Key Stage 1 Skills For Active Citizenship

About the Unit
Where the Unit fits in

Return to Key Stage 1 Framework

About the Unit

This unit has been designed to cover work in Year 1 & 2 and has been developed by Cambridgeshire County Council Trading Standards Service in conjunction with Cambridgeshire PSHE Service and all necessary teaching notes and activities can be accessed via the Ask CEdRIC website.

Keeping Safe and Healthy

Children will learn about the different factors that affect their health and their safety. They will learn about the different 'places' and things that may be dangerous in their lives.

They will also start to examine different areas of risk and think about avoiding them at home and on the roads. They will look at the importance of being safe on firework night and also examine the different factors that can affect their health.

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Where the Unit fits in

This unit addresses the following aspects of the non-statutory framework for PSHE and Citizenship at key stage 1:

Developing confidence and responsibility and making the most of their abilities
Pupils should be taught:

1b to share their opinions on things that matter to them and explain their views

1c to recognise, name and deal with their feelings in a positive way

1d to think about themselves, learn from their experiences and recognise what they are good at

Preparing to play an active role as citizens
Pupils should be taught:

2a to take part in discussions with one other person and the whole class

2b to take part in a simple debate about topical issues

2c to recognise choices they can make and recognise the difference between right and wrong

2e to realise that people and other living things have needs, and that they have responsibilities to meet them

2f that they belong to various groups and communities, such as family and school

Developing a healthier, safer lifestyle
Pupils should be taught:

3a how to make simple choices that improve their health and well-being

3f that all household products, including medicines, can be harmful if not used properly

3g rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.

Developing good relationships and respecting the differences between people
Pupils should be taught:

4a to recognise how their behaviour affects other people

4b to listen to other people and respect their differences and similarities

4c to identify and respect the differences and similarities between people

4d that family and friends should care for each other

Breadth of Opportunities
During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:

5a take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well]

5b feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves]

5d make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly]

5f develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]

5g consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]

5h ask for help [for example, from family and friends, midday supervisors, older pupils, the police].


Through the activities in this unit, children will be able to understand and use words relating to:

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Ask CEdRIC provides links to all the resources you will need to teach this Unit.

Every suggested teaching area on the teaching plan is linked to:

You may also wish to speak to your own local Trading Standards Department for help and advice on Consumer Education. You can find your local office in the telephone directory or by typing in your School's postcode on the Trading Standards Institute website (

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