|
||||||||||
|
|||||||||||||
| Questions/instructions: Imagine a child was asleep in her bedroom. A fire had started in the house, and it was quickly filling with thick black smoke. When the child was awakened by the smoke alarm she saw that there was smoke everywhere. It wasn’t possible for her to get out through her bedroom window. |
|||||||||||||
| %
responses |
|||||||||||||
| y4
|
y8 |
||||||||||||
| 1.
What should she do? Prompt: Is there anything else she should do? |
|||||||||||||
Ideas
mentioned: |
checking
whether escape is possible (e.g. extensive flames in
hallway) |
14
|
17 |
||||||||||
choosing
to escape rather than fight fire |
1
|
1 |
|||||||||||
going
to get help rather than fighting fire |
1 |
3 |
|||||||||||
consider
whether there is anyone else in house |
19
|
18 |
|||||||||||
deciding
whether to try to rescue others or instead get help |
5 |
5 |
|||||||||||
how
to make it safest to remain in room and wait for help |
4
|
8 |
|||||||||||
recognising
problems with escaping through thick, black smoke |
9 |
14 |
|||||||||||
specifically
getting down low and crawling out |
61 |
71 |
|||||||||||
covering
face to reduce smoke inhalation |
6 |
23 |
|||||||||||
following
a pre-arranged plan |
8 |
4 |
|||||||||||
not
trying to save possessions |
2 |
1 |
|||||||||||
Overall
response: |
thorough
understanding |
0 |
0 |
||||||||||
reasonable
understanding |
5
|
9 |
|||||||||||
some
understanding |
30
|
40 |
|||||||||||
only
one valid idea |
43
|
40 |
|||||||||||
no
useful response |
22
|
11 |
|||||||||||
| Commentary Most students’ responses were one-dimensional, focusing on escape by getting down low and crawling out. Year 8 students scored only a little better than year 4 students. |
|||||||||||||
 |
|