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Citizenship at key stages 1 and 2 (Year 1-6)
Unit 04: People who help us - the local police
Section 1: Key stage 1 - Who can help us in our community?
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Objectives |
| Children should learn: |
- about the role of different people in the community who help us
- that police officers and other people who help us are members of the communities they serve
- that some people who help us wear uniforms
- how to ask for help appropriately
- to use word banks to develop vocabulary
- to listen to others with concentration, remembering specific points
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Activities |
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Outcomes |
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Children: |
- Work with the children to collect materials for a classroom display about people in the community who help us. Use books, photographs and posters. Include images of members of the school staff. Discuss with the children the role of key individuals in the school and those from outside the school who help, eg What would happen if these people weren't there? Do they wear special clothes or uniforms? If so, why? What are the similarities between people's jobs? Ask the children to list people they know who wear uniforms.
- Ask the children as a class to think about the jobs they do at home, in class and around the school. Why do these jobs have to be done? What would happen if these jobs were not done? What skills are needed to do these jobs well? When the jobs are done, what effect do they have on other people?
- Using a range of pictures illustrating different people at work, eg teachers, fire officers, a school police liaison officer, bus drivers, nurses or health professionals, ask the children to list the types of duties they think each person has at work and what skills they need. The children make word cards to put alongside each picture.
- Create a word bank of relevant vocabulary and phrases, eg parents, carers, grandparents, friends, teacher, cook, secretary, community, responsible, job, uniform, police station, help, emergency 999, home, school. Ask the children to use the key words and phrases in creating a book or wall display about people who help us.
- Invite a member of the local community, eg the local community police officer, a school police liaison officer or perhaps a parent who is a special police officer, to come into school to talk about their work. The children prepare questions that they would like to ask the visitor about their work, their uniform, etc. Take photographs (the children could do this) of the visit, showing the visitor working with the children, eg talking in circle time, taking assembly, listening to a group reading session. Add these to the classroom display.
- During circle time, ask the children to reflect on what they have learnt. Can they identify adults in their community whom they trust and can go to for help? Encourage them to talk about what sort of help they might need and the reason for choosing which adult to go to for help.
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- recognise that there are different people in the community who can help us in different ways at different times
- identify and describe some of the people who can help us
- identify jobs they do at home and school and how they contribute to the life of their communities
- discuss their views with others in the class
- prepare and ask questions of an adult member of their local community
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Points to note |
- Many local police stations have a school liaison officer, who may be able to support this work by providing resources and artefacts and by visiting the school to talk to the children about what the police do. It may be necessary to organise this well in advance. However, it is important to check whether your local police station is able to provide a visiting officer.
- Family members of some children may be involved in service occupations and may be able to support these activities.
- If the children wear school uniform or wear other clothes for certain activities, eg sports clothes for PE or an overall for art and design, they could compare why they wear these clothes with why people in the community wear uniforms.
- These activities contribute to career-related learning.
- Link with English: En3 Wr 1a, 4g, En1 S&L 2a, 2b, 2c in the key stage 1 programme of study.
- Link with history:
unit 4 'Why do we remember Florence Nightingale?' in the scheme of work.
- Link with geography: 3a, 4a in the key stage 1 programme of study.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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