ASDAN Studio · Living Independently · Week 2 of 6

Home Safety and Hazard Awareness

LAUNCH Pathway · ASDAN Studio · Living Independently

Progress SoW · LAUNCH ASDAN Aut 1 · 2026–27 · Living Independently · Week 2🏅 Banks: ASDAN Living Independently — home safety; AQA UAS ‘Health and safety at home’

Spark: Spotting a hazard early keeps a small problem small.

Success looks like

I can spot common home hazards
I can say how to reduce a hazard
I can name who to contact in an emergency

Aspire · carry out a simple room-by-room safety check to a strong standard.

Teacher Print Tools — Week 2

Retrieval Quiz

Arrival Task – What Do You Already Know?

1. Say it

Name one thing in a kitchen that could be dangerous.

Any honest answer — e.g. a hot pan, a knife.

2. Spot it

Name one way to stay safe near it.

Any honest answer counts.

3. Point to it

Point to a safety item in this room.

Any honest answer — e.g. an alarm, an exit sign.

1. The big idea

What is a ‘hazard’, and why spot it early?

Own words — something that could cause harm; early means smaller problem.

2. Today’s work

Name a hazard in two different rooms.

A sensible pair — e.g. kitchen and bathroom.

3. Success check

By the end you can reduce a hazard. What might reducing look like?

Name one action — e.g. mop a spill, unplug a heater.

1. Risk logic

Why check a home room by room, not all at once?

Because each room has its own hazards; a system catches more.

2. Evidence test

‘My place is safe.’ What would prove a check happened?

A completed checklist with actions taken and dated.

3. Emergency

Should you always tackle a hazard yourself? Argue it.

Own argument — some need an adult or the emergency services.

Starter

Today at a Glance

Key Question: What are the home hazards — and how do I reduce them safely?

💡 Big Idea

Spot hazards room by room, reduce them, and know who to call.

🎲 Today We Play

Word cards — safety words

🧱 The Wall Grows

Onto the Independence Board

🏅 It Banks

ASDAN Living Independently — home safety; AQA UAS

Talk first, then we play — every voice counts here.

I Do

The Model — Home Safety

Key Idea: Spot the hazard, reduce it, and know the emergency contact.

👀 Look: spot the hazard, reduce it, and know who to call.

Step 0 of 3

Spot the hazard — room by room.

A hazard is anything that could cause harm: a trailing cable, a wet floor, an overloaded socket. Checking room by room catches more.

Reduce it safely.

Reducing means a small, safe action: mop the spill, unplug the heater, clear the exit. If it is beyond you, get help rather than risk it.

Know who to call.

Keep key contacts to hand: a trusted adult, and 999 for fire, serious injury or danger. Knowing the number before you need it saves time.

We Do

Word cards — safety words

How it works: Say what each word means, then tap to check.Found: 0/8

HAZARD

RISK

SMOKEALARM

EMERGENCY

SOCKET

EXIT

REDUCE

CONTACT

I Do

Proving It — The Evidence Loop

Key Idea: A completed safety check with actions taken is strong independence evidence.

Step 0 of 3

Documentarian

photo your room-by-room safety checklist.

Annotate

write ‘the hazard I reduced was ___ by ___’.

Witness

staff sign your safety check.

For the moderator, not just the folder

A tick says it happened. A witness statement says what you did. Before the photo is filed, the adult writes one sentence naming the thing they actually saw you do — and rings whether you did it Supported, Standard or Stretch.

That ring is the part that counts. It is the difference between “the class did this” and “this candidate did it, at this level, with this much help.” The witness sheet prints with every pack.

We Do

Match the Hazard to the Safe Action

Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/6

WET FLOOR

TRAILING CABLE

OVERLOADED SOCKET

BLOCKED EXIT

HOT PAN HANDLE

FLAT SMOKE ALARM

Mop it and use a wet-floor sign

Tuck the cable safely out of the walkway

Unplug some items and spread the load

Clear the way so you can get out

Turn the handle inward, away from the edge

Replace the battery so it works

Hazards spottedReduced safelyAlarm checkedWitnessed

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Evidence goes in your ASDAN portfolio — Documentarian photo + annotation + witness tick — ASDAN Living Independently — home safety; AQA UAS ‘Health and safety at home’.

🤝 With support

Task: Match hazard cards to the safe action, then tick the emergency contact, with an adult.

Steps: One step at a time — adult support is right there. Photo it when you are proud of it.

👤 On your own

Task: Carry out a room-by-room safety check, note each hazard and how you would reduce it.

Steps: Work it through — photo as you go, annotate at the end, witness tick before you pack up.

🚀 Take it further

Task: Complete a safety check, take one safe reducing action, and set out the emergency plan for the space.

Steps: Task first, plan second — say who to call and when to call 999.

Lundy Loop

Lundy Loop — Your Voice on the Wall

Why: Article 12 — feeling safe at home is a right, and your view on it counts.

🚪 SPACE

The Independence Board tracks progress, never rankings — ‘pass’ is always allowed.

📣 VOICE

Say one hazard you now feel confident to reduce. Your words.

👥 AUDIENCE

Your safety check is yours — the board shows only the headline you choose.

⭐ INFLUENCE

What the room flags shapes the safety skills we practise next.

Exit Ticket

Instructions: Answer independently. Own words — no wall-peeking.

1.

You can spot a home hazard — true? Name one.

Point to today’s work as your proof.

2.

You can say how to reduce it — true? Say how.

Point to today’s work as your proof.

3.

You know who to call in an emergency — true? Say who.

Point to today’s work as your proof.

1.

Name two home hazards and a safe action for each.

Own words — hazard plus reduce.

2.

Who would you contact in an emergency, and when?

Your contacts — plus when to call 999.

3.

Where does today’s evidence bank?

ASDAN Living Independently — home safety; AQA UAS.

1.

Which room had the most hazards, and why?

Own answer — often the kitchen.

2.

Why check room by room rather than all at once?

Because each room has its own hazards; a system catches more.

3.

Set out a simple emergency plan for one hazard.

Own plan — reduce, or call for help.

Knowledge Organiser (LAUNCH ASDAN W2): Home Safety and Hazard Awareness

LAUNCH · ASDAN Studio · Living Independently · Banks: ASDAN Living Independently home safety; AQA UAS

Key Word	Definition
HAZARD	Something that could cause harm.
RISK	The chance a hazard causes harm.
REDUCE	Make a hazard less dangerous with a safe action.
EMERGENCY	A sudden situation needing fast help.

Key Facts

Spot hazards room by room to catch more.
Reduce with a small, safe action; get help if it is beyond you.
Know your emergency contacts before you need them; 999 for danger.
Banks: ASDAN Living Independently — home safety; AQA UAS.
Pupil voice: name a hazard you can now reduce.

Home Safety and Hazard Awareness

Name: ____________________ Class: __________ Date:

This week’s spark

Spotting a hazard early keeps a small problem small.

ASDAN evidence

Documentarian photo + annotation + witness tick — ASDAN Living Independently — home safety; AQA UAS ‘Health and safety at home’.

Arrival Task

1) Name one thing in a kitchen that could be dangerous.

2) Name one way to stay safe near it.

3) Point to a safety item in this room.

1) What is a ‘hazard’, and why spot it early?

2) Name a hazard in two different rooms.

3) By the end you can reduce a hazard. What might reducing look like?

1) Why check a home room by room, not all at once?

2) ‘My place is safe.’ What would prove a check happened?

3) Should you always tackle a hazard yourself? Argue it.

Today at a Glance

Key Question: What are the home hazards — and how do I reduce them safely?

We Do 1: Word cards — safety words

HAZARD, RISK, SMOKEALARM, EMERGENCY, SOCKET, EXIT, REDUCE, CONTACT

We Do 2: Match the Hazard to the Safe Action

Draw lines to match:

WET FLOOR · TRAILING CABLE · OVERLOADED SOCKET · BLOCKED EXIT · HOT PAN HANDLE · FLAT SMOKE ALARM

Mop it and use a wet-floor sign · Tuck the cable safely out of the walkway · Unplug some items and spread the load · Clear the way so you can get out · Turn the handle inward, away from the edge · Replace the battery so it works

Scaffolding – Supported

Access & sensory notes (staff)
· The supported task today is: Match hazard cards to the safe action, then tick the emergency contact, with an adult.
· Fine motor: offer the chunky-grip pen, and accept a card sort or a spoken answer scribed by an adult — the judgement is the evidence, not the handwriting.
· Sensory: offer the write-it-first option before any share-aloud; nobody is put on the spot cold.
· Cognitive load: a completed small piece beats a half-done large one at moderation. Cut the target, never the thinking.
· Ring the level honestly on the witness sheet. Supported with the work finished is a stronger portfolio entry than Standard with it abandoned.

Sentence starters

A hazard I spotted is ______.

I would reduce it by ______.

In an emergency I would contact ______.

Word bank

hazard · risk · smoke alarm · emergency · socket · exit · reduce · contact

Scaffolding – Standard

Frame

1) Check room by room. 2) Note each hazard and a safe action. 3) Set out who to contact in an emergency.

Scaffolding – Stretch

Stretch prompts

Which room had the most hazards, and why? When should you call 999 rather than act yourself?

Independent Work – Supported

Task: Match hazard cards to the safe action, then tick the emergency contact, with an adult.

Work here (an adult can scribe):

Independent Work – Standard

Task: Carry out a room-by-room safety check, note each hazard and how you would reduce it.

Evidence check: photo ☐ annotation ☐ witness ☐

Independent Work – Stretch

Task: Complete a safety check, take one safe reducing action, and set out the emergency plan for the space.

Stretch (L2 standard): carry out a simple room-by-room safety check to a strong standard.

Exit Ticket – Supported

1) You can spot a home hazard — true? Name one.

2) You can say how to reduce it — true? Say how.

3) You know who to call in an emergency — true? Say who.

Exit Ticket – Standard

1) Name two home hazards and a safe action for each.

2) Who would you contact in an emergency, and when?

3) Where does today’s evidence bank?

Exit Ticket – Stretch

1) Which room had the most hazards, and why?

2) Why check room by room rather than all at once?

3) Set out a simple emergency plan for one hazard.

Assessor Witness Statement

LAUNCH ASDAN W2 · Home Safety and Hazard Awareness
LAUNCH · ASDAN Studio · Living Independently · Banks: ASDAN Living Independently home safety; AQA UAS

Candidate name
Date of activity
Activity witnessed	Home Safety and Hazard Awareness

1 · What I actually saw this candidate do

Name the observable action, not the worksheet. Write what a stranger would have seen from the doorway.

2 · Level the candidate worked at — ring ONE

SUPPORTED
Match hazard cards to the safe action, then tick the emergency contact, with an adult.

STANDARD
Carry out a room-by-room safety check, note each hazard and how you would reduce it.

STRETCH
Complete a safety check, take one safe reducing action, and set out the emergency plan for the space.

Prompts given (if any):

3 · Evidence attached

☐ Dated photograph ☐ Candidate’s written annotation ☐ Completed sheet ☐ Other:

4 · Assessor declaration

I confirm the work described above was produced by the named candidate, and that the level ringed reflects the support actually given on the day.

Assessor name (print)	Role
Signature	Date

5 · Learner confirmation

I confirm this is my own work.

Learner name (print)	Signature
Date

One statement per candidate per session. File it with the photo, not instead of it.

Lundy Loop — this lesson

Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.

Space	The Independence Board tracks progress, never rankings — ‘pass’ is always allowed.
Voice	Say one hazard you now feel confident to reduce. Your words.
Audience	Your safety check is yours — the board shows only the headline you choose.
Influence	What the room flags shapes the safety skills we practise next.

Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Pass is always allowed.

What I said, and what it changed:

Home Safety and Hazard Awareness — Feedback Sheet

Keep with your ASDAN portfolio.

Pupil name:	Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch	ASDAN evidence filed: Yes / Not yet
Pupil response — my next step:

Home Safety and Hazard Awareness

Success looks like

Teacher Print Tools — Week 2

Arrival Task – What Do You Already Know?

1. Say it

2. Spot it

3. Point to it

1. The big idea

2. Today’s work

3. Success check

1. Risk logic

2. Evidence test

3. Emergency

Today at a Glance

💡 Big Idea

🎲 Today We Play

🧱 The Wall Grows

🏅 It Banks

The Model — Home Safety

Spot the hazard — room by room.

Reduce it safely.

Know who to call.

Word cards — safety words

Proving It — The Evidence Loop

Documentarian

Annotate

Witness

Match the Hazard to the Safe Action

Independent Work — Studio Time

🤝 With support

👤 On your own

🚀 Take it further

Lundy Loop — Your Voice on the Wall

🚪 SPACE

📣 VOICE

👥 AUDIENCE

⭐ INFLUENCE

Exit Ticket

1.

2.

3.

1.

2.

3.

1.

2.

3.

Home Safety and Hazard Awareness — banked!

Pens down — quick partner check!

Knowledge Organiser (LAUNCH ASDAN W2): Home Safety and Hazard Awareness

Key Facts

Home Safety and Hazard Awareness

This week’s spark

ASDAN evidence

Arrival Task

Today at a Glance

We Do 1: Word cards — safety words

We Do 2: Match the Hazard to the Safe Action

Scaffolding – Supported

Sentence starters

Word bank

Scaffolding – Standard

Frame

Scaffolding – Stretch

Stretch prompts

Independent Work – Supported

Independent Work – Standard

Independent Work – Stretch

Exit Ticket – Supported

Exit Ticket – Standard

Exit Ticket – Stretch

Assessor Witness Statement

Lundy Loop — this lesson

Home Safety and Hazard Awareness — Feedback Sheet