History · Year 2

Active learning ideas

First Aid: Helping Others

Active learning works for first aid because young pupils best grasp safety steps through doing, not just listening. Role-plays and stations turn abstract ideas into concrete actions they can rehearse with peers, building muscle memory for calm responses in real situations.

• National Curriculum Attainment Targets
• National Curriculum in England: History KS1, The lives of significant individuals in the past who have contributed to national and international achievements.
• National Curriculum in England: History KS1, Identify similarities and differences between ways of life in different periods.
• National Curriculum in England: History KS1, Ask and answer questions about the past using sources.

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 30 min · Pairs

Role-Play Scenarios: Minor Injuries

Prepare scenario cards for a small cut or head bump. Pupils work in pairs: one acts injured, the other responds by assessing, treating, and deciding if help is needed. Switch roles, then share with the class what worked best.

What is first aid and why is it helpful to know?

Facilitation Tip

During Role-Play Scenarios, position yourself to overhear discussions so you can gently redirect any ‘run first’ instincts with prompt questions like ‘What do you see on their arm?’.

What to look for

Present students with picture cards showing different scenarios (e.g., a small cut, a person who has fainted, a deep wound). Ask them to sort the cards into two piles: 'Can handle with basic first aid' and 'Needs emergency help (call 999)'. Discuss their choices.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: First Aid Steps

Set up stations: hand washing and plastering a cut (using dolls), head bump checks (mirrors for observation practice), emergency calls (phone props to dial 999), and danger signs spotting. Groups rotate every 10 minutes, noting steps at each.

How would you help someone who has a small cut or a bump on their head?

Facilitation Tip

In Station Rotation, keep timers visible so pupils practice the rhythm of first aid—assess, act, monitor—rather than rushing through steps.

What to look for

Pose the question: 'Imagine your friend falls and bumps their head. What are the first two things you should do?' Listen for responses that include checking for dizziness or vomiting and staying with the person, and then guide them towards when to call for help.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Plan-Do-Review
• 25 min · Pairs

Poster Design: Help Steps

Pupils draw and label three first aid posters: one for cuts, one for bumps, one for calling help. Provide templates with key words. Display and explain to partners why each step matters.

When should you call for emergency help like an ambulance?

Facilitation Tip

For Poster Design, supply only basic supplies so pupils focus on clear sequencing: one step, one picture, one sentence under each illustration.

What to look for

Give each student a slip of paper. Ask them to draw one item needed for a basic first aid kit (e.g., plaster, antiseptic wipe) and write one sentence explaining why it is important for helping someone.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 20 min · Whole Class

Whole Class Demo: Emergency Drill

Model a full scenario with a volunteer. Pupils echo steps aloud, then practice in seats calling 999 phrases. End with a quick quiz on when to act alone versus seek adults.

What is first aid and why is it helpful to know?

Facilitation Tip

During Whole Class Demo, have a volunteer wear a head bump simulator so the class can watch for dizziness and vomiting cues in real time.

What to look for

Present students with picture cards showing different scenarios (e.g., a small cut, a person who has fainted, a deep wound). Ask them to sort the cards into two piles: 'Can handle with basic first aid' and 'Needs emergency help (call 999)'. Discuss their choices.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Teach first aid by balancing safety rules with child-led exploration. Avoid overwhelming pupils with adult language; use simple verbs and short sentences they can chant or sing. Research shows that peer teaching within structured role-plays cements learning more than lectures alone. Always end with a ‘help now’ versus ‘call 999’ rule so they know the limit of their actions.

Successful learning looks like pupils confidently assessing injuries, choosing the right response, and explaining why actions matter. They use simple language such as ‘clean, cover, watch’ and know when to call for help without panic.

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Watch Out for These Misconceptions

• During Role-Play Scenarios, watch for pupils who immediately run to get help for every injury, even small cuts.

  Pause the role-play after the first action and ask the helper to describe what they see on the ‘injured’ arm. Guide them to use the ‘clean and cover’ checklist on the table before deciding to fetch an adult.

• During Station Rotation, watch for pupils who assume a plaster will fix a head bump permanently.

  At the head bump station, hand pupils a symptom card after they apply the plaster. Ask them to watch their partner for changes like sickness or dizziness, then record any signs they notice on a shared chart.

• During Whole Class Demo, watch for pupils who believe first aid cures injuries instantly.

  After the demo, hold up a timer and explain that help is coming. Ask the class to list what they did in the first two minutes versus what they must still watch for, linking their actions to the idea of ‘stabilize until experts arrive.’

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Methods used in this brief

• Plan-Do-Review
• Stations Rotation