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Chesterton Primary School long term planning for year 1

Term 1 (6 weeks)

Term 2 (7 weeks) Christmas play with year 2

Term 3 (6 weeks)

Term 4 (7 weeks)

Term 5 (5 weeks)

Term 6 (7 weeks)

topic All about me Time to play People who help us Castles, knights and princesses

Journeys Superheroes

fiction Stories with repeating patterns (3 weeks)

Stories with familiar settings Eg. Dogger (3 weeks)

Traditional tales Eg The three little pigs (3 weeks)

Traditional Tales Eg The papaya that spoke (3 weeks)

Stories based on own experience (3 weeks)

Fantasy stories (3 weeks)

Non-fiction Labels, captions and lists (2 weeks)

Instructions Playground games (2 weeks)

Non-chronological report writing (3 weeks)

Alphabet and dictionary Work (1 week)

Information Texts (3 weeks)

Recount (3 weeks)

poetry Poetry about Senses/pattern Eg Brown Bear, Brown

Bear, What Do You See? by Bill Martin Jr (1 week)

Firework poems (1 week)

Rhymes and patterns Couplets and pattern (1 week)

Poems on a theme (1 week)

Maths Count up to 20 objects (match number to object); estimate and count up to 30 objects; count on and back and order numbers to 10; recognise domino/dice arrays without counting; identify a number 1 more (next number in count) Find pairs that make 5; subitise to

Understand and then make teen numbers (10 and some 1s); compare and order numbers to 20, then 30; find the number between two numbers with a difference of 2; understand and use ordinal numbers Revise bonds to 5, 6 and 10; find pairs which make 7; use

Say the number one more or less and two more or less using a number line or a 100 grid; locate 2-digit numbers on a 100 grid and a 1-100 bead string; read, write and say 2-digit numbers and understand them as some tens and some ones

Recognise odd and even numbers; count objects in 5s and 10s and begin to say 5 lots and 10 lots; find half, quarter and three quarters of shapes; begin to know that two halves and four quarters are a whole and that two quarters is a half Find and begin to know doubles to

Find 1 more, 1 less, 10 more, 10 less than any 2-digit number; explore patterns on the 100-square; understand place value in 2-digit numbers and identify 10s and 1s Use number facts to add and subtract 1-digit numbers to/from 2-digit numbers; add pairs

Locate 2-digit numbers on a beaded line and 100-square; compare and order 2-digit numbers up to 100 and say a number between two numbers; identify 10s and 1s in 2-digit numbers and solve place-value additions Recognise odd and even numbers;

Chesterton Primary School long term planning for year 1

5; find pairs that make 6; subitise to 6; find pairs that make 10; subitise fingers to 10; match pairs to 5, 6 and 10 to number sentences; find missing numbers in number sentences Double numbers 1 to 5; find 1 and 2 more; count back 1 and begin to find 1 less Recognise, name and describe squares, rectangles, circles and triangles; recognise basic line symmetry; sort 2D shapes according to their properties, using Venn diagrams and Carroll diagrams Read and write numbers and number-names to 20; compare and order numbers to 20; identify 1 more and 1 less; estimate sets of objects, count to check and order sets according to

addition facts for 5, 6 and 10 to solve subtractions; use number facts for 5, 6 and 10 to solve word problems Describe position and direction using common words (including half turns); compare lengths and heights; estimate, compare and measure lengths using uniform non-standard and standard units Add 1, 2 and 3 by counting on; subtract 1, 2, 3 or more by counting back; begin to add three small numbers by spotting bonds to 10 or doubles (1-6) Compare and order numbers to 20; recognise coins and know values (up to £2); begin to make amounts in pence; understand teen numbers are 10 and some 1s

Revise pairs to 5, 6, 7, 10 and doubles to double 6; derive subtraction facts; understand a symbol being used for an unknown; use number facts to solve simple addition and subtraction word problems; find pairs of numbers with a total of 8 Add by putting the larger number first and counting on (numbers up to 100), spotting unit patterns; count on from 2-digit numbers; add a 1-digit number to a 2-digit number Name, recognise and know the properties of 3D shapes: cube, cuboid, cone, cylinder and sphere; begin to sort 3D shapes according to properties; order and name the days of the week and months of the year; recognise and name the seasons

double 10; revise pairs to 5, 6, 7, 8, 9 and 10 and derive related subtraction facts; use knowledge of pairs of 10 to make pairs to 20; use number facts to solve word problems Relate units of time weeks, days, hours; divide the days up into parts; read and write times to the hour; begin to have a notion of how long an hour is and how long a minute is; tell the time (oʼclock and half past) on analogue and digital clocks; measure using uniform units (cubes and rulers) Add a 1-digit number by counting on from a 2-digit number, not crossing 10s at first, then beginning to cross 10s; subtract a 1-digit number by counting back initially from numbers up to 30 (not crossing 10s) and then generally

of 1-digit numbers with totals above 10; sort out additions into those you ʻjust knowʼ and those you need to work out Add three small numbers, spotting pairs to 10 and doubles; add and subtract 10 to and from 2-digit numbers Compare weights and capacities using direct comparison; measure weight and capacity using uniform non-standard units; complete tables and block graphs, recording results and information; make and use a measuring vessel for capacity Find half of all numbers to 10 and then to 20; identify even numbers and begin to learn halves; recognise halves and quarters of shapes and begin to know 2/2=1, 4/4=1 and

count in 2s, 5s and 10s, look for patterns; multiply by 2, 5, 10 by counting in groups/sets; find doubles to double 10 and related halves; halve odd numbers up to 10 Tell the time to the half hour and quarter hour on analogue clocks and begin to read these times on digital clocks; revise months of the year; read, interpret and create a pictogram; begin to recognise and read block graphs; measure lengths using non-standard, uniform units; recognise and name simple 2D shapes and continue repeating patterns Use number facts to add and subtract 1-digit numbers to and from 2-digit numbers; find change from 10p and from 20p

Chesterton Primary School long term planning for year 1

size; understand 0 as the empty set

Count on and back in tens from any number; begin to count in 5s and 2s recognising multiples of 5 end in 5 and 0; chn begin to count in 2s; estimate a number of objects within a range and count by grouping into 10s or 5s

from a 2-digit number (not crossing 10s) and from multiples of 10 Locate 2-digit numbers on a 100-square; begin to recognise 2-digit numbers as some 10s and 1s; make 2-digit numbers using 10p and smaller coins; find 1 more or 1 less than any number to 100; find 10 more than any number to 90; find 10 less than any number to 100

2/4=1/2; recognise, name and know value of coins 1p–£2 and £5 and £10 notes; solve repeated addition problems using coins; make equivalent amounts using coins

Locate 2-digit numbers on a bead string and a 1-100 square; order numbers to 100; identify 10s and 1s in 2-digit numbers; say or write 1 more and 1 less and 10 more and 10 less than any number to 100; explore patterns in 10s, 5s and 2s on a 9×9 grid; count in tens from any given number

Science Working Scientifically: -asking simple questions and recognising that they can be answered in different ways -observing closely, using simple equipment -performing simple tests -identifying and classifying -using their observations and ideas to suggest answers to questions -gathering and recording data to help in answering questions.

Science Animals, including Humans: -identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

Everyday materials: -distinguish between an object and the material from which it is made -identify and name a variety of everyday materials, including wood,

Seasons: -observe changes across the four seasons -observe and describe weather associated with the seasons and how day length varies.

Plants: -identify and name a variety of common wild and garden plants, including deciduous and evergreen trees -identify and describe the basic structure of a

Animals, including Humans: -identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals -identify and name a variety of common animals

Seasons: -observe changes across the four seasons -observe and describe weather associated with the seasons and how day length varies.

Chesterton Primary School long term planning for year 1

-observe changes across the four seasons

plastic, glass, metal, water, and rock -describe the simple physical properties of a variety of everyday materials -compare and group together a variety of everyday materials on the basis of their simple physical properties

variety of common flowering plants, including trees.

that are carnivores, herbivores and omnivores -describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets).

History Pupils should develop -an awareness of the past, using common words and phrases relating to the passing of time. -They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. -They should use a wide vocabulary of everyday historical terms. -They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. -They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

History Shops -To know about changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.

Toys -To know about changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.

Tim Berners-Lee -To know about the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different

Castles To find out about castles from different sources. To understand historical terms. To understand how castles changed over time and begin to understand the reasons why.

James Cook -To know about the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different

Elizabeth I -To know about the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different

Chesterton Primary School long term planning for year 1

periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and Edith Cavell)

periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and Edith Cavell)

periods (e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and Edith Cavell) Link to the 900 celebrations of the town’s Abbey. Join in with the celebrations.

Geography Geographical skills and fieldwork: Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map. Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key. Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Geography Introducing the UK: -Names and locate the four countries.

Map of the school grounds -where buildings are. -what they look like from the air/birds eye view. -google earth to explore school. Link to the work of Tim Berners Lee

UK knowledge: -Locate and identify characteristics of the capital cities of the UK. Identify where some castles are located on maps.

Continents -Name and locate the world’s seven continents. -Use basic geographical vocabulary to refer to sea and ocean.

Chesterton Primary School long term planning for year 1

Art and DT Key stage 1 statutory requirements build structures, exploring how the y can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], i n their products. Art and DT

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:

to create sketch books to record their observations and use them to review and revisit ideas.

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [ for example, pencil, charcoal, paint, clay]

About great artists, architects and designers in history. Design design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], i n their products. Cooking and nutrition Use the basic principles of a healthy and varied diet to prepare dishes, and Understand where food comes from

Art and DT All about me. Drawing and painting To improve their mastery of art and design techniques, including drawing, painting. To learn about great artists, architects and designers in history.

Toys. Sewing explore and evaluate a range of existing products select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of

The four seasons. (science) multi media collage. Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different

Castles Finger painting/prints /patterns/ Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity,

James Cook / Journeys. Vehicle DT generate, develop, model and communicate their ideas through talking, drawing, templates build structures, exploring how they can be made stronger, stiffer and more stable

Super heroes /fantasy stories. Drawing and painting About great artists, architects and designers in history.

to create sketch books to record their observations and use them to review and revisit ideas.

Chesterton Primary School long term planning for year 1

Drawing and painting portraits and looking at the portrait work and style of Paul Klee.

materials and components, including construction materials, textiles and ingredients, according to their characteristics

Looking at and designing a range of different puppets including sewing hand puppets.

kinds of art, craft and design. select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles

Collage using a variety of different materials based on the science topic –The four seasons.

experimentation and an increasing awareness of different kinds of art, craft and design. improve their mastery of art and design techniques,

Draw pictures in paint and make prints. (mono print) Collect and use natural and manmade objects for printing.

explore and use mechanisms [for example, levers, sliders, wheels and axles], i n their products.

Design and make a vehicle, Wheels, axle, chassis, body.

To improve their mastery of art and design techniques, including drawing, and painting with a range of materials.

Look at the work of

Computing Computer science Programming - Bee Bots We are treasure hunters. Know that users can develop their own programs, and can demonstrate this by creating a simple program in an environment that does not rely on text e.g.

Information Technology Computer parts. Know the parts of a computer and recognise what input information and what output information. BBC bitesize.

Digital literacy – word processing and typing skills. Use word processing software and learn skills for typing, editing, saving and retrieving. Word-process short texts. Learn how to use shift key and enter key.

Computer Science Programming – Know that users can develop their own programs, and can demonstrate this by creating a simple program in an environment that does not rely on text e.g. programmable robots etc. Executes, checks and changes programs. Understands that

Computer Science We are collectors Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. Use technology purposefully to create, organise,

Digital Literacy Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. Use technology purposefully to create, organise,

Chesterton Primary School long term planning for year 1

programmable robots etc. Executes, checks and changes programs. Understands that programs execute by following precise instructions. Understand what an algorithm is Give and follow instructions, which include straight and turning commands, one at a time. Explore outcomes when instructions are given in sequence. Introduce the term algorithm and use it in a variety of contexts.

Information technology – using art software We are painters. Use software under the control of the teacher to create, store and edit digital content using appropriate file and folder names Use 2Paint a Picture or other appropriate art software on laptop to draw a picture of a toy. Use various tools including brushes, pens, lines, fill, spray and stamps. Use save, retrieve, amend and print.

Produce a book. Use a familiar story eg The three little pigs to type sentences and edit. Use typing skills, learn to save and retrieve work.

Link with History and Tim Berners-Lee

programs execute by following precise instructions. Understand what an algorithm is Give instructions to include straight lines and turning using Daisy the Dinosaur and or scratch junior. Digital Literacy Word processing and typing skills. Use word processing software and learn skills for typing, editing, saving and retrieving. Word-process short texts. Learn how to use shift key and enter key. Type sentences for a story. Correct spellings in a prepared text using spell check.

store, manipulate and retrieve digital content. Recognise common uses of information technology beyond school. Use technology safely and respectfully, keeping personal information private, identify where to go for help and support when they have concerns about content or contact on the nternet or other online technologies. Find pictures on the web. Group images on a binary question (yes/no). Organise images into more than two groups according to clear rules. Ask and answer binary questions about their images.

store, manipulate and retrieve digital content. Recognise common uses of information technology beyond school. Use logical reasoning to predict the behaviour of simple programs. Use a video camera or camera on an ipad to capture moving images. Use different features of a video camera. Develop collaboration skills. Discuss work and think how to improve it.

Chesterton Primary School long term planning for year 1

E-safety E-safety Use technology safely. Keep personal information private

E-safety work should be included in every half term – either as part of computing lessons or as part of PSCHE work. Ongoing discussion with children about their use of technology should be included at appropriate points to ensure that they are using technology in a safe and responsible manner. Use Lee and Kim storybook to learn 4 main rules of e-safety. Ensure that children know what constitutes personal information and understand the importance of keeping this private. Many additional activities are available from CEOP, all relating to the Lee and Kim story.

RE Why do we celebrate special times? (Birth days and Harvest- a time for thanks giving) -the importance and value of celebration and remembrance in children’s own lives. -Harvest in Christianity. -Jewish festival of Sukkoth and why Jews celebrate this -children explore what is of value to them and why they are thankful for it (2 sessions)

What does it mean to belong? Christianity -stories of people who belong to groups; groups to which children belong including their families and school, what they enjoy about them and why they are important to them; - symbols of belonging used in Christianity; symbols of belonging in children’s own lives and experience; eg cross and candle The value of each person and how Christians show this through infant baptism and dedication; (starting from the baptism of John the Baptist) How Christians often meet in groups for worship and community

activities. Eg churches

Jews -stories of people who belong to groups; groups to which children belong including their families and

Why are some stories special? Christianity -The parables of Jesus, what they mean, how Jesus used stories in his teaching, what these mean and why they are special to believers.

Judaism -stories from the Jewish Bible (Tenakh) that teach about God looking after his people.

Expectations: Recall Christian bible stories and Jewish stories from the Hebrew Bible Use some religious words to talk about the stories Talk about what they find interesting and puzzling in the stories. Express own ideas about stories of bravery, kindness and friendship from the bible and Judaism Recognise that Holy books contain stories that are special to many people Talk about their own experiences and feelings linked with these stories.

Easter - Celebration Why do we celebrate special times? (Easter story) -Easter Sunday -Sundays -Celebration carnivals and parades

What special things help people to worship? Christianity - how christens use the symbols of the cross, bread, wine and candles in worship and what these special objects mean to them in the Eucharist (Holy Communion) -the story of the Last Supper and how Christians remember this -how Sunday is a special day for Christians.

Judaism How symbols of bread, wine and candles are important in celebrating Shabbat -how rest from work is a commandment from God and why Shabbat is important in Jewish family

Expectations: -identify a precious object the has meaning and significance for them or their family -after a visit to a church to be able to talk about 3 Christian symbols and suggest some ideas about why they have meaning for Christians -create a symbol for use in collective worship in school -recognise three symbols used by Jewish families when celebrating Shabbat in home and synagogue -begin to reflect upon religious and spiritual experiences for example, wonder, thankfulness, concern, joy and sadness

Chesterton Primary School long term planning for year 1

school, what they enjoy about them and why they are important to them -symbols of ‘belonging’ used in Judaism -how Jews often meet in groups for worship

Christmas -Jesus’ birth to Mary -why Jesus is special to Christians -celebrating the birth of a new baby. What makes me special?

PE Statutory skills Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils should be taught to: - master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities - participate in team games, developing simple tactics for attacking and defending - perform dances using simple movement patterns.

PE Games (1) LCP Dance – LCP At the seaside Link to what have they done on holiday?

Games (1) LCP Dance – LCP The Magic Toys

Gymnastics LCP Dance –LCP colours and moods

Gymnastics LCP Games (1/2)

Athletics Gymnastics

Athletics and sports day Games (2)

Music Pupils should be taught to: play tuned and untuned instruments musically

listen with concentration and understanding to a range of high-quality live and recorded music

experiment with, create, select and combine sounds using the inter-related dimensions of music

Music Ourselves –exploring sounds Animals – pitch

Number – beat Weather – exploring sounds

Seasons – pitch Machines - beat

Composer – Vivaldi Storytime – exploring sounds

Travel – performance Pattern - beat

Water – pitch Our school – exploring sounds

Chesterton Primary School long term planning for year 1

PSCHE Pupils will be encouraged to think about: -how to organise themselves. -how to be good learners -how to be good members of the school community -how to make good choices

PSCHE Myself and My Relationships 4 Beginning and Belonging

The unit is designed to be delivered at the start of the school year, so it includes approaches to developing classroom ground rules, and to building positive relationships in the class. Children will have the opportunity to consider what it

feels like to be in a new situation and how to cope with that, and to develop strategies for helping people who arrive new to the school. They will develop their own ‘Safety Circle’, identifying trusted adults at home and at school whom they can ask

for help and support.

Healthy and Safer Lifestyles 5 Safety Contexts Bonfire night Road safety, especially at night. In this unit children will begin by reflecting on their understanding of keeping safe. They will consider the elements of road safety which relate to them as pedestrians and car passengers.. They will consider the best action to take if they are lost and how to keep themselves safe whilst playing. They will begin to consider action they can take to keep safe from accidents.

Anti-bullying

week 31st Oct-30th Nov

Myself and my relationships 6 family and friends. • be able to describe some of the qualities of friendship and to demonstrate skills in making friends. • have developed some strategies for coping when they have friendship problems. • understand that friendships change. • recognise some similarities and differences between them and other children, and understand that difference is positive.

Citizenship 4 diversity and communities • be able to describe aspects of their identity, and recognise some similarities and differences between themselves and others. • know about some similarities and differences in people’s lifestyles, including different groups they and other people belong to. • be able to describe places in their community, how they and others might use them, and who is available to help them.

Myself and my relationships 8 managing change • be able to talk about ways in which they have changed since they were babies as well as identifying recent achievements • know that change is a normal part of life and that sometimes we can plan for it and sometimes we can’t • identify changes that they or other children might experience in their lives • name some emotions they or others might feel

Healthy and Safer Lifestyles 5 Safety Contexts Water and sun safe

In this unit children will begin by reflecting on their understanding of keeping safe. They will consider the elements of road safety which relate to them as pedestrians and car passengers. They will look at ways to stay safe in the sun and near water. They will consider the best action to take if they are lost and how to keep themselves safe whilst playing. They will begin to consider action they can take to keep safe from accidents.

Healthier and safer lifestyles 6 Sex and relationships

Chesterton Primary School long term planning for year 1

Myself and my

relationships 7 anti-bullying

• understand that bullying is deliberately hurtful behaviour and be able to give examples of the different forms of bullying. • be starting to understand that sometimes people are bullied because they may be different in some way from others. • be able to describe how it feels to be bullied or see someone else being bullied. • be starting to demonstrate simple ways of responding to bullying including the need to be assertive. • be able to demonstrate how

• understand that there are different family patterns. • be able to describe what is special about their own family and its members, and about other people they know. • know who they can talk to if they need help and how to ask for it. 7th February internet safety day Healthier and safer lifestyles enrichment e-safety Be able to say what it means to stay safe online and why it is important. • be able to review their online identity,

• understand how they can help look after the school environment, and make a contribution to doing so. • know what animals and plants need to survive, and how they can help look after them. Healthier and safer lifestyles 4 Managing Risk • be able to name a risky situation and suggest ways of reducing risk. • be able to name some emotions people might feel in a risky situation. • be able to say their full name and address and know when this might be useful.

at particular times of change • suggest some strategies they might use to cope with times of change, including approaching others for help • know that change can be positive and something to look forward to

• be able to recognise names for the main external parts of the body. • be able to name the sexual parts using colloquial and occasionally scientific words. • be able to describe what their bodies can do and understand how amazing their body is. • show some understanding that their body belongs to them. • be able to describe some basic personal hygiene routines and understand how these can prevent the spread of disease.

Chesterton Primary School long term planning for year 1

to be kind to bullied children. • be able to identify places where bullying may occur at school and be starting to suggest simple strategies to make the school a safer place where bullying is less likely to occur.

image and nickname. • be able to publish their online identity. • begin to know what to do if they see something inappropriate online.

• be able to suggest some people who might help them in a risky situation. • understand what is meant by an emergency and know ways they and others might help in one.