Emergency Preparedness Planner

Safety Tools
Author: SafetySimpler
Subject: Safety Tools — Emergency Preparedness
Creator: SafetySimpler

KNOW → PLAN → PREPARE → PRACTISE → REVIEW

A practical planning framework for households, families, caregivers, educators, schools, community organisations, small businesses and other everyday settings.

1. HOW TO USE THIS PLANNER

Unexpected situations can be easier to manage when people have thought about them in advance.

Preparedness is not about predicting every emergency. It is about making sensible arrangements before something happens.

Use this planner to:

• identify situations that may be relevant to your location and circumstances;
• record simple preparedness arrangements;
• clarify responsibilities;
• organise communication and meeting arrangements;
• consider people who may need additional assistance;
• identify useful supplies and information;
• practise appropriate parts of the plan; and
• review the arrangements when circumstances change.

Start with what is relevant

Not every hazard applies everywhere.

Consider your:

• location;
• building or premises;
• climate and seasonal conditions;
• household or group;
• travel and transport arrangements;
• work, school or community activities;
• accessibility requirements; and
• current local official guidance.

Use the tables in this planner to record only the situations that are meaningful to you.

Keep the plan current

A plan can become outdated when people, buildings, contact details, responsibilities or local arrangements change.

Review it periodically and whenever an important circumstance changes.

Follow official guidance

This planner is a general planning aid. It does not replace current official instructions.

During an actual emergency, follow applicable local emergency instructions, building procedures and directions from responsible authorities.

Preparedness is about knowing what to do, who is responsible, and where to get appropriate help.

2. KNOW YOUR RELEVANT HAZARDS

Use this table to identify situations that may be relevant to your location, household, group or organisation.

Do not assume that every example applies to you.

Hazard / Situation

Relevant to us?

Main concern

Existing arrangements

Action needed

Fire

☐ Yes ☐ No

Severe weather

☐ Yes ☐ No

Flooding

☐ Yes ☐ No

Earthquake

☐ Yes ☐ No

Power outage

☐ Yes ☐ No

Transport disruption

☐ Yes ☐ No

Medical emergency

☐ Yes ☐ No

Loss of communication

☐ Yes ☐ No

Other locally relevant hazard

☐ Yes ☐ No

Other locally relevant hazard

☐ Yes ☐ No

Questions to consider

What situations are most relevant to our location?

What existing arrangements do we already have?

Where are the biggest gaps?

What official local information should we check?

3. EMERGENCY CONTACTS

Record the emergency and support contacts that are appropriate for your area.

Contact information check

☐ Contact information is current.

☐ More than one appropriate contact has been identified where useful.

☐ Relevant household/group members know where the information is stored.

☐ Important contact information can be accessed if a usual device is unavailable.

Important: Emergency numbers and services vary by location. Record the appropriate information for your area and verify it periodically.

Do not record passwords, financial information or unnecessary personal information in this planner.

4. COMMUNICATION PLAN

Normal communication methods may not always be available.

Decide in advance how important information will be shared and who will coordinate communications.

Our arrangements

Who communicates with whom?

How will important updates be shared?

What will we do if our normal communication method is unavailable?

Communication check

☐ Key people know the primary communication method.

☐ An alternative method has been considered.

☐ Important contact information is accessible.

☐ Responsibilities are understood.

☐ Arrangements have been reviewed for accessibility.

5. MEETING AND REUNIFICATION PLAN

A clear meeting arrangement can help people know where to go and who is responsible for checking on others.

Arrangements should reflect the actual environment and applicable local guidance.

How will people know where to go?

Who is responsible for checking on others?

Who coordinates reunification?

Consider the setting

Think about:

• whether the location is appropriate for the people who may need to use it;
• whether an alternative location is needed;
• how people will receive instructions;
• whether visitors or unfamiliar people need additional guidance; and
• what local or building procedures apply.

For children

Responsible adults make important emergency decisions.

Children should be given simple, age-appropriate expectations such as:

• listening to responsible adults;
• staying with their group;
• following instructions; and
• asking for help.

Children should not be assigned emergency-response responsibilities.

6. PEOPLE WHO MAY NEED ADDITIONAL ASSISTANCE

Preparedness should consider the different needs of people who may be present.

This may include:

• young children;
• older adults;
• people with disabilities;
• people with mobility limitations;
• people with communication needs;
• people who require essential medication or equipment; and
• visitors or people unfamiliar with the location.

Avoid collecting more personal or medical information than is necessary for planning.

Need / consideration

Planned support

Responsible adult/person

Planning questions

Are there accessibility considerations we need to plan for?

Does anyone need additional communication support?

Are essential personal items, medicines or equipment considered in our arrangements?

Are visitors or unfamiliar people included in our thinking?

7. ESSENTIAL INFORMATION AND SUPPLIES

There is no single emergency kit that is right for every person or organisation.

Needs vary according to location, household, climate, accessibility, health, circumstances and official local guidance.

Consider the following categories:

Basic needs

☐ Drinking water

☐ Essential food

☐ Medicines and personal necessities

☐ Weather-appropriate necessities

Communication and power

☐ Communication devices

☐ Chargers or appropriate power arrangements

☐ Important contact information

Information and documents

☐ Important documents or copies where appropriate

☐ Relevant household, building or organisation information

☐ Local official guidance that may be useful

Lighting and practical needs

☐ Appropriate lighting

☐ Essential items needed by people with additional needs

☐ Other locally relevant necessities

Our specific needs

Supply review

Where are important supplies kept?

Who checks them?

When will they be reviewed?

8. HOME / BUILDING READINESS

Use this section for a simple readiness review.

This is a planning check, not a technical inspection or repair guide.

Access and exits

☐ Relevant exits and access routes are known.

☐ Building-specific emergency procedures are known.

☐ Important information can be located when needed.

Alerts and equipment

☐ Relevant alarms or warning systems are considered.

☐ Important equipment can be located.

☐ Manufacturer instructions are available where relevant.

Communication

☐ Emergency contact information is current.

☐ Communication arrangements are understood.

☐ Responsibilities are clear.

Hazard awareness

☐ Relevant hazardous materials or substances are stored appropriately.

☐ Potential hazards specific to the building have been considered.

☐ Access for emergency assistance has been considered.

Building procedures

☐ Building management or responsible persons have been identified where relevant.

☐ Applicable local requirements have been considered.

☐ School, workplace or site-specific procedures are available where applicable.

Follow building procedures, manufacturer instructions and applicable local requirements. Technical installation, inspection or repair work should be handled by appropriately qualified people.

Notes

9. SCHOOL / ORGANISATION READINESS

Schools, community organisations, small businesses and other groups may need arrangements that go beyond a household plan.

Consider:

Responsibilities

☐ Emergency responsibilities are identified.

☐ Staff or responsible adults understand their roles.

☐ Children, visitors and other people are not assigned emergency-response responsibilities beyond what is appropriate.

Communication

☐ Internal communication arrangements are established.

☐ Relevant external contacts are identified.

☐ Important information can be accessed when needed.

People and accessibility

☐ Accessibility needs have been considered.

☐ Visitor arrangements have been considered.

☐ People unfamiliar with the site have been considered.

Site arrangements

☐ Relevant assembly or meeting arrangements are established.

☐ Building-specific emergency procedures are available.

☐ Coordination with building management or relevant authorities has been considered.

Practice

☐ Staff awareness is maintained.

☐ Appropriate training or drills are considered.

☐ Lessons from practice are recorded and used to improve the plan.

Professional scope

This planner is a general planning aid.

For formal organisations, it does not replace:

• formal risk assessment;
• emergency management plans;
• business continuity plans;
• fire-safety plans;
• occupational safety requirements;
• regulatory compliance; or
• professional emergency planning.

Where formal requirements apply, consult appropriately qualified professionals and relevant authorities.

10. PRACTISE THE PLAN

A plan is more useful when people understand it.

Use the simple cycle:

EXPLAIN → PRACTISE → REVIEW

EXPLAIN

Discuss:

• what the plan is for;
• who has responsibilities;
• how people communicate;
• where people should meet when applicable; and
• where important information can be found.

PRACTISE

Walk through appropriate parts of the plan.

Ask:

• Does everyone understand their role?
• Can people find the information they need?
• Are communication arrangements clear?
• Is the meeting arrangement understood?
• Are accessibility needs considered?
• Is anything confusing?

REVIEW

Record what was learned.

What worked well?

What was unclear?

What needs to change?

Who will make the changes?

For children

Children should practise only age-appropriate actions such as:

• listening to responsible adults;
• staying with their group;
• following instructions; and
• asking for help.

Children should not be taught or assigned:

• rescue;
• firefighting;
• first aid;
• electrical isolation;
• gas handling;
• water rescue;
• physical intervention; or
• other technical emergency procedures.

11. IF SOMETHING CHANGES

Review the plan when circumstances change.

Consider reviewing it after:

☐ Moving home or premises

☐ Changes in household or group members

☐ Changes in school or workplace arrangements

☐ Changes in accessibility needs

☐ Major renovations

☐ Changes in contact information

☐ New hazards becoming relevant

☐ Severe weather or another significant event

☐ Changes in local official guidance

☐ Changes in building or site procedures

What has changed?

What part of our plan needs updating?

Who will update it?

By when?

12. EMERGENCY PREPAREDNESS ACTION PLAN

Use this register to turn identified gaps into practical actions.

Priority

Action

Responsible person

Target date

Completed

1

☐

2

☐

3

☐

4

☐

5

☐

6

☐

7

☐

8

☐

9

☐

10

☐

Priority guide

Use practical priorities such as:

High — important gap requiring prompt attention

Medium — useful improvement to address

Low — longer-term improvement

Prioritise according to your circumstances, applicable requirements and official local guidance.

13. QUICK PREPAREDNESS CHECK

Before considering the plan complete:

☐ We know the hazards relevant to our location.

☐ Important emergency contacts are current.

☐ We have a communication plan.

☐ We have an agreed meeting/reunification arrangement.

☐ We have considered people who may need additional assistance.

☐ Important supplies and information can be located.

☐ We understand the relevant local procedures.

☐ We have practised appropriate parts of the plan.

☐ Responsibilities are clear.

☐ We know when professional or official guidance is needed.

☐ The plan has a review date.

14. REVIEW RECORD

Review notes

Final reminder

Preparedness is an ongoing process:

KNOW → PLAN → PREPARE → PRACTISE → REVIEW

Keep the plan practical, current and appropriate to your circumstances.

During an actual emergency:

STAY CALM → FOLLOW RESPONSIBLE INSTRUCTIONS → MOVE TO SAFETY WHEN APPROPRIATE → GET HELP

Always follow current official local guidance and applicable building, workplace, school or organisational procedures.

SafetySimpler
Practical safety for everyday life.