Utilities failure – Learning Journey
Utilities failure
Introduction
This learning journey is one of a series designed to support the learning and
teaching of emergency and resilience education. This particular learning journey
looks at utilities failure, in particular helping young people understand more
about our core household utilities (gas, electricity and water).
By using a variety of resources learners will gain an understanding of what
household utilities are, consider how utilities failure might affect them and learn
how to prepare for and respond to utilities failure.
Helping learners understand how utilities failure occurs supports the delivery of
key curriculum areas such as those which are the ‘responsibilities for all’ (for
example health and wellbeing) as well as those specific to subject areas such as
social subjects and technology.
Experiences and outcomes
HWB

I am learning to assess and manage risk, to protect myself and others, and to
reduce the potential for harm when possible. HWB 0-16a – HWB 4-16a

I know and can demonstrate how to keep myself and others safe and how to
respond in a range of emergency situations. HWB 0-17a - HWB 4-17a
Literacy

Social Subjects

This learning journey covers the following learning experiences:

Understanding household utilities

Utilities: Understanding the wider picture

Utilities failure: When things go wrong
Prior knowledge
Some of the activities in these learning journeys are progressive and build on
earlier experiences and outcomes. However, no prior knowledge of utilities or
resilience education is required before undertaking this learning journey.
As I listen or watch, I am learning to make notes under given headings and use
these to understand what I have listened to or watched and create new texts. LIT 105a ( also 2-05a – 4-05a)
I can identify the possible consequences of an environmental issue and make
informed suggestions about ways to manage the impact. SOC 3-08a
Technology

I can access, retrieve and use information from electronic sources to support, enrich
or extend learning in different contexts. TCH 1-03b

I can use ICT effectively in different learning contexts across the curriculum to
access, select and present relevant information in a range of tasks. TCH 4-03b

I can investigate the use and development of renewable and sustainable energy to
gain an awareness of their growing importance in Scotland or beyond. TCH 2-02b
The learning journeys have been designed to be modular so that practitioners can
pick and choose the activities most appropriate to their needs.
http://www.educationscotland.gov.uk/readyforemergencies
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Utilities failure – Learning Journey
Utilities failure
Learning experience:
Understanding household utilities
Possible tasks

Learners discuss the types of utilities servicing their
homes.

Learners complete, as a home learning activity, the
home utility survey worksheet in which they can
map where each utility can be switched off at the
mains.
Introduction
Learners will investigate the different types
of household utility, who supplies them and
how to plan for an emergency situation.

Learners discuss the results of their home utilities
survey with other members of the class.
Stimulus

Learners discuss the types of emergencies where
they may be required to turn off the water, gas or
electricity.
A variety of stimuli could be used but this
activity could also be developed through
class discussion and peer facilitation.
The British Gas YouTube Channel and the
Scottish Water YouTube Channel provide a
range of short clips that can also be used.
and which services are used in learners’
homes.
Learners can:



identify which utility providers they use in their household
identify potential emergency situations and devise a plan to
cope with these
describe how a utility can be turned off.
Possible evidence
Learners can:


identify the utilities they use in their homes and create an
accurate map indicating where each utility can be switched
off at the mains
discuss their findings and compare their plans with other
learners.
Useful resources
Download the ‘Understanding Household Utilities’
worksheet from the Ready for Emergencies website.
Learning intention
 To describe what household utilities are
Success criteria
Scottish Water website
http://www.scottishwater.co.uk
National Grid website
http://www.nationalgrid.com/UK
Reflecting on learning

How might household utility failure affect you and your
family?

What difference might it make during an emergency to
know how to turn off the supply to your home?
Taking it further
Learners take the information collected in their home utilities
worksheet and turn it into a more usable and practical resource
that can be shared with members of their household.
http://www.educationscotland.gov.uk/readyforemergencies
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Utilities failure – Learning Journey
Utilities failure
Learning experience:
Possible tasks
Success criteria
Utilities: Understanding the wider
picture
 Learners choose a utility (gas, electricity or water)
and research how this utility is produced and
distributed to homes and businesses.
Learners can:
Introduction
 Leaners may choose to present their findings in a
variety of ways, eg a written report, presentation,
podcast, webpage or professional poster.
Learners will examine how the utilities we
use in our homes are part of a wider network.
 Learners discuss our reliance on utilities supplies
as individuals and a society.
Stimulus
The National Grid website and the websites
from individual providers offer a good starting
place for research.
As well as providing general information
about the organisation and utilities supplied,
these often include specific educational
resources (see ‘Useful resources’).
Learning intention
 To describe the different household
utilities and how they are produced and
distributed.
 To analyse our dependence on mains
utilities supplies as a society.
 To present information on a manner
appropriate to the audience.

list the different household utilities and accurately describe the
process by which different utility services are distributed to
homes and businesses

describe the extent to which households are reliant on utilities

identify key information and use this to create new texts.
Possible evidence
Learners can:

describe the different methods by which utilities are distributed
and where we sit in the wider national infrastructure
National Grid
http://www.nationalgrid.com/uk

discuss the degree to which we rely on mains supply of utilities
and suggest alternatives
Powerwise
http://www.powerwise.org.uk

write or create a report or poster outlining their findings.
Useful resources
Scottish Water: Education section
http://education.scottishwater.co.uk
Reflecting on learning

Looking at all points in the supply chain, what kind of things
might affect supply?

What impact might other emergency situations such as
flooding, bad weather and terrorism have on supply?
Taking it further
Learners could hold a debate on renewable energy and look at
alternative ways utilities are supplied (eg self-generated electricity
and rainwater collection).
Learners could compare costs associated with different utility
providers as a basis for the practical application of numeracy
http://www.educationscotland.gov.uk/readyforemergencies
outcomes and experiences.
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Utilities failure – Learning Journey
Utilities failure
Learning experience:
Utilities failure: When things go
wrong
Possible tasks


Introduction
Learners will examine the causes of utilities
failure and the impact of the loss of water,
gas and/or electricity supply on individuals
and communities.

Stimulus
The Ready Scotland website provides
information on making an emergency plan
and preparing an emergency kit.
In addition, utilities suppliers provide useful
information on coping with loss of supply on
their own websites.
Learning intention



Learners debate the possible causes of utilities
failure.
Learners research the advice available for coping
with utilities loss and develop their own video,
article, podcast, poster or television/radio broadcast
to raise awareness.
Learners discuss whether they would be prepared
for a utilities failure in their own home and identify
any action they may need to take to become fully
prepared, including creating an Emergency Kit.
Learners complete an emergency plan for their own
home / family (this can be done using the ‘Home
Emergency Plan’ template on the Ready Scotland
website).
Success criteria
Learners can:
 suggest reasons why access to utilities may be disrupted on a
local or a national basis
 identify and describe an emergency action plan appropriate to
their own home situation
 explain the importance of preparing for utilities failure and
identify the key items required in an Emergency Kit.
Possible evidence
Learners can:
 complete the Home Emergency Plan on the Ready Scotland
website
 identify who to contact in the event of loss of utilities
 discuss the importance of having an emergency action plan to
others.
Reflecting on learning
Useful resources
To describe potential causes of utilities
failure.
Ready Scotland
http://www.readyscotland.org
To describe the potential impact of the
loss of utilities and create an action
plan in case of such an event.
Home Emergency Plan
http://www.readyscotland.org/at-home/create-anemergency-plan/
Emergency Kit
http://www.readyscotland.org/at-home/emergency-kitchecklist
 How would the items in your Emergency Kit be useful in the
event of utilities failure?
 What other advice might be important for other members of
the community, for example older people or people with
disabilities?
Taking it further
Learners may consider how their own emergency action plans
differ from plans for schools, businesses, hospitals, etc.
http://www.educationscotland.gov.uk/readyforemergencies
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