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Siena, Siddant and the fire fighters This award-winning film, from children’s documentary-makers Child’s Eye Media, has been designed to introduce young children to the work of fire fighters. The film can be used at home, in an early years setting or at school. For further fire safety messages see Daisy’s and Mikey’s fireworks party, on the Child’s Eye Media’s Keeping healthy, Staying safe DVD (www.childseyemedia.com). This film brings alive the Firework Code and key fire safety messages for children and adults alike. The film features Fire fighter Tony showing Daisy and Mikey and their families how to have a safe fireworks party and how to keep safe from fire. What’s in the film? In Part 1 of the film, Siena (aged three) and Siddant (four), become fire fighters for the day. Fire fighter Ian takes them round his fire station and they climb aboard his fire engine. Next, they find out about fire hydrants and how 999 calls are made. Then, the children have lunch with the fire fighters before they have to leave to put out a large fire. The fire is so big that the fire fighters have to get more water from a lake, and we find out how! In Part 2 of the film, Siena, Siddant and their friends ‘at school’ build fire engines, rescue ‘Fluffy the cat’, sing and go on a hydrant hunt. In this digital handbook you will find: ● fascinating background information about what you see in the film, so you can answer children’s questions,

(e.g. ‘What happens when a fire engine runs out of water?!’). The information will also inspire children’s imaginations and develop their vocabulary and thinking skills.

● imaginative learning ideas (e.g. how to make a simple working model of a fire engine which squirts real

water!), in addition to those shown in Part 2 of the film. For early years practitioners and Key Stage 1 teachers, the ideas are linked to the Early Learning Goals of the Early Years Foundation Stage, and to Key Stage 1, but all the ideas can be easily adapted by parents and carers for use at home. The EYFS applies to children from the age of three, to the end of the Reception year at school (5+). Key Stage 1 applies to children in Year 1 and Year 2 at school (5 to 7+)

● exciting printable ‘creative thinking sheet’ and ‘clipboard sheets’, designed to develop children’s creative

thinking and problem-solving skills, and also to encourage children to see themselves as writers in their role-play. The ‘clipboard sheets’ have been extremely successful in nurseries and schools in motivating children to write.


Part 1: Siena, Siddant and the fire fighters (11½ minutes) 1. The locker room and fire engine 2. Around the fire station (turn-out printer, repairs, gym and reading) 3. Hydrants and hydraulic platforms 4. Lunch and smoke alarm 5. The control room and putting out a fire; ‘thank you’ letter Part 2: Fire fighters at school (5½ minutes) 1. Building a fire engine (indoors) 2. Rescuing Fluffy the cat 3. Fire fighters’ song 4. Hydrant hunt 5. Fire engine check and ‘chimney fire’ (outside) Printable sheets ‘Fire rescue’ creative thinking sheet This sheet has been designed to develop children’s creative thinking and ability to explain a situation. Before children start to draw their version of the story, watch Part 1, chapter 3 of the film, which shows how, if a fire engine needs more water, it can be supplied from a hydrant. Talk about how the cat might have come to be in the empty building (perhaps a family had just moved home and their homesick cat had run away, trying to find their previous home, and had strayed into the building by mistake. Another scenario could be that a cat had always lived in the building with the people who worked there, but had hidden when they moved out to a new building, because it did not want to leave).

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Encourage children to extend the length of the hose to a hydrant and to draw fire fighters with their hoses attached to the fire engine. Talk also about what could happen ‘in the end’. How could the fire fighters find out who the cat belonged to, and how could they return it to its owners? Clipboard sheets Young children love to ‘write on a clipboard’ in their role-play, feeling very ‘grown up’ and important. These ‘clipboard sheets’ are ideal for inspiring young children to use their own form of writing in their role-play. In Part 1, Chapter 1, we see Fire Officers Ian and Andy filling in a check list and roll board. In Part 2, Chapter 5, we see the children filling in their own versions of the forms. Your child(ren) will find these ‘clipboard sheets’ highly appealing and, once they have seen the fire fighters and the children using them in the film, they will be inspired to do the same! For variety, occasionally use different colours of copy paper. In order to save paper, laminate the sheets or slip them inside a plastic wallet. Children can write on them, using a washable felt-tipped pen which can then bewiped off with a damp J-cloth. Sometimes, put a ‘fire fighter’ glove puppet on your hand (or adapt an existing one), to model filling in a ‘clipboard sheet’. Children love to see the puppet holding a pencil and writing on the sheet!


Fire engine check list

Encourage children to think about what they could use to build a fire engine, inside or outside, e.g. chairs, cartons, etc. Photocopy and enlarge the fuel gauge diagram on the clipboard sheet, and stick itonto a carton, to represent the fire engine’s ‘dashboard’. Suggest that children transform outdoor wheeled toys into fire engines by cutting out the fuel gauge diagram, sticking it on card, covering it with transparent plastic and sticking it on the vehicle’s ‘dashboard’ with sellotape. Aluminium foil pie dish ‘headlamps’ can also be attached with sellotape. Tie on short lengths of plastic tubing (‘hose pipes’), available from hardware stores, and ‘ladders’, made from construction sets or drawn on pieces of rectangular-shaped card. Explain that when fire fighters check fire engines’ tyres, they are checking to see how much air is in the tyres. Bring in a bicycle and apump to demonstrate. Say that when fire fighters check their hose pipes, they are looking for ‘little holes’, through which the water could leak. Watch Part 1, Chapter 2, to see a fire fighter repairing hose pipes. See also Everything safe? below.

Roll board (Fire crew)

Explain to children that a fire station is ‘on call’ 24 hours a day. Fire fighters are divided into groups of between eight and ten people, called ‘watches’ (e.g. green, blue, red and grey). The film features ‘green watch’. When a particular watch is on duty and is called out to an emergency, the names of the watch members on the fire engine are written on a ‘roll board’ and placed on the dashboard of the fire engine’s cab. In the film, we see Fire Officer Andy filling in the roll board (Part 1, Chapter 2). Explain that ‘roll’ means ‘everybody who is there’. In Part 2, Chapter 5, the children build a fire engine and fill in aroll board. Encourage your child(ren) to do the same. Alternatively, they could sit dolls or teddy bears as ‘fire fighters on board’, each wearing a yellow paper, boat-shaped ‘helmet’. Let children write the names of the doll or bear ‘crew’ on the roll board.


Fire call out sheet

This sheet has been designed to help children to talk about the circumstances of a fire and to describe a location. Watch Part 1, Chapter 5 and Part 2, Chapter 2 of the film, which show how a real999 call is received and relayed to the fire station, and also children role-playing making an emergency call to save ‘Fluffy the cat’. Stress that children must never make pretend 999 calls on real phones. Write a phone number yourself on a peel-off label and stick it on a toy landline or mobile phone. Ask children to recite the number. Then, take on the role of the emergency operator and invite a child to makea 999 call to you. Let everyone see you filling in the sheet as the ‘caller’ answers your questions. To help your child(ren) talk about thelocation of a fire, look together at all the buildings on a road play mat, or make a simple crossroads with a road set and add a few buildings made with blocks, Duplo etc.Ask children to choose a building and to put an upturned aerosol lid containing some red and yellow tissue paper stuck inside with sellotape, on top of the building, to represent a ‘fire’. Talk about the names of the different kinds of buildings and where they are situated. Use words and phrases such as next to; opposite; facing; at the end of; corner; crossroads; next door; next door but one; left; right. See also Emergency! below.

Background notes and activities for Early Years Foundation Stage and Key Stage 1 The activities have been written with curriculum links for early years practitioners and Key Stage 1 teachers but can easily be adapted for home use. Making the most of the film Siena, Siddant and the fire fighters is structured to let you use it flexibly over several viewings, showing either the whole film or just parts of it. The short, focused scenes are ideal for showing to children, on a laptop, as an immediate stimulus, e.g. for role-play. The scenes are also extremely effective for use on an interactivewhiteboard. Suggestions for role-play resourcesFire fighters’ uniforms; helmets; hose pipes (lengths of plastic tubing can be cut to size at hardware stores); torches; clipboards with pencils attached on ribbon; Fire engine check list clipboard sheet; Fire roll board(Fire crew) clipboard sheet; Fire call out clipboard sheet; toy phones; non-functioning computer for ‘fire service control room’ (or make one using a large tissue box, turned inside-out, sellotaped and with small white labels stuck on as ‘alphabet keys’ on a keyboard’ –stick a piece of plain card at right angles as a ‘screen’); large-scale maps (e.g. photocopy and enlarge a page of an A-Z map) so that the ‘fire engine driver knows where to go’, or suggest that the children make a ‘Satnav’ from a chocolate box; items to build a fire engine, e.g. chairs (one behind the other), a ladder (built from a construction set or drawn on card), headlamps (made from foil pie dishes).


National Curriculum linksThere are activities suggested for children both in the EYFS and KS1. However, depending on the needs and interests of your child(ren), they can be used flexibly. The activities may be adapted for adult-led or child-initiated play. The EYFS activities are divided into the six areas of Learning and Development. Suggested links to the Early Learning Goals have been given, although the activities may also be linked to other Goals. Each ELG is coded in the order in which it appears in the area of Learning and Development in the EYFS document. Each KS1 activity has been linked to the appropriate section of the Knowledge, Skills and Understanding component of the National Curriculum, with links, where appropriate, to the Renewed Primary Framework Literacy and Mathematics Strands. Abbreviations used Early Years Foundation Stage (EYFS – Nursery and Reception) ELG Early Learning Goal PSE Personal, Social and Emotional Development CLL Communication, Language and Literacy PS, RN Problem Solving, Reasoning and Numeracy KU Knowledge and Understanding of the World PD Physical Development CD Creative Development (Wh) whole group Key Stage 1 (Y1 and Y2) En English Ma Mathematics Sci Science ICT Information Communication Technology DT Design and Technology Geo Geography Mu Music Art Art and DesignPSHE Personal, Social and Health Education (non-statutory guidance) LS Renewed Primary Framework Literacy Strand MS Renewed Primary Framework Mathematics Strand (Wh) whole group

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Curriculum Coverage Siena, Siddant and the fire fighters has close relevance to the following areas of Learning and Development of the EYFS Communication, Language and Literacy; Knowledge and Understanding of the World; Personal, Social and Emotional Development. KS1 English; Geography; Personal, Social and Health Education. The film has relevance also to the following areas of Learning and Development of the EYFS Problem Solving, Reasoning and Numeracy; Physical Development; Creative Development. KS1 Mathematical Development; Science; Information Communication Technology; Design and Technology; Geography; History; Music; Physical Development.

Part 1: Siena, Siddant and the fire fighters The fire station building Typically, a fire station building consists of a reception area and office, the ‘turn-out printer’ desk for receiving printouts of emergency calls, locker room, drying room, repair shop, e.g for mending hoses, ‘school’ room, ‘mess’ room for eating, kitchen, recreation area and gym. Outside, around a large yard, would be the fire appliance hall, tower (for practising fire control and rescue from high buildings) and ‘smoke house’ ( for practising rescue operations from smoke-filled buildings). The locker room Fire fighters are responsible for washing and drying their station uniforms, known as ‘best gear’ at home. They may be ironed at the station. Fire fighting suits, known as ‘fire gear’ are dried, after use,in the drying room. They are sent to professional cleaners for cleaning, re-fireproofing and re-waterproofing. Point out the snooker table in the background. Talk about the game, and how some fire fighters play while they are waiting for a ‘call out’.

Idea: As fast as I can! EYFS: (1 child) PSED – Self-care ELG 1 KS1: PSHE – 2g, 3g

Ma – Ma3, 1f, 4a MS – 6 Keep a one or two minute sand timer near the dressing-up rack. Encourage children to set their own small challenges in seeing how many items of a fire fighter’s uniform they can put on before the sand runs down. (Ideally, use a waistcoat-style fire fighter’s jacket for ease of use). KS1 children could work in pairs, using a stop watch to time one another. Idea: Totally dry! EYFS: 3 children) KU- Exploration and Investigation ELG 1 KS1: (3 children) Sci – Sci 1, 1, 2a, 2e, 2h Sci – Sci 3, 1b, 1c, 1d Talk about how firefighters’ uniforms need to be waterproof. Cut simple ‘capes’ from different materials (e.g. cotton, plastic, wool etc), by cutting circles with a ‘neck hole’. Let children use dolls, including ‘Action men’ as ‘firefighters’ and put various capes on them. Encourage the children to find out which of the materials are waterproof, by spraying them with plastic plant sprayers.


Idea: Will it reach? EYFS: (4 children) PS, RN– Shape, Space and Measures ELG1 KS1: (4 children) Ma – Ma3 1b, 1d, 4c MS - 6 Encourage younger children to draw a row of different, ‘empty’ buildings of varying heights (e.g.) houses, flats and office blocks with ‘smoke’ coming from ‘upstairs windows’, on the back of a length of wallpaper . Give everyone a strip of card, each 10cms wide, but of varying lengths. Ask the children to draw rungs to make a ‘ladder’ against their picture of a building, to see if it is long enough to reach the ‘upstairs windows’. Older children could use construction sets, blocks etc to build models of the buildings and then estimate and use rulers and tape measures to measure the distances ‘up to the upstairs windows’ before making their own ladders from card. The turn-out printer This is where details of an emergency call-out are received (see also notes on the control-room, below). When the emergency bell has been activated, the fire fighters move as quickly as possible, walking briskly but never running. Ask the children why. Have a practice fire drill, reminding everyone to walk briskly, without running. Idea: This way out! EYFS: (4 children) CLL – Reading ELG 3 KS1: (4 children) PSHE – 2d, 3g

Prior to a fire drill, take a walk with the children around your nursery or school and hunt for EXIT signs. Parents and carers could encourage children to spot these signs when out and about e.g. when in department stores, cinemas, cafes etc. If possible, turn off lights and let children see that the EXIT signs remain glowing and then talk about why. Older children could keep tally marks of all the EXIT signs found. Idea: This hose needs mending! EYFS: (1 child) PD – using Equipment and Materials ELG2 Watch Part 1, Chapter 2 of the film which includes a firefighter mending holes in a hosepipe. Buy short lengths of plastic tubing as ‘hose pipes’ from hardware stores. Draw a circle on each one with a black felt-tipped pen to represent a ‘hole’. Let ‘firefighters’ repair the ‘hose pipes’ by sticking a peel-off label over each ‘hole’. Fire hydrants When a fire engine runs out of water, it can receive a supply from a street hydrant, a kind of ‘secret underground tap’. A fire fighter will lift up the hydrant cover with a wrench. A standpipe is used to connect the hydrant to a hose pipe which carries the water to the fire engine from which it can be pumped onto a fire. Alternative water sources, if nearby, can be ponds, rivers and canals. We see fire fighters filling a fire engine with water from a pond, towards the end of Part 1.


Idea: Hydrant hunt EYFS: (4 children) Ka – Exploration and Investigation ELG 2 KS1: ( 4 children) Geo- 1b, 2b, 4a Let your children into the ‘secret’ of hydrants by taking them on a walk to ‘spot’ hydrant signs. A hydrant sign is a yellow, rectangular plate, with a capital ‘H’. They are usually found on low walls or small posts. The lower number on the plate indicates how many metres away from the sign the hydrant is located. The upper number shows the size of the water main in millimetres. Hand-written numbers on the sign are by hydrant engineers, to show that they have checked (usually once a year) that the hydrant is working properly. Explain thatvehicles are not allowed to park on top of a hydrant plate. Ask why. Remind children that they should always look for hydrant signs with a grown-up, and must never step off a pavement. Smoke alarmsA very important aspect of the work of all fire and rescue services is fire prevention and community education through a wide range of Community Fire Safety (CFS) initiatives. All services are committed to a campaign to ensure that smoke alarms are fitted in every home and building. Contact your local Community Fire Safety Team to arrange for a free home fire safety check, which includes a risk assessment, drawing up an escape plan and a free smoke alarm. Visit www.fire.gov.uk for a directory of contacts. Go on a tour of your setting, asking everyone to look out for smoke alarms, fire alarms and fire extinguishers. See also Daisy’s and Mikey’s fireworks party on the Keeping healthy, Staying safe DVD (www.childseyemedia.com). In the film Maeve and Fire fighter Tony put ‘smoke alarms’ in a doll’s house! See also Let’s keep safe! below. The control room When a 999 call is made, it is put through to a control room, which will contact the nearest fire station. Talk about why 999 calls must be made only for real emergencies. Say that not all emergencies are about fire. Fire fighters will rescue animals caught in dangerous situations, e.g. a dog caught in a rabbit hole, and also deal with floods, using their pumps, to pump away water. Idea: Emergency! EYFS: (2 children) CLL – Language for Communication ELG2 KS1: (2 children) En 1- Speaking 1a, 1d, 1e

En3 – Writing 1a, 1b, 1d LS – 1,2,3,7,9,12 ICT – 5c Encourage pairs of children to use the Fire callout sheet in their role play, for when an emergency operator at the control room has to write down details about a fire. Suggest also that children think of other emergencies besides fire, such as a lost pet being stuck in a dangerous place. Encourage the ‘operator’ to jot down these details on a piece of plain A4 paper, using their own level of emergent writing. Encourage KS1 children to use a computer to store information about the different kinds of rescue operations the ‘fire fighters’ have carried out.


Idea: Let’s keep safe! EYFS: (4 children) CLL – Language for Thinking ELG 2 KS1: (4 children) PSED – Behaviour and self-control ELG 2 En 1 – Speaking 1b,1c,1d,1e,1f PSHE – 3g Using a furnished doll’s house and a miniature teddy bear, let children ‘teach’ Teddy all about keeping safe from fire. In addition to the furniture, draw the following items on small pieces of card, folded so that they ‘stand’: a box of matches, a ‘burning candle in a candlestick’, a kettle, and a ‘hot pan full of soup’. Let children fit ‘smoke alarms’, using small bottle lids and sticky tape. Draw a ‘firework’, too, and talk about how Teddy can keep safe on Bonfire night. Arrange for a fire fighters’ visit to your setting and/or a trip to a fire station. Encourage children to write and draw ‘thank you’ cards and letters, and also their own ‘how we keep safe from fire’ posters See also the film Daisy’s and Mikey’s fireworks party on the Keeping healthy, Staying safe DVD(Please visit www.childseyemedia.com). Idea: How they used to fight fires KS1: (4 children) His - 1b, 2b, 4a, 4b Encourage children to read books and find out facts about the Great Fire of London (1666). Invite the childrento search on the internet for paintings and information about it, and to find out about the history of the Fire Service (e.g.) what the uniforms and vehicles (including horse-drawn ones) were like. Part 2: At school Idea: Everything safe? EYFS: (2 children) CLL – Reading ELG3 Watch Part 1 Chapter 2, and Part 2 Chapter 5 Whenever children build a fire engine, encourage one pair at a time to do a ‘safety check’. Keep some Fire engine check list clipboard sheets ready assembled on clipboards with pencils attached with ribbon, inside a shoe box close by. Encourage one ‘fire fighter’ to read out each item on the list, and the second ‘fire fighter’to call out the word ‘check’ if the item is ‘safe and ready’, so that the first fire fighter can tick off the item. Suggest that children use the check list for safety checks on box model fire engines they have made and also shop bought fire engines. Encourage children to add items to these fire engines (e.g. ‘fuel gauge’, ‘headlamps’, hose pipes’), by drawing them on small pieces of card and attaching them to the fire engines with sellotape.


Idea: Real water fire engines EYFS: (2 children) PD – Using Equipment and Materials KS1: (2 children) DT – 1b,2a,2c,2d,4b Encourage a pair of children to work together to create a fire engine which uses real water! Let the children cover the sides and lid of a large rectangular margarine tub with glue, and then stick on red paper. Ask them to add wheels, a ladder and a windscreen made from card, and two silver paper headlamps. Yourself, make a small hole in the ‘back’ of the fire engine, as low down as possible, using scissors or an awl. Take out the trigger mechanism from a plastic plant spray bottle, and remove the lug at the end of the tube. Push the tube, the ‘fire engine hose pipe’, a little way into the ‘engine’ through the hole, and replace the lug. Fill the ‘engine’ with water, a third of the way up. The water will not leak through the hole because of the lug. Ask one child to draw a ‘fire’ with coloured chalks, on an easel. Ask the second child, the ‘fire fighter’, to hold the ‘engine’ against their body with one hand, with the ‘hose pipe’ pointed away from them. They should then slightly bend the tube upwards and squeeze the trigger with their other hand, until the ‘fire’ is ‘extinguished’. Fire-fighters’ song EYFS: (Wh) CD – Creating Music and Dance ELG1 KS1: (Wh) Mu – 1a,1b,1c

(Sung to the tune of ‘Here we go round the Mulberry bush’) Fire fighters are fit and strong, They put out fires all day long. Climbing ladders, checking hose. They’re always ready when the fire alarm goes! Ask children to remember and mime the different kinds of actions the fire fighters do in the film e.g. iron their uniforms, do their exercises, read the printer, put on their uniforms, jump in the cab, connect the hydrant, point their hose etc. Sing the above song as the first verse of a fire fighters’ themed version of ‘Here we go round the Mulberry bush’, incorporating the children’s ideas e.g. ‘This is the way they iron their trousers’ etc.


Idea: Fire music and dance EYFS: (8 children) CD - Developing Imagination and Imaginative Play ELG 1 KS1: (8 children) Mu -1a, 2a, 2b, 3a, 4c PE- 6a,6b,6c,6d Play some ‘fire’ music (e.g.) Haydn’s Symphony No. 59, commonly known as the Fire Symphony. Encourage children to talk about the music and to describe what the music makes them think about or ‘see’ in their ‘mind’s eye’. Encourage the children to select a variety of instruments to compose their own ‘fire’ music. After listening to the music the children could also work in pairs or small groups to create a ‘fire’ dance, possibly using red, yellow, and orange ‘floaty’ scarves or streamers.

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