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Last updated 5:57 AM on 9 October 2011

GPPS CHILD PROTECTION EDUCATION

Safe Living is embedded in the PDHPE KLA

Safe Living is concerned with the protection of individuals through the promotion of safe environments and practices. This strand focuses on developing in students a commitment and an ability to act in ways that will keep themselves and others safe from harm.

PDHPE link:-

http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physical-education

Safe Living - Knowledge and Understanding Outcomes

Early Stage 1 SLES1.13

Demonstrates an emerging awareness of the concepts of safe and unsafe living.

Stage 1 SLS1.13

Recognises that their safety depends on the environment and the behaviour of themselves and others.

Stage 2 SLS2.13

Discusses how safe practices promote personal wellbeing.

Stage 3 SLS3.13

Describes safe practices that are appropriate to a range of situations and environments.

*Page 33 Personal Development, Health and Physical Education for following -

PDHPE

Safe Living - Outcomes and Indicators

Early Stage 1 SLES1.13 Demonstrates an emerging awareness of the concepts of safe and unsafe living.

• indicates a number of possible actions for safety, eg No-Go-Tell

• talks about feeling safe/unsafe

• identifies people who keep them safe

• describes safe places to play

• recalls and uses playground rules

• describes dangerous things they can see, reach and touch, eg medicines

Stage 1 SLS1.13 Recognises that their safety depends on the environment and the behaviour of themselves and others.

• compares the characteristics of places where students feel safe and unsafe

• role-plays what to do in an emergency, eg dial 000

• identifies things needed to play safely, eg helmets for bike riding, sun screen, taking turns on equipment

• describes what is needed for them to travel to and from school safely and practises these things

• describes dangerous things they can see, reach and touch and ways of dealing with them, eg electrical appliances, poisons, medications

• demonstrates actions they can take when they feel unsafe and identifies who can help them

Stage 2 SLS2.13 Discusses how safe practices promote personal wellbeing.

· discusses why substances such as tobacco can be dangerous to the body

· recognises behaviours that are risky and identifies people who can help

· describes certain behaviours that can create a safe environment for

themselves, their school and community

· identifies people from whom they can seek advice and support in emergency

situations

· explains the need for rules and laws made for the protection of themselves and others

· identifies the potential hazards of various appliances in their environment

· creates a video on a particular safety issue, eg safe play, smoke-free areas

• explains the need for rules for safe behaviour in familiar settings

• compares the characteristics of people and situations that cause students to feel safe and unsafe

• recognises how their body reacts and how they might feel in safe and unsafe situations

Stage 3 SLS3.13 Describes safe practices that are appropriate to a range of situations and environments.

• demonstrates ways to improve unsafe environments, eg home, school, local parks

• practises emergency response procedures, eg basic first aid, dial 000

• devises strategies to respond to risky and dangerous situations, such as where people may be misusing drugs, discarded needles and syringes

• formulates and practises action plans for accident and emergency situations in the home, school and local environment

• plans how to take responsibility for their own safety and that of others, eg swim only in safe places

• identifies factors that may cause accidents, eg when a driver is under the influence of alcohol

• uses safety devices and protective equipment in relevant situations, eg wear seatbelts, helmets

• identifies individuals and services in the community that help protect their wellbeing

• describes the consequences of accidents for the individual and the community

Safe Living Overview

Early Stage 1 Personal Safety

• protection

• warning signals

• safe/unsafe situations

• touching

• people who can help

• safety houses

• assertiveness (No-Go- Tell)

• telling (persistence)

• responding to unsafe situations

Stage 1 Personal Safety

• protection

• warning signals

• safe/unsafe situations

• kinds of touch

• people who can help

• safety houses

• assertiveness (No-Go-Tell)

• secrets

• telling (persistence)

• responding to unsafe situations

Stage 2 Personal Safety

• protection

• warning signals

• safe/unsafe situations

• organisations and networks – people who can help

• assertiveness (No-Go- Tell)

• influences on safety choices

• identifying and responding to unsafe situations

• reducing/eliminating risks

• secrets

• bribes and threats

Stage 3 Personal Safety

• protection

• warning signs and signals

• identifying risk situations, people and places

• reacting to unsafe situations

• assertiveness

• rights and responsibilities

• maintaining/extending networks

• responding to risk situations

• bribes, threats

• safety plans

SCOPE AND SEQUENCE

GPPS – developed in 1999 – see handout

STAGE 1 http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/child_prot_k6/cpe_s1_%20intro.pdf Pages 4/5

STAGE 2

http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/child_prot_k6/cpe_s2_intro.pdf Pages 4/5

STAGE 3

http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/assets/pdf/child_prot_k6/cpe_s3_intro.pdf Pages 4/5

RESOURCES

http://www.curriculumsupport.education.nsw.gov.au/support_cogs/pdhpe_vidsite/pages/3_childprotection.html video

http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physical-education

http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/safe/cpe.htm

www.bullyingnoway.com.au

http://www.schools.nsw.edu.au/resourcereviews/

* Please add any other links you find and pass on to all!!

Presented by Kay Moriarty T&D Meeting 23/2/2011