This is a ready-made plan for teachers and class representatives. You receive a simple crisis plan with roles, messages and checklists tailored to Krakow. It works for grades 1–3, 4–6 and 7–8 after small adjustments to walking distances and break times. (Adjust pacing and supervision depending on age.)
10 seconds - stop and secure the area, give a short three-word command, use a hand signal, children fall silent.
60 seconds - quick assessment: who, what, where. Number of people, condition of the injured, nearest safe shade or arcade.
5 minutes - start the procedure: adult tasks assigned, call 112 if needed, move to shade, provide water, organize the class.
Leader - gives commands, keeps contact with the injured person and decides whether to call 112.
Closer - gathers the class in the shade, counts pairs, calms the group and manages the incident log.
Liaison - calls parents and the driver, sends SMS messages from templates, receives and filters incoming information.
Mobile adult - runs to get help on site, brings the first-aid kit, escorts a student to the restroom or a quiet spot.
Reserve - if a fifth adult is available, takes over Mobile duties or supports the Closer.
STOP - hand raised. Everyone stays where they are. Silence.
GATHER - hand circles above the head. We gather in shade, by a wall, not in the middle of a thoroughfare.
RIGHT/LEFT - hand points the direction. Pairs walk slowly, no overtaking.
ALARM - two short whistles. Children look only at the leader.
Dressing materials: sterile gauze, elastic bandages, adhesive plasters in various sizes, triangular bandage.
Protection and hygiene: disposable gloves, skin antiseptic, cold compress, saline ampoules.
Auxiliary equipment: blunt-tipped scissors, flashlight, thermal foil blanket, CPR mask/face shield.
Logistics: ICE card with emergency numbers, painter’s tape for marking, pen, small notebook - incident log.
Additionally in the leader’s backpack: power bank, rain ponchos, hand sanitizer gel, disposable bags.
Record the time, place, description of the incident, the decision made and the people involved.
Note exact messages from emergency services and parents, and contact details of any witnesses who helped.
After returning, rewrite a clean version and keep it in the trip documentation.
10 seconds: STOP, GATHER in the shade by a wall, count pairs.
60 seconds: Leader with Mobile retraces the last point of contact, checks gates, arcades, corners, and nearby restrooms.
5 minutes: Closer stays with the class and gives a quiet paired task. Liaison calls the student and sends a short SMS asking for location. If the child is younger or there are reasons for concern - call 112, give a description, landmark, and the number of children and adults.
After finding the child: 30-second group debrief, entry in the incident log, adjust rules and roles.
10 seconds: STOP and shield the area. Seat the child in the shade. Do not form a crowd.
60 seconds: Put on gloves, do a visual assessment, ask simple questions: how do you feel, where does it hurt, do you feel dizzy.
5 minutes: Apply dressing, cold compress, water. Liaison informs the parent using the template. If pain increases, there are dizziness or signs of a fracture - call 112. The class moves under the Closer’s supervision to a quiet point.
10 seconds: Clear the crowd, ensure airflow, check breathing.
60 seconds: Leader calls 112. Liaison gives location, description, age, consciousness status, breathing, number of adults and children, and visible injuries.
5 minutes: Place in a recovery position if breathing, monitor breathing, cover with a thermal blanket. Closer keeps the class well away and gives a quiet task. On arrival, cooperate with emergency services and complete the incident log.
10 seconds: GATHER under the nearest arcade or in a gate, count pairs.
60 seconds: Check preparations - ponchos on, backpacks against the wall, avoid metal barriers.
5 minutes: Adjust the plan - change the order of stops, shorten open-space sections, add extra water/rest stops. Liaison sends an SMS to parents about the plan change.
10 seconds: GATHER in the shade, not at the road edge.
60 seconds: Liaison calls the driver, establishes ETA and an alternative pickup point.
5 minutes: Leader chooses plan B - a short loop through a quiet square or move into arcades with a calm activity. Send one informational SMS to parents.
10 seconds: STOP and separate the parties.
60 seconds: Leader gathers facts without judgment, Closer keeps the class on a quiet task.
5 minutes: Agree rules for continuing the walk, change pairs and roles, log the incident and inform the parents of the involved children after the block is over.
Choose points that offer shade and a clear edge: a gate, arcades, the corner of a wall, a side courtyard, the edge of a square.
Avoid the middle of wide squares and narrow bottlenecks. Stop the class parallel to the edge of the square, not across traffic.
Who calls: the Leader caregiver. They should have a notepad and the incident log handy.
Location: give the street name or a clear landmark, as close as possible, how many meters from an entrance, and which side of the street.
What happened: short one-sentence description, age of the injured, consciousness, breathing, visible injuries.
How many and who is helping: number of adults, number of children, whether the area is secured.
Callback contact: phone number and who will meet the emergency team on the street.
Delay 15–30 min: Hello, class [number] is delayed by approximately [time]. Children are in the shade, have water and are safe. New pickup time: [time].
Plan change due to weather: Hello, due to the weather we changed the order of stops. Children are in ponchos and we are moving under arcades. Plan and safety are unchanged.
Minor injury without 112: Hello, [name] had a minor injury; a dressing was applied and they feel fine. We will continue the program and I will update you after the block.
Each child should have a card in their backpack with name, class and a guardian contact number. For younger classes consider identification bands.
Tell children to keep the cards out of sight. Show information only to supervising adults or emergency services.
Phones are used only by official team spokespeople or at the leader’s request.
No independent social-media posts from students during an incident.
Photos are taken only by the group photographer and only with the leader’s permission, and not at the incident site.
On the schoolyard practice: STOP - GATHER - SILENCE - COUNT PAIRS - ONE-SENTENCE COMMUNICATION.
Set an emergency meeting point on the route and name it. Children repeat the name out loud.
Rotate minor roles each task: Radar, Timekeeper, Recorder, Spokesperson.
Draw a simple loop, mark three points with shade and arcades and two toilets. At each point write a short description and walking time.
Emergency points A and B should have easy access to a street where a coach or taxi can pull up.
Loss of consciousness, breathing problems, severe chest pain, massive bleeding, suspected fracture, head injury with consciousness issues, sudden allergic reaction.
If in doubt - call. Quick advice is better than delay.
Class stands with their backs to a wall, backpacks on the ground, silence. The Closer runs a short quiet written task.
Mobile adult secures access for emergency services and points the way.
After the incident a short 30-second announcement without medical details reassures children that the situation is being handled.
Enter the incident in the log, note what worked, what to improve, which locations were too narrow or too noisy.
Give a short thank-you to the class for cooperating and reinforce good behavior.
Final message to parents: what happened, how we reacted, the child’s condition and the next steps.
Roles and contact card for adults: Leader, Closer, Liaison, Mobile, Reserve.
Incident log: time, place, description, decisions, phone calls, outcome.
Scripts: 112, SMS to parents, class announcements.
Loop map with 3 shade points, 2 toilets and 2 emergency points.
First-aid kit and crisis equipment checklist.
Grades 1–3 - shorter commands, more gestures, ID wristband and ICE card in the backpack.
Grades 4–6 - team spokespeople, simple quiet tasks while waiting, short parent messages.
Grades 7–8 - mini safety-leader roles, help keeping the incident log, assist with on-site adult contacts.
An experienced guide reads the rhythm of the city, selects shade points and keeps several plan B–C–D options in mind. A guide gives commands, manages time and moves to avoid narrow bottlenecks. This lets the teacher and class representative focus on the children, not on the map or phone. Book a tour with Małgorzata Kasprowicz - we will prepare roles, scripts, the incident log and a route that works in real Krakow.
