Activity BookFree to use

People Who Help Us (EYFS)

People Who Help Us (EYFS) is a warm, five-play Reception activity book supporting the EYFS Understanding the World educational programme.

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Resource guide

Key stage

EYFS

Subject

Understanding the World

Time

~20 min

Access

Free

Format

Activity Book

Use the activity controls to begin. Open the guidance below for supporting information.

About this resource and curriculum

Its conversations about people’s roles can support the end-of-Reception Past and Present goal; the book does not assess that goal. Children meet the helpers who care for us when we are poorly (doctors, nurses, dentists), the helpers who keep us safe (firefighters, police officers, lifeguards) and everyday helpers like teachers, postal workers, refuse collectors and vets. They match helpers to their tools, dress up and role-play helping jobs, learn calmly how to ask a trusted grown-up for help and what 999 is for, and finish by making a real thank-you card for a helper they know. One play is auto-marked on screen with instant, friendly feedback; the rest are hands-on drawing, pretending and chatting tasks to share with a grown-up, and the whole book can be printed with a full answer key. Gentle and reassuring with no pass-or-fail tone. High-contrast and large-text modes are available.

Study guidance and sample questions

Get the most from this

We are going to play five games about the kind people who help us! Meet doctors, firefighters, vets and postal workers, draw their special tools, dress up and pretend to be a helper, and make a thank-you card. Answer on screen and I'll check it, or print the book and play with a grown-up. This is just for fun — no right or wrong.

This is a very gentle Reception (EYFS) book about people who help us in our community. Sit alongside your child, chat about the helpers you both know, and join in the pretend play. The 999 page is calm and reassuring — talk about getting a safe adult in an emergency. If no adult can help, a child can call 999, say what happened and where they are, and follow the call handler. Practise the words without making a real call. There is no pass or fail — praise kind ideas and joining in.

A five-play Reception activity book supporting the EYFS Understanding the World educational programme. Its community-helper activities can contribute to discussion of people’s roles in society within the end-of-Reception Past and Present goal, but are not an ELG assessment. Children name helpers (health, safety and everyday roles), match helpers to tools, role-play occupations, learn how to ask a trusted adult for help with age-appropriate 999 awareness, and express gratitude. Play 1 is auto-marked; Plays 2–5 are open role-play, drawing and home tasks. Reassuring and non-assessed in tone; suitable for guided or parent-led use.

Play 1 is checked with the "Check my answers" button, which marks each answer and gives friendly feedback. Plays 2, 3, 4 and 5 are open drawing, role-play and chatting tasks that are not auto-marked — check them against the answer sheet notes and enjoy them together.

How to study with People Who Help Us (EYFS)

This parent guide relates the page examples with a practical study routine. The present resource is labelled Understanding the World, Early Years (EYFS), Reception, Activity Book. Use that setting, the learning summary and published prompts to agree what effective work should show.

Prepare a focused session

Read the title and learning focus side by side. Ask the learner to recognise the understanding, terminology or technique they may need. Scan each sample and recognise command words, values, clues, limits or less familiar terms. Agree a realistic time window, reduce diversions and collect appropriate tools such as paper, pencil, ruler, coloured pens, calculator, headphones or a device. Encourage an self-directed first attempt so the response reveals secure understanding and gaps. A reflective pause often strengthens recall better than an immediate answer.

Make thinking published

Invite the learner to restate the task in their own words. They can underline key information, break a complex problem into individual steps, sketch a representation, organise evidence, rehearse a sentence or describe a planned method. Ask why their method fits and whether another plan could work. When work stops, give a carefully scaled hint: rephrase the goal, point towards a useful example, narrow the choice, then model only the next step. Return ownership directly afterwards. Spoken reasoning reveals mistakes and practises accurate subject language.

Check accuracy and understanding

Compare the attempt with published answer guidance after honest effort. Inspect more than the final response: review the method, explanation, units, evidence, sequence, spelling or presentation where useful. Ask the learner to find the first point where their reasoning changed course. Complete corrections actively in a different colour or new space, followed by a short description of the improvement. For a correct answer, seek justification and one self-directed check. This separates secure understanding from guessing while developing accuracy, reflection and careful working habits.

Consolidate and extend

Finish with retrieval from memory. Cover the example and ask for the main idea, process or fact again. Create one small adaptation by changing a value, condition, example, viewpoint or level of support while keeping the learning focus. Invite the learner to write a comparable question and supply checking guidance. Record one success and one specific next step, perhaps returning to terminology, practising a calculation, adding evidence or developing clarity. Recheck that target later in the week because spaced review gives better information than immediate repetition.

The interactive player, downloadable file and make answer material retain their existing access controls. The guide strengthens preparation, discussion and review.

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