S1 PDHPE Safe Living Watch Your Step Knowledge and Understanding SLS1.13 Recognises that their safety depends on the environment and the behaviour of themselves and others. Outcomes and Indicators Skills COS1.1 Communicates appropriately in a variety of ways. INS1.3 Develops positive relationships with peers and other people. DMS1.2 Recalls past experiences in making decisions. Values and Attitudes V4 Accepts responsibility for personal and community health. Learning Experiences Differentiation Date Personal Safety Have students draw and label things that keep us safe, eg pedestrian crossings, seatbelts, pool safety fences etc. Make a similar list for things that could be harmful, eg poisons, knives, bullies, traffic etc. Share responses and display drawings as a class safety mural. Have students brainstorm words that describe feelings in safe and unsafe situations. Compile a class list of feelings, eg safe, happy, comfortable, scared, frightened, nervous etc. In small groups, discuss a time when students have experienced some of these feelings. Share with the whole class who or what made them feel better. Display pictures of a variety of warning signals in different situations, eg poisons symbol, traffic sign, smoke-free zone, beach closed. Ask students to identify the signs and name where they would expect to find them. Listen to a teacher read a story about someone in an unsafe situation, eg Red Riding Hood. Consider what to do if caught in an unsafe situation. Have students write the possible conclusion to the story, eg saying No, observing certain rules or practices, contacting someone who can be trusted. Display the Safety House sign. Discuss the reasons for Safety Houses and identify where Safety Houses exist in the local community. Have each student list people to contact if help is needed at home. Write the names and phone numbers of these people on a card, which could be placed near the telephone at home. Home and Rural Safety Create a questionnaire about home safety for students to ask parents. Include questions such as: Do you have a rubber mat in the bath so that you don t slip? What kind of heating do you
use? Where are medicines kept? Graph results of the survey. List and illustrate ways to keep students safe at home. Have students identify household appliances and categorise these into rooms where they are used. Draw one of these appliances and write/tell how to use it safely. Discuss the dangers of using electrical appliances that have frayed cords, near water etc. In groups, have students make a data bank of all the sharp objects around the home and school. Role-play ways of using them safely. Dramatise an accident with a sharp object. Discuss how it could have been prevented. Discuss and identify common symbols for poison on products such as turpentine, paint, dishwasher powder and medications. Have students identify each object and its safe use. Discuss safe use of each object and where they should be stored for safety purposes. Provide a safe and unsafe table for poisons. Cover the safe table with green and the unsafe table with red. Have students observe a variety of pictures of farm situations, eg dams, machinery, stockyards. Ask students to identify the hazards that exist and share any personal experiences. Create a set of rules for safe behaviour in rural situations. School and Play Safety Provide a school map and mark the areas where students should walk and run. Ask students to give give reasons for particular school safety rules. Use puppets to demonstrate the dangers of running around corners. On the school map, mark with crosses where this type of accident may occur. Have students demonstrate the correct side to walk up and down stairs. Build a staircase in class for use in role-play situations. Walk around the school and have students identify safe and unsafe places to play. Discuss the potential dangers for students if they play in an unsafe area at school. Design a sign to warn others of the dangers of playing in these areas. Visit out-of-bounds areas and ask for reasons for this rule, eg play behind buildings out of sight of teacher. In small groups, have students identify potential hazards in the school environment, eg seat with sharp edges or corners, loose bolts, protruding nails, broken glass, splintered wood. Ask students to give reasons as to why these hazards are potentially dangerous and how they can be fixed. Prepare a class letter to deliver to the school principal with suggestions. Have students design a poster for peers about playground safety or dangerous situations in the playground. Consider dangerous places other than the playground and use old magazines to cut out pictures that identify dangerous places. Make the pictures into a class collage called Danger Zones. Create a photograph display board entitled Play It Safe. Have
students bring in photographs of themselves playing. Underneath each one write a sentence explaining what they were doing, where they were playing and why they consider it a safe place to play. Take students to an adventure playground. Have them perform a quick safety check of all the equipment. Discuss the safety rules they would recommend to others for using each piece of equipment. In the classroom, make up an illustrated list of safety rules for adventure playgrounds based on students personal experiences. Take students into the playground and play a familiar wholeclass game, eg Here, There, Everywhere or Bin Ball. At the end of play, ask students to name all the safety practices they observed while playing the game. If they were in charge of organising the game, what other safety aspects would they need to consider, eg place to play, organising equipment, fair play practices etc? Discuss and identify the variety of protective equipment used in sporting activities. Display a range of examples for students to handle and wear. Discuss how each piece of equipment protects the body. Have students distribute an outline of the body to each student. Ask them to choose one sporting activity, then label and sketch the appropriate protective equipment for the activity on their body shape. Road Safety Pedestrian Safety Jointly investigate the local traffic environment to identify signs and symbols used to convey warnings, eg stop signs, pedestrian crossings, pedestrian lights etc. Tally the types of signs observed. Discuss the shapes, colours and use of pictures in communicating the message. Have students design a warning sign or symbol that is particularly relevant to their local environment. Encourage students to role-play crossing the road in a variety of situations, eg at the school crossing, at a railway station, near a bus stop, at unmarked crossing places, at pedestrian lights with changing symbols flashing. Discuss correct road crossing procedure in each scenario. Ensure that the students include the Hold a grown-up s hand message every time they role-play a situation. Ask students to explain what makes particular places more or less safe for crossing the road. Introduce and discuss the role of a crossing supervisor. Cut out a model of a crossing supervisor and decorate with safety features, eg warning sign, bright vest. Make a carpark using boxes for cars. Have students identify potential hazards for child pedestrians in carparks, eg cars, delivery trucks reversing, obstructed vision of drivers, crowds etc. In pairs, ask students to role-play holding an adult s hand in the carpark with the child walking on his/her knees rather than
feet. Swap roles and discuss the differences in vision at each height. Discuss the importance of getting out of a car by the rear, kerbside door. Take the class for a walk in the school grounds to identify kerb and rear door of a car. Have students draw a picture of them getting out of their car by the correct door and write why it is important to always get out on the footpath side. Passenger Safety Have students write a story about being a safetyconscious racing car driver. Ask students to discuss how to persuade someone to wear a seatbelt. Provide opportunities for students to make toy cars out of shoeboxes. Use black elastic, ribbon or electrical tape to restrain toy people, dolls or teddy bear passengers. Test the safety of passengers when the toy cars are used both inside and outside the classroom. Draw a face on an egg and place the egg in a suitable toy car. Using masking tape as a seatbelt. Have students observe what happens when: the vehicles and passengers come to a sudden halt; the vehicles and passengers make sudden, sharp turns; and the vehicles and passengers crash into a stationary object. Discuss the results and record them on a class chart. Using this chart as a prompt, jointly list the reasons for wearing seatbelts. Introduce the concept of personal responsibility of each passenger for wearing a seatbelt. Have students devise a poster to show all aspects of safe rail user behaviour. Ask students what they know about ferry services. Safety on Wheels Discuss safe cycling rules. Remind all students that any student under nine years should not ride on the road. Have students draw themselves riding their bike in a safe place such as a yard, park or bike track under adult supervision. Have students make a poster that communicates an important rule when riding a bike. Have each student colour in a handout of a head to look like themselves. Cut out and glue on a brightly coloured helmet. Design safety slogans to decorate the helmet. Make a list of reasons why it is important to wear a helmet when cycling. Have students draw a bike, inline skates or other wheeled toy. Add arrows with labels to show the safety features.
Assessment Ask students to illustrate themselves observing a safe practice in a safe location. Direct students to make a warning sign to alert someone to a potential danger. Observe students role-playing ways to act safely in various situations. Develop short answer knowledge tests on various safety procedures. Present students with a scenario requiring some emergency action and ask them to write respond to the situation. Teacher observation of students safety behaviours during class, at lunchtime, at play, while travelling to and from school Evaluation - Did students understand the main concepts? - What worked well? - What didn t work? Differentiated Assessment - What would I change for next time?