Our 3-Step Escape Plan

  • First Escape Route
  • Second Escape Route
  • Meeting Place

Use this space to note any additional information about your escape plan, i.e. who will assist

Your checklist
  • Get low

    Smoke is poisonous and more deadly than flames.

    If you breathe smoke for more than a few breaths it can kill you.

  • Be fast

    A house fire can kill you in less than three minutes.

    Don't spend time trying to save possessions.

  • Close doors

    A closed door buys you time.

    It slows down the spread of fire, giving you more time to get to safety.

  • Get out - stay out!

    People have died by going back into a fire.

    Don't leave the meeting place to go back inside for any reason.

Get Firewise Research

E wātea ana tēnei whārangi ki te reo Māori
Tirohia ki te reo Māori

What the research says

How five and six year olds learn safety behaviours

Educationists have established through research that five and six year olds learn and retain safety messages and safe behaviours if:

  • the number of messages and behaviours is kept to as few as possible
  • the message is repeated several times and children say it out loud
  • when the message or behaviour is introduced, the children have many opportunities to process the knowledge or practise the behaviour
  • each time children process the knowledge they involve themselves in the situation and talk, describe, or draw themselves in the situation
  • where possible, children actively do something to practise the behaviour
  • children have opportunities to discuss their knowledge and practise their skills at regular intervals after they have learnt it
  • children relate the learning to themselves and their family and lives.

The Get Firewise for year 1 and 2 programme aims to introduce fire-safety messages and behaviours by:

  • making the messages and behaviour relevant to home and school
  • scaffolding learning
  • encouraging repetition of key messages and behaviours
  • having students process the new messages and behaviours by completing a range of learning experiences
  • engaging family or whānau in the learning.

Teachers are asked to:

  • teach sections that involve learning fire-safe behaviour in sequence and keep using the same key messages
  • give students every opportunity to practise the fire safe behaviours and to explain or describe what they are doing
  • complete a number of learning experiences related to any new learnt knowledge or behaviour.

To find out about the body of research commissioned by Fire and Emergency NZ, go to: