call 000 and ask for an ambulance.

    Distribute Do’s and Don’ts worksheet and template (alternatively ask student’s to draw one circle in their workbooks and label it ‘Do’. Outside of the circle write ‘Don’t’). Explain that they need to cut each situation out and decide if it is a ‘do’ or a ‘don’t’. If it is a ‘do’ they need to paste it in their circle, contrarily if it is a ‘don’t’ paste it around the circle. Encourage students to work in pairs and discuss any situations they are unsure about.


  • Time

    60 minutes required

  • Curriculum Links

    ACPPS018 – Recognise situations and opportunities to promote health, safety and wellbeing.
    ACMSP262 – Choose simple questions and gather responses and make simple inferences. (Year 1)
    ACMSP049 – Collect, check and classify data. (Year 2)
    ACMSP050 – Create displays of data using lists, table and picture graphs and interpret them. (Year 2)

  • Learning Goals

    1. Describe actions to stay safe in a range of environments including water, road, nature and outdoors.
    2. Recognise the use of tally marks.
    3. Create picture graphs to represent data using one-to-one correspondence.

  • Resources

    - Bathroom Dangers worksheet (PDF)
    - Pencil, scissors, workbook

  • Lesson Sequence

    Begin by asking students for a show of hands who thinks it is dangerous to mix electricity and water. Ask them to keep their hand up if they mix electricity and water sometimes? E.g. using a blow dryer in the bathroom or a tablet in the bath.

    Explain that we use electricity in wet rooms at home. Ask what other rooms in the house are wet? I.e. laundry and kitchen.

    Ask students why is it dangerous to use electrical appliances in the bathroom? Explain that water can conduct (allows electricity to move through it) electricity. Human bodies are made of ¾ water and, because of this, electricity can move through us too.

    Ask students to individually list the appliances that are typically used in the bathroom. As a class brainstorm all their ideas and make one class list of appliances people use in the bathroom. For example blow dryer, radio, electric toothbrush, heater, shaver, curling iron, hair straightener etc.

    Explain to students that they’re going to conduct a class survey to see who uses these appliances in the bathroom. Distribute How Safe are Your Classmates worksheet and explain how to collect data.

    Optional students can cut the pictures out and stick onto the graph or they can draw their own.

  • Extension

    Ask students to imagine they are a Graphic Designer and have the job of designing a warning sign. The warning sign will be displayed in wet areas to stop people using electrical appliances near water.