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Fire Safety

Fire Safety


Learning Outcome

  • Learn what positively and negatively affects their physical, mental and emotional health
  • Learn how to make informed choices and the potential consequences of their choices
  • Learn to differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’
  • Learn to recognise, predict and assess risks in relation to fire and decide how to manage them responsibly
  • Learn strategies for keeping physically and emotionally safe in relation to fire safety


  • Smoke alarms (different types if possible – most importantly a battery operated one)
  • Candle or other source of heat / smoke
  • A3 plain paper
  • Pens, felt pens, pencils, colour pencils 


  1. Begin by lighting the candle. Ask the children what the candle produces once it is alight (heat, light, hot wax, smoke) Ask whether the candle should ever be left to burn unattended. Why?
  2. Hold the smoke alarm over the flame close enough for the smoke to set it off. (you may need to prompt children prior to doing this if you have children present that are noise sensitive). What is the purpose of the noise? What does the smoke alarm need to work (energy source), how do you ensure that the smoke alarm still works? Show the children the button for checking the battery.
  3. Discuss other sources of power, including smoke alarms that are wired into the mains electricity. How do they work if there is a power cut?
  4. Move on to discuss what the children should do if they are woken by a smoke alarm. What steps should be taken if they discover a fire?
  5. One of the steps that the fire brigade suggest is for all families to have planned escape routes in the event of fires in different locations. Explain that the children are going to draw basic floor plans of their homes, and work out at least one escape route if there was a fire in the kitchen.
  6. Model a basic floor plan / outline including aspects such as doors, windows and major obstacles such as large furniture.
  7. While children work on their routes ensure that they have considered aspects such as where there are stairs, the number of people and where they are likely to be at different times of the day.
  8. Finish the session by sharing the different routes the children have planned

Extensions Ideas

  • Practice stop, drop and roll technique
  • Consider how the plans would need to change if the fire was upstairs

Top Tips

  • Remind the children to treat each other’s ideas with respect, even if they disagree with them.
  • Be aware of any areas of concern that might be raised and ensure that concerns are taken to the appropriate individual
  • Lower KS2 children and those with additional needs may benefit from having sheets with the external outlines of a building already drawn in; allowing them to focus on the additional details