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The classroom strategies have been further divided into the following sections and include a range ofstrategies as shown below:

• Before and after 338

• Graffiti 338

• KWL 339

• Picture talk 339

• Shared reading 340

Tuning in

• Brainstorm 341

• Circle talk 342

• Four squares 342

• Guest speakers 343

• Head talk 345

• Maths investigations 345

• Trigger videos - viewing 346

Finding out

• Arts ideas 347

• Design a game 348

• Mind maps 348

• Music and movement 349

• Puzzles and games 349

• Sequencing information 349

• Story map 350

• T and Y charts 350

• Text innovation 351

• Venn diagram 351

Sorting out

• Around the table 353

• Choose a corner 354

• Values continuum 354

Developing values

• Brave talk 356

• Decision-making model 359

• Placemat 364

• Planning 364

• Role-play 365

Making decisions

• Assertive communication 367

• Barrier game 369

• Think-pair-share 369

Speaking out

• Journals 371

• Reflective questions 371

• Sharing circle 372

• Unfinished sentences 372

• Thought shapes 373

Reflecting

SECTION TEACHING AND LEARNING STRATEGIES PAGE

100852 C & C Blue Tabs 3/11/05 10:36 AM

➤ This section of the resource identifies some of a wide range of teaching and learningstrategies used by early childhood teachers to support children’s learning anddevelopment.

Early childhoodEarly childhood education

Teaching and learning strategies 20330

EARLY CHILDHOOD PEDAGOGY

Early childhood pedagogy includes both the provisionof a supportive learning environment and thestrategies adults use to motivate children andsupport their learning and development. Adultsinvolved in early childhood education use a variety ofmeaningful ‘hands on’ learning experiences to developchildren’s knowledge, skills and understandings acrossthe curriculum. They use interactions, both verbal andnon-verbal in apparently simple techniques that arepowerful in shaping children’s learning. Theseinteractions are key to effective pedagogy.

SUPPORTIVE LEARNING ENVIRONMENT

Adults, in consultation with the children, manipulateboth the indoor and outdoor environments tochallenge children and to help them consolidate theirlearning. Materials are placed to encourage childrento be curious, to solve problems, to make decisions,to reflect and to interact with the materials, eachother and adults.

Adults ensure there is time for adult and child initiatedlearning experiences while at the same time allowsufficient flexibility to build on unpredictable ‘teachablemoments’ that can arise at any point during the day.They ensure there is time to become deeply involvedin sustained shared thinking with children.

Adults consider the feeling of security that routinesgive to young children, the teaching opportunitiesthey offer and continually reflect on the effectivenessof the routines.

STRATEGIES TO MOTIVATE ANDSUPPORT STUDENT LEARNING

➤ Co-construction and sustained shared thinking

Co-construction and sustained shared thinking involvesadults and children as active constructors of knowledge.It involves two or more individuals working togetherto solve a problem, clarify a concept, evaluate alearning experience, extend a narrative etc. Allcontribute and through the process of expressing,sharing and reflecting on their own and on eachothers’ meanings and understandings, their thinkingis developed and extended.

Successful group activities don’t occur automatically.Adults need to pay attention to how groups areformed, the roles of group members and the processthat allow groups to achieve their goals. Someconsiderations when forming groups are:

Assign students to groups rather than allowingthem to choose.

Often children choose to sit in their friendship groups.In many of the resilience promoting learning experiencesin this resource, forming connections with studentsoutside friendship groups is crucial. Groups can berandomly formed by children finding others who:

• have a matching piece of puzzle

• have the same coloured bead or block

• are the same height

• have similar hair or eye colouring

• have a name that starts with the same letter.

How many children in a group?

This depends on the learning strategy or experience.Pairs are usually appropriate for younger students andolder students can manage groups of three or four.

How long should groups stay together?

Working together successfully does take time, so it isbest to leave groups together for at least two activities.

Forming mixed-ability or similar ability groups.

This depends very much on the nature of the activity,but it is a good idea occasionally to form mixedability groups. Children will benefit from explainingand sharing their knowledge and skills with others.

Forming groups based on students’ learning styles.

Groups can be formed based on learning styles sothat different children carry out roles they feelcomfortable with.

Roles in groups.

Older children can be assigned a role that is theirresponsibility during a group task such as encouragingother students, keeping time, presenting the groupfindings or collecting and returning material. Teachersmay model each role to students as this will assistunderstanding of their responsibility and increasecooperation among group members.

➤ Encouraging

Encouragement can be verbal or non-verbal. It supportschildren learning new skills and builds dispositionssuch as perseverance. Praise that is meaningful andfocused can both encourage the child and help todevelop their self-assessment skills.

➤ Explicit teaching

Explicit teaching is usually associated with ‘traditional’teaching methods and sometimes not thought of asbeing appropriate for young children. However, adultsinstruct children when they inform them about aparticular topic, when they show, or tell them how todo things. When used in a balanced approach, it isan effective early childhood teaching strategy.

➤ Feedback

Feedback helps children to clarify what they aredoing and to develop self-assessment skills inrelation to their actions, progress and achievement.

➤ Listening

Adults listen to children to try to better understandthem. When adults really listen they focus on whatthe child is saying, interpret what is said in light oftheir knowledge of the child and often use it to planfor future interactions and learning. Being listened tohelps children to feel valued and supports theirdevelopment of a positive self-image.

➤ Modelling

When adults model to children they are priming thechildren to develop the attitudes, actions andlanguage that are valued by those around them.Modelling shows children appropriate ways tobehave and positive dispositions to learning. By‘thinking aloud’ teachers model their thinking skills tosupport children’s metacognitive development. Manyof the learning experiences outlined in this resourceshould be first modelled by adults.

➤ Questioning

Questions can be open or closed. Open questionsdo not look for a right or wrong answer and children’sanswers can include their thoughts or feelings. Theyare useful in encouraging children to problem solveand to talk through their conflicts with others. Closedquestions are useful to encourage children to statefacts. They can help them to overcome shyness anddevelop confidence and help the development ofearly oral language skills.

It is useful when engaging in a group learningexperience to ask children what they already knowand what they want to learn before engaging in theexperience. Many of the Tuning in learningexperiences in this resource will provide examples ofthese questions.

During the learning experience, ask open-endedquestions to direct students to read, listen, view orthink critically about a specific issue.

After the learning experience, ask questions toencourage students to justify their opinions orresponses to a specific issue. Students can also usethis time to reflect on their learning.

Strategies that will engage students in reflecting ontheir learning have been suggested in the Reflectingsection of this resource. Teachers can use otherlearning strategies included in this resource toinvolve students in reflecting on their learning (e.g. bycompleting the last column of a KWL table, studentswill be required to consider changes in theirunderstanding and attitudes).

The question cues describe in the Revised Bloom’sTaxonomy (Anderson 1999) model can be used todevelop questions. It identifies six levels within thecognitive domain, from simple recall to creating newideas and ways of thinking. By considering thetaxonomy, teachers can ensure questions withindiscussions and assessment tasks will stimulate anddevelop students’ thinking.

Early childhood education

Teaching and learning strategies331



CREATING

Can the student generatenew products, ideas orways of viewing things?

combine, write, change,rearrange, construct, produce,plan, create, design, invent,compose, prepare…

Create a poster to tell others aboutthe benefits of being smoke free.

Design a bike helmet that everyonewill want to wear.

• Blocks and construction

• Text innovation• Planning

EVALUATING

Can the student justify adecision or course ofaction?

assess, check, decide, test,measure, evaluate, recommend,select, rank, explain, conclude,compare, choose, summarise,estimate…

Choose which one of these responsesyou would use if someone wassmoking in a car with you.

Choose which of these responses youwould use if you had to ride in a carwhere there wasn’t a seatbelt for you.

• Around the table• Values continuum• Choose a corner

ANALYSING

Can the studentdifferentiate betweenconstituent parts?

analyse, order, explain, plan,connect, classify, arrange, divide,discuss, compare, contrast,select, infer, organise, collate,cluster, investigate…

What else do you need to knowabout the people who can help you?

Compare the different types ofrestraints to explain which one isbest for you.

• Placemat

APPLYING

Can the student use thenew knowledge?

apply, demonstrate, calculate,complete, illustrate, solve,examine, manipulate, relate,change, classify, discover, use,demonstrate, put into practice…

Which adult would you go to forhelp in each of these situations?

If we know that all cars don’t travelat the same speed, what does thatmean to pedestrians?

• Maths investigations• Barrier games

UNDERSTANDING

Can the student explainideas or concepts?

describe, classify, compare,explain, estimate, discuss,demonstrate, guess…

Explain to your partner why wehave rules about taking medicines.

Explain to your partner why youshould always cross the road withan adult.

• Mind map• Story map• T and Y charts• Venn diagram

REMEMBERING

Can the student recallinformation?

describe, identify, name, show,who, when, where, what, know,list, tell…

Who helps you when you are sick?

Tell me what happens when you gofor a ride in the car.

• Brainstorm• Four squares• Graffiti• Jigsaw• Circle talk

COGNITIVE LEVEL QUESTION CUES QUESTION EXAMPLESSOME LEARNINGSTRATEGIES IN THISRESOURCE

THE REVISED BLOOM’S TAXONOMY

➤ Reading

When an adult reads to individuals, small groups or awhole group of children and the book is matched tochildren’s interests, it can support their social andemotional development, stimulate their interests,increase their general knowledge and extend theirunderstandings. Many of the Tuning in learningexperiences in this resource are based onstorybooks and the Early Childhood literature sectionof this resource provides a list of suggested readingthat may help students achieve relevant outcomes.

➤ Recalling

Much learning is dependent on a child’s ability tomemorise and recall. Games and questioning thatencourage recall support children’s development inlanguage and problem solving. Children need timeand relevant activities to help them develop this skill.Many of the music and movement and gameslearning experiences in this resource focus onstudents’ recall.

➤ Scaffolding

This strategy involves a more competent personhelping a less competent child. The younger the child,the more likely it is that the more competent personwill be an adult. The adult finds out what a child cando with help and gradually withdraws the support asthe child’s competence grows. Scaffolding demandsadults spending time with individuals or small groupsof children. Many of the learning experiences in thisresource focus on using adult help or buddy classes.

➤ Singing

Songs and rhymes are used to enhance learning acrossthe curriculum. Most children enjoy singing and apartfrom the content of a song supporting learning, theirpositive emotional response can help to consolidatethe learning and support the development of memoryand recall. The Challenges and Choices CD providesa range of songs, raps and rhymes. Learningexperiences using the CD are found in the Sortingout section of many focus areas.



➤ The strategies described in this resource represent well-recognised and effective teachingpractices for early childhood education. They promote critical and reflective thinking, research,evaluation, collaborative learning and focus on literacy and play. The strategies have beendesigned to accommodate differences in learning styles and reflect contemporary learningtheory including Gardner’s Multiple Intelligence Theory and the revised Bloom’s Taxonomy.

OverviewOverview of teaching and learning strategies


TEACHING AND LEARNINGSTRATEGY SECTIONS

The strategies have been organised as follows:

CLASSROOM STRATEGIES

The classroom strategies have been further dividedaccording to the basic elements of an inquiry process.These elements are also fundamental to the decision-making process in the Self-management skills outcome.The sections and focus of each are as follows:

Tuning in: The strategies can determine students’current knowledge, skills and attitudes prior to planninga health education program. They will engage andfocus students in the learning experiences and content.

Finding out: The strategies encourage investigation

and independent learning about key health andphysical education concepts.

Sorting out: The strategies encourage the analysis,organisation, review and reflection of information.

Developing values: The strategies allow students toidentify, discuss and develop positive attitudes towardssafer and healthy lifestyles.

Making decisions: The strategies provide opportunitiesfor students to develop decision-making skills toenable them to make safer and healthier choices.

Speaking out: The strategies provide opportunitiesfor students to develop the communication andnegotiation skills required for safer healthier lifestyles.

Reflecting: The strategies allow students to identify,discuss and consider changes in understandings,attitudes and values.

REAL WORLD STRATEGIES

Skills related to health and physical education, arebest developed through practice in real-life situations.Students can begin to develop related skills byobserving, discussing and practising healthy, saferbehaviours with the supervision of adults in a real-world setting.

The strategies in this section will provideopportunities for students to observe safer andhealthier skills, plan how they can become safer andhealthier, and form positive and healthy attitudes.

SIMULATED STRATEGIES

The simulated learning strategies will support studentsto experience a range of situations; developinterpersonal (communication and negotiation skills)and self-management (decision-making and planning)skills; observe key health and physical educationconcepts and develop positive health and safetyattitudes.

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Overview of teaching and learning strategies



• Graffiti 338

• KWL 339



CLASSROOM

REAL WORLD

Tuning in

• Brainstorm 341

• Circle talk 342



• Head talk 345



Finding out

• Arts ideas 347


• Mind maps 348




• Story map 350




Sorting out




Developingvalues

• Brave talk 356


• Placemat 364

• Planning 364

• Role-play 365

Making decisions




Speaking out

• Journals 371





Reflecting

• Out and about 375

• Parent information and at home activities 376

SIMULATED

• Home corner 378

• Interactive CD ROMs and websites 379

• Replicating the real world 379

• Technology challenges 380


Every effort has been made to contact the authors of the original material of the above strategies.

The classroom, real world and simulated sections have been further divided and include the teaching and learningstrategies as shown in the table below.

➤ Teachers are encouraged to use their professional judgment to review the suggestedstrategies and then decide on the most appropriate for meeting the needs of theirstudents and allow delivery of the essential content in either a drug or road safety context.

➤ Teachers should also consider the appropriateness of the strategies for students afterreading the Scope section (pp. 29–30) and the Principles of Learning, Teaching andAssessment (pp. 134–9) of the Curriculum Framework.

SelectingSelecting teaching and learning strategies

EFFECTIVE HEALTH ANDPHYSICAL EDUCATION PROGRAMS

After considering students’ needs, learning stylesand levels of achievement in relation to the learningoutcomes, it is important to select strategies:

• from the classroom, real world and simulatedsections

• focusing on the development of knowledge,skills and attitudes

• that will support and extend learning

• that will enable students to make progress intheir achievement and maximise theiraccomplishment of the learning outcomes

• that will assist students to engage in theessential content.

ADDRESSING STUDENTS’LEARNING STYLES AND NEEDS

When teachers are asked to cater for individualdifferences it does not mean that every student mustbe given an individual work program or thatinstruction must be on a one-to-one basis. Whenteaching and learning is individualised it is reflectedin classroom organisation, curriculum and instruction.

Teaching and learning strategies and experiences caninclude a range of whole class, group and individualactivities to accommodate different abilities, skills,learning rates and styles that allow every student toparticipate and to achieve some degree of success.

Approaches to teaching and learning such as open-ended, student-focused learning, Gardner’s MultipleIntelligence Theory and the revised Bloom’s Taxonomyneed to be considered in the selection or design oflearning strategies and experiences for a healtheducation program.

The strategies and experiences in the Challenges andChoices resource have been designed with an emphasison different learning styles, intelligences and levels ofstudent thinking.

BEING INCLUSIVE OF ALLSTUDENTS

All students are able to learn. However, for studentswith disabilities or severe learning difficulties, theirlearning rate may be influenced by nature, the severityof their disability or their access and interaction withthe environment. Individualised educational programsmay be needed in order for these students todemonstrate particular outcomes.

HANDLING SENSITIVE ISSUES

It is important for teachers to recognise that there maybe students within any group that have been directlyor indirectly involved in drug or road-related traumaand its consequences. Talking about drug and roaduser issues and road trauma with young children canraise a range of issues, concerns and/or emotions.Students may disclose information about:

• personal problems or experiences with drugsand road trauma

• the need for trauma counselling and supportservices

• dangerous or harmful situations they havebeen exposed to or involved in.

When dealing with sensitive issues, teachers need to beproactive and know their students backgrounds andexperiences. They should also be reactive andprotectively interrupt students who are about to disclosethis information and divert attention from the studentby using redirecting statements. If issues arise that arebeyond the teacher’s knowledge or level of expertise,they can refer students to appropriate professionals.


ClassroomstrategiesClassroomstrategies

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The classroom strategies have been further divided into the following sections and include a range ofstrategies as shown below:


• Graffiti 338

• KWL 339



Tuning in

• Brainstorm 341

• Circle talk 342



• Head talk 345



Finding out

• Arts ideas 347


• Mind maps 348




• Story map 350




Sorting out




Developing values

• Brave talk 356


• Placemat 364

• Planning 364

• Role-play 365

Making decisions




Speaking out

• Journals 371





Reflecting


100852 C & C Blue Tabs 3/11/05 10:36 AM Page 2

The strategies included in this section are:

➤ Before and after➤ Graffiti➤ KWL➤ Picture talk➤ Shared reading

What is tuning in?

‘Tuning in’ strategies provide the opportunity for students to explore their current knowledge,attitudes and values about health and safety issues. While working independently or collaboratively,students can use suggested graphic organisers to record and share information.Teachers will be able to use evidence gathered from students’ responses to plan a health andphysical education program to cater for the needs of all students.

Tuning in

BEFORE AND AFTER

➤ This strategy will help students to:

• consider and reflect on their own and others’current knowledge, skills, beliefs and attitudes

• identify changes in their own knowledge, skills,beliefs and attitudes.

➤ How is it implemented?

1. Devise a set of statements or a questionnaire that willidentify students’ understanding, beliefs andattitudes towards health issues. The focus may be onone issue (e.g. smoking or restraint use) or a range ofissues (see the example provided below).

2. Ask students to respond to eachstatement/question before and after one orseveral learning experiences.

3. In pairs or small groups, ask students to reflect onany changes in their understanding or thinking.

GRAFFITI


• generate ideas and cover several issues oraspects efficiently

• work collaboratively to learn from and sharewith others.


1. Divide class into small groups. Give each group alarge sheet of paper and different coloured feltpens (a different colour for each group memberallows for individual contributions to be tracked).

2. Provide each group with a different question, issue orstatement, which can be written on the paper.

3. Within a designated time, groups ‘graffiti’ theirpaper with words, phrases or drawings related totheir question, issue or statement. Advisestudents that they ‘own’ theword/comments/drawings they record. Thismeans that they could be asked to explain orclarify information where necessary.

4. The graffiti sheets are then passed to anothergroup. Instruct students to avoid repetition ofideas by ticking the comments they agree with,writing comments next to ideas and writing theirown new ideas.

5. The process is repeated until the group’s originalsheet is returned.

6. Groups read, discuss and summarise the graffitisheets. Comments may be categorised in order

BEFORE STATEMENTS AFTER

Adults should decide whatlittle kids eat.

Exercise is only for little kids.

There are safe levels ofsmoking.

Advertising influences thetype of foods you eat.

Tuning inTuning in

Classroom strategies 338

Tuning in


to draw conclusions or present a brief summarypresentation to the class. Use the responses toidentify further learning required by the students.

Variation

Graffiti walk

A variation of the graffiti strategy is a Graffiti walk.The graffiti sheets can be displayed around theroom, or after Step 4, groups leave their graffiti sheetbehind and walk around the room, adding theircomments to other graffiti sheets. Remind groupsthat they cannot return to their original sheet unlessconsideration has been given to all other sheets.

After a given time, students return to their originalgraffiti sheet. Groups read, discuss, summarise andpresent their graffiti sheets to the class (as per step 6).

(Every effort has been made to contact the author of the original material.)

KWL (KNOW, WANT TO KNOW,LEARNT)


• recall and record prior knowledge and identifyfuture learning needs

• reflect on changes in their understanding, skillsand attitudes.


1. Explain to students that this strategy will helpthem to record what they already know, identifyissues they would like to learn more about andplan the direction of their program.

2. Pose a question, statement or issue for thestudents to consider.

3. Brainstorm with the class what they know about thequestion, statement or issue and fill in the ‘What Iknow’ column to show students the wide range ofknowledge already shared as a group.

4. Let students think about what they want to know.This can be done individually, with a partner orsmall group.

5. Complete the ‘What I want to know’ column toshow the group’s areas of interest. It may help tomodel making a contribution to this column of theKWL table.

6. Keep the KWL table, then at the conclusion ofone or several learning experiences, complete thelast column to identify what students have learnt,if there have been any changes in attitudes, anddetermine if further planning of learningexperiences is required for students to achievethe outcomes.

Variation

The first two columns of the KWL can be completedeither individually, with a partner of in a small group.Students can join with another person, pair or smallgroup to compare notes and circle similar ideas.

PICTURE TALK


• identify and discuss health information throughviewing photographs and posters.


Before

1. Give students one or two minutes to work with apartner and share all the things they notice in aposter or picture.

During

1. Ask students questions to focus the discussion.The discussion photos included in this kit providequestions.

2. Ensure that the questions prompt students tothink beyond the here and now. For example:Why do you think...?What might happen...?What would you do if …?Who might help you if this happened?

What I know

Students recallwhat they know

What I want toknow

Studentsdetermine whatthey want toknow.

What I learnt

Students identifywhat they havelearnt.

Tuning in


3. Write questions that students generate to promotefuture discussions or research activities.

After

1. Involve students in learning experiences thatsupport the learning gained during the picturetalk. For example:

• explain the information provided in the picture to another class member

• redraw the picture then add speech or thought bubbles to characters

• create an acrostic poem using informationgained during the picture talk. An example isgiven below.

Hold a grown up’s hand to walk to schoolAlways hold hands to cross the roadNever walk aloneDo the right thing – hold hands together.

Variation

When discussion of the picture has commenced,move away from the group to allow students tocontinue talking, pointing out details and creatingstories related to the picture.

SHARED READING


• identify health related information through awritten text

• develop skills in speaking and listening in avariety of situations.


Before the story

Display the book where all students can see it. Keepthis pre-reading discussion brief and stimulating to makesure students are keen to listen to the story that follows.

If students have not read the story before:

1. Show the cover of the book and discuss thecover, illustration and title.

2. Brainstorm to activate and identify backgroundknowledge that will help students relate to thestory.

3. Ask students to predict what the story may beabout or what might happen. Ask questions suchas:Why do you think there is a person’s name in thetitle?What do you think might happen in this story?Who do you think will be in the story?

4. Accept all suggestions and ask students to see iftheir ideas come true.

5. Provide any essential knowledge that will assist

student’s understanding of the story prior toreading.

If students have read the story before:

1. Brainstorm to activate background knowledgestudents have retained from previous reading ofthe story.

2. Discuss the content and ask students to retellparts of the story that they enjoyed or provideinformation related to a discussion or inquiry.

3. Explain to students the purpose for rereading thetext.

During the story

1. Read the story encouraging students to join in,predict, use picture cues and look for information.Identify situations that students can relate to in thestory. Ask questions such as:What do you think will happen next?Why do you think that happened?What have you found out from this part of thestory?How would you feel if that happened to you?What would you do?How do you think this story might end?

2. Reread the story or parts of the text to clarifymeaning or further discussion.

After the story

1. Discuss the information gained through readingthe text. Ask questions such as:Why do you think we read this story?What are some of the important things you havelearnt from this story?Who might you tell about the things you learntfrom this story?

2. Provide opportunities for students to demonstratetheir understanding such as:• drawing a picture or cartoon strip• writing two or three dot points • talking with a partner • dramatising parts of the story• retelling the story in their own words• innovating the story (e.g. change characters’

names, places, feelings or the ending) to makea big book.

Variation

Follow the steps above using the audio recordingsincluded on the CD in the Challenges and choices kit.


➤ Brainstorm

➤ Circle talk

➤ Four squares

➤ Guest speakers

➤ Maths investigations

➤ Head talk

➤ Trigger videos – viewing

What is finding out?

‘Finding out’ strategies provide the opportunity for students to develop and demonstrate theHealth and Physical Education Knowledge and Understandings Outcome. They can identifygaps in their existing knowledge and understanding, and work collaboratively to gatherinformation through self-directed investigation.

Students will be able to use the information gathered to generate and communicate ideasand record responses.

Finding out

BRAINSTORM


• recall existing knowledge and organise ideas

• consider others’ views and ideas

• develop creative thinking processes andproblem solving skills.


1. Select a topic for the brainstorm and write it onthe board.

2. Students consider the topic and respond. Ideas canbe written randomly on a board or you may chooseto write the responses on post-it notes, so thatstudents can later cluster the responses.

3. The rules for brainstorms are:

• share whatever comes to mind

• the more ideas the better

• every idea counts – no put downs or criticisms

• build on others’ ideas

• write ideas as said – no paraphrasing.

4. Reflect and discuss the ideas, clarifyingresponses where necessary.

5. Determine how the information can be further used.

Variation

Guided brainstorming

Include headings to assist children in generating ideas.

If I found a needle and syringe

I wouldn’t … I would…

• •

• •

Pedestrians

can can’t

• •

• •

➤ Brainstorming questions

Begin by brainstorming content related questions usingthe framework below. An example has been providedbelow for pedestrian rules and laws. Individually, inpairs or in groups, students can research questionsthen report to the class. Forms of inquiry includeresearching websites through online learning, guestspeakers and interviews.

Finding outFinding out


Finding out


Brainstorming questions

Who?

…who makes up the rules for pedestrians?

…who makes sure pedestrians are following the rules?How?…how are pedestrian rules made?…how do children learn the rules?When?…when do pedestrians forget the rules?If?…if all states and territories in Australia have thesame rules?

Where?…where can we find pedestrian rules?

What?…what happens when people break the rules?

…what would happen if pedestrians didn’t have rules?

Why?…why do we have pedestrian rules?

…why do some people break the rules?

CIRCLE TALK


• share ideas and opinions and develop respectfor others’ opinions.


1. Using groups of six or more, place students intwo concentric circles (one circle within the other).This structure facilitates dialogue betweenstudents.

2. Sit students facing each other (knees to knees) toencourage active listening between partners.

3. Pose a scenario, question or issue to the groups.

4. Allow thinking time of approx 15 to 30 seconds.

5. Now say ‘Person on the inside, tell the person onthe outside your thoughts. When you are finishedsharing, say ‘pass’ and then the outside personwill share their thoughts with the person on theinside.’

6. The student sharing their ideas can hold a smallbeanbag to indicate that it is their turn to speak.The beanbag is then passed to their partner whoshares their ideas.

7. When finished, have the outside people rotateone or two places to the left or right. Thediscussion process is then repeated.

8. To debrief, discuss the ideas produced during the

circle talk and list questions that were identified,to generate further learning.

Variations

If you have more than one group, vary the strategyby swapping the outside circles from each group.

To avoid pairing students who will not talk or will argue,change the move on instruction so that these studentsdo not face each other. This intervention will not singlethe students out.

If you have an uneven number of students, place twostudents together in an outside circle to act as oneperson. This works well if you have a special needsstudent as they can be paired with a more capablestudent.

FOUR SQUARES


• gather a range of information and be exposedto different attitudes relating to a topic or issue.


1. Each student folds a large sheet of paper intofour squares and circulates the room to find fourpeople who can give them information or opinionsrelating to a topic or issue. For example: How wouldyou avoid passive smoke? What would you do ifyou had a headache?

2. Each person who adds information or an opinionto a square signs their name against theircontribution.

3. To debrief, common findings could be collated onthe blackboard or shared with another group.

Variation

Sit younger students in groups of four. Each studentpasses their paper around the group for othermembers to add information.

Finding out


GUEST SPEAKERS


• develop awareness and stimulate interest ofhealth issues

• listen to different perspectives on health issues

• develop written, oral and active listening skills.


For teachers

1. Identify the purpose and benefits for the guestspeaker presentation using the Resource Sheet 1:Guidelines for engaging a guest speaker.

2. Determine how the guest speaker will ensure thatthe content is relevant and aimed at the studentlevel.

3. Seek clarification of the guest speaker’s expertiseand request testimonies regarding presentationsmade to other schools.

4. Invite the guest speaker acknowledging theirexpertise and how they will complement the classprogram.

5. Plan activities or information for students prior tothe guest speaker visit and consolidationactivities for students to complete after thepresentation. ‘One-off’ presentations that are notpart of a comprehensive school or classeducation program are not recommended.

For further guidelines on the use of guest speakers inschools, refer to:

• A Checklist for the Use of Guest Speakers inCatholic Schools for Health Related Issues(Catholic Education Office, WA)

• Visitors on School Premises Policy(Department of Education and Training).

6. Refer to the appendix for a list of agencies andcontact details, and websites that will supporthealth education programs.

For students

1. Invite a guest speaker to present information tothe class either through a written invitation, emailor phone call.

2. Identify information required from the guestspeaker and devise questions.

3. Rehearse the interview process in a role-playsituation, prior to the presentation.

4. Record information gained during the interview bytaping, video recording or taking notes.

Focus Area 1: Promoting Resilience 344

Guidelines for engaginga guest speaker 1Resource Sheet

❑ Read relevant system, sector or school guidelines and policies in relation to engagingguest speakers.

❑ Consider the list of agencies included in the appendix and decide whichpresentation/s best meet student needs and helps to achieve the program aim.Ensure the guest speaker will promote the focus of your health program in theirpresentation.

❑ Contact the guest speaker to determine details of their presentation.

❑ Ensure the guest speaker is aware of the health program being implemented forstudents. Discuss relevant learning experiences that will be implemented before andafter the presentation to ensure it complements the health program.

❑ Suggest to the guest speaker that students will be more likely to be engaged whenthe presentation:

- is interactive and entertaining

- includes up-to-date information and uses practical examples

- is relevant to students’ interests

- covers issues relevant to students’ local communities.

❑ Ask the guest speaker if there will be any associated costs and inform students andparents/carers.

❑ Ensure the guest speaker receives a copy of the school’s health policy, if available.

❑ View the guest speaker’s resources and information prior to the presentation toensure they are relevant and appropriate to the developmental level of all students.

❑ Inform parents/carers of the presentation andinvite them to attend.

❑ Focus students prior to the presentation byinvolving them in relevant learning experiencesand discussions.

❑ Conduct follow-up learning experiences toreinforce the health messages provided duringthe presentation.

Finding out


HEAD TALK


• develop cooperation through problem solvinga shared task

• accept responsibility for own learning.


1. Place students in groups and give each membera different number.

2. If the groups are uneven in number, one of thegroup members may have more than one number.

3. Pose a question that encourages students’involvement. For example instead of asking,‘What should you wear in a car?’ say, ‘Put yourheads together and decide what you should wearin a car to keep you safer’.

4. Students put their heads together and discuss thequestion.

5. Let students know when the discussion time isnearly finished by ringing a bell or clapping yourhands.

6. Groups check that all group members know thedecided response.

7. Call out a number and the student from eachgroup with that number provides their group’sresponse.

8. If more information needs to be given, invitestudents from the group to elaborate.

Variation

A spinner or die may be used to select the number.

MATHS INVESTIGATIONS


• develop understandings of health concepts byquantifying certain aspects throughmeasurement and calculations.


A maths investigation may be defined as a situationoriginating in mathematics or the real world thatlends itself to inquiry. Investigations require studentsto use mathematical processes such as followingand extending patterns, data collection, estimating,predicting, classifying and communicating tounderstand a problem.

1. Identify the issue to be investigated.

2. Allow students time to read and understand theinvestigation.

3. Encourage students to predict or guess theoutcome of the investigation.

4. Make sure students have access to resourcesthat will assist the investigation such as graphpaper, cubes, measuring devices (e.g. trundlewheels, rulers, tape measures and stopwatches).

5. Allow time for students to test their prediction anumber of times.

6. Record findings appropriately (e.g. tables, reports,pictographs and bar graphs).

7. Students present their findings and discuss as aclass.

Finding out


TRIGGER VIDEOS – VIEWING


• gather information and obtain differentperspectives on an issue by viewing andanalysing a range of film or television materials.


Selecting viewing material

1. When selecting viewing material, have a clearunderstanding of the learning outcomes to beachieved.

2. Preview the material to ensure it is ageappropriate and relevant to health and physicaleducation outcomes.

3. Consider the production date, as students maynot respond or relate to material that is clearly‘old-fashioned’ or presents statistics andinformation that is no longer accurate.

Prior to viewing

4. Prior to students viewing the material, direct them tolook for particular aspects, concepts or topics beingportrayed by posing one or several questionssuch as:

• In this video you will see… try to think of howyou could solve their problem.

• What would you do?

• Who would you ask for help?

• If you met…what questions would you askthem?

• Explain the feelings of …

• Why do you think / believe …

5. Encourage students to engage in critical andevaluative thinking when viewing.

After viewing

6. Engage students in follow-up learningexperiences related directly to the viewingmaterial to consolidate and share their learning.For example:

• draw or paint a picture with speech bubbles

• design a postcard and write to one of thecharacters

• identify emotions of characters from the video(relate to own possible emotions and feelings)

• talk about the reasons for …

• use a story map to show events or situations

• discuss the different attitudes, behaviours orchoices of characters

• role-play different ways to deal with situationsidentified in the material.


➤ Arts ideas

➤ Design a game

➤ Mind maps

➤ Music and movement

➤ Puzzles and games

➤ Sequencing information

➤ Story map

➤ T and Y chart

➤ Text innovation

➤ Venn diagram

What is sorting out?

‘Sorting out’ strategies provide the opportunity for students to sort, analyse, prioritise,compare and contrast information to further develop and consolidate their knowledge, skillsand attitudes.

Summarising key information and clarifying relationships or associations between informationand ideas will assist students to draw conclusions and apply their understanding.

Sorting out

ARTS IDEAS


• identify and visually record currentunderstandings

• share understandings with others throughgenerated art works.


1. After students have been involved in a learningexperience or series of learning experiences,provide opportunity for students to communicatetheir understanding of a specific issue or conceptin art works.

2. Some suggestions include:

• painting or drawing pictures to form a sharedbook

• using blocks, cardboard, boxes and otherrecycled materials to make specific items, e.g.bike helmets, ambulance, fire engine andhuman bodies

• cutting and pasting appropriate pictures frommagazines, pamphlets and posters to form acollage

• making postcards and writing or drawing onthe flip side

• using butcher’s paper to make a class mural

• making models using play dough or modellingclay.

3. When art works have been completed, encouragestudents to:

• write accompanying key messages promotinghealth and safety concepts

• share their work with others

Sorting outSorting out


Sorting out


• take photographs to take home and talk aboutwith their family.

DESIGN A GAME


• identify key health and safety issues andcategorise information

• generate ideas to inform others of health andsafety issues.


1. Talk about the elements of board games such asSnakes and Ladders, Monopoly, Trivial Pursuit orcard games such as Snap, Concentration andFish.

2. Discuss the purpose of the game, the rules,layout and equipment each game may use.

3. Ensure that students have researched or beengiven accurate and relevant information that willassist them to make a game about a health issueor topic.

4. Provide students with a set of criteria for thegame. For example: ‘This game will help otherslearn about…’ or ‘ This game will help othersdecide ways to deal with…’

5. Make sure students have materials andequipment to make the game (e.g. cardboard,small cards, felt markers, rulers, glue andscissors).

6. Allocate roles within the group to ensure studentswork collaboratively and cooperatively.

7. Provide time for students to test the game tomake sure that the rules and instructions are clear.

8. Groups play the games and give feedback to the‘designers’.

MIND MAPS



• summarise key information, clarifyrelationships or associations betweeninformation and ideas and draw conclusions.


1. Explain the strategy and ensure that studentsunderstand that mind maps are personalrepresentations and as such they are not ‘right’ or‘wrong’.

2. Select a topic and write this in the centre of apage or blackboard.

3. Students then identify connected key words orphrases and write these around the topic,progressively moving to less directly relatedwords. Remind students to write what it isimportant as excess words ‘clutter’ mind mapsand take time to record.

4. Identify links between different ideas and drawlines to highlight connecting ideas.

5. The structure of each mind map is unique. Acompleted mind map may have lines radiating inall directions with sub topics and facts branchingoff the main topic.

Some tips for creating effective mind maps

Mind maps can include:

• drawings, wavy lines, bubbles, arrows andcolour to add to the visual appeal

• colours to separate and organise ideas foreasier recall

Sorting out


• pictures or symbols which help with the recallof information

• bubbles, shapes and circles to group similarinformation and ideas

• arrows to indicate cause and effect.

This strategy has been adapted from Bennett, B. Rolheiser, C &

Stevhan, L. 1991, Cooperative learning: Where Hearts Meets Mind,

Educational Connections, Ontario, Canada.

MUSIC AND MOVEMENT



• share understandings with others throughmusic, drama and movement.


1. After students have been involved in a learningexperience or series of learning experiences,provide opportunity for students to participate inmusic and movement activities.


• singing songs related to health and safetyconcepts

• playing movement games to develop auditoryskills and reinforce concepts

• move to music or create a dance to representfeelings

• write additional verses to known songs

• use musical instruments to accompany songsand raps.

3. After participating in music and movementlearning experiences, students can:

• perform music to other classes or at schoolassemblies

• invite parents to come to school for a classperformance

• record the performance and take home toshare with their family.

PUZZLES AND GAMES


• sort and sequence information

• clarify their own understanding of a topic or issue.


1. After students have been involved in a learning

experience or series of learning experiences,provide opportunity for students to use puzzles orplay a game to consolidate their learning.


• cutting generated art works, photographs ormagazine pictures (related to the health orsafety concept) into jigsaw puzzle pieces forstudents to solve

• writing descriptions of objects for others tosolve:

What am I?I have two wheels.I can travel on the road or cycleway.I have a bell and lights.My rider wears a helmet,What am I?

• using commercially produced jigsaw puzzlesrelated to the topic

• playing listening games such as I spy or Freeze.

SEQUENCING INFORMATION


• sort and sequence information

• clarify their own understanding of a topic or issue.


1. Students research, or are provided with,information about an issue or health concept.

2. Students analyse the information and present it ina sequence using graphic organisers such as aflow chart or sequence chart. See the examplesprovided.

3. Share sequenced information discussing reasonsfor placement.

4. Decide if sequence in accurate.

Flow chart

Sequence chart

STORY MAP


• sequence events or steps provided in a text orvisual material

• summarise and retell information.


1. Students participate in a learning experience togain information such as shared reading with abig book, listening to a poem or watching a video.

2. Model how to draw a map that captures andsequences the main points or events. The mapshould show important events, characters anddifferent settings identified from the originalsource.

3. Ask students to work individually or in groups tomake their own story map by writing or drawingpictures to represent information.

4. The information can be presented using graphicorganisers such as the examples below.

T AND Y CHARTS


• graphically organise and record ideas, feelingsand information

• identify and focus on what they already know,understand, value and are able to do

• compare and contrast ideas, feelings andinformation.


1. T and Y charts can be used to record andcategorise information in many different ways.See some of the examples given below.

2. Pose a question, situation or issue for students tobrainstorm and record their responses in either aT or Y chart. This can be done as a whole groupor in small groups and responses may be drawnor written.

3. All responses should be accepted and recorded.

4. If the strategy is used with small groups,encourage students to share their group’sfindings and compare charts with others.

5. New ideas can be added after the discussion orprogram has been completed.

Example of T chart

Students brainstorm what they know about ‘beingsafer’, before and after a learning experience.

Example of Y chart

Students brainstorm how a ‘safe person’ would look,feel and sound.

(Every effort has been made to contact the author of the originalmaterial relating to T and Y charts.)

Sorting out


Sorting out


TEXT INNOVATION


• understand health related information from awritten text

• alter original information without losing the focus

• work cooperatively with others.


1. Read a story that has predictable text thatfeatures rhyme or repetition. This will help wheninnovating the original text. An example is givenbelow.

2. Model text innovation by changing words and re-reading the story. Stick post-it notes over thewords that are to be changed. Ensure studentsunderstand that the story must still make sense.

3. Place students in groups to work on their owntext innovation.

4. Groups then share the new stories. Discuss as aclass if the story has remained the same or adifferent meaning has evolved through innovatingthe text.

Meg was sick. She went to the doctor.

Her Mum talked to the doctor

Her Mum gave her the medicine.

Then she put it in the ……..

VENN DIAGRAM


• represent information and thinking in a graphicorganiser

• determine similarities and differences betweenconcepts or ideas.


A Venn diagram is a graphic organiser that can beused to group and separate concepts and ideas.

1. After receiving or collecting information aboutobjects or ideas, ask students how things are thesame and how are they different. *

2. Students list the similarities in the overlappingparts of the circles and the differences in theareas that do not overlap. An example is providedbelow:

Types of medicines

3. This information can then be used to helpmake generalisations about an object ordecision about an idea.


➤ Around the table➤ Choose a corner➤ Values continuum

What is values education?

The ‘developing values’ strategies will assist students to develop an awareness of their ownattitudes towards particular outcomes and ideals that are associated with a healthy, active lifestyle.

Learning and teaching programs in the Health and Physical Education Learning Areaencourage students to develop a positive attitude towards the following values:

➤ active, healthy lifestyle, by participating regularly in a variety of movement forms andacknowledging the contribution of the Learning Area to physical, mental, emotional andsocial health

➤ personal responsibility, by being accountable for health and physical activity➤ social justice, by being inclusive and respecting the rights of others➤ personal excellence and the achievements of others, by striving for their personal best

and acknowledging the achievements of others➤ collaboration, cooperation and teamwork, by working cohesively in groups and activities➤ conflict resolution, by pursuing compromise and understanding➤ fair play, by abiding by rules and respecting umpires’ decisions➤ prevention and safety, by exhibiting safe practices and developing safe environments in

the classroom, in play, in games and expeditions➤ the environment, by demonstrating conservation practices and using minimal impact techniques.

VALUES EDUCATION

Health and physical education issues require students to consider beliefs, values, attitudes and behaviours. Therelationship between these is described below:

Beliefs…

Beliefs are an underlyingconviction about an issue orconcept.

…determine values…

Values are somethingbelieved to be worthwhile.

…which underlie attitudes…

Attitudes are feelings andinclinations towards actions,situations, people or things.

…and are reflected in behaviours.

Behaviours are actions that reflectbeliefs, values and attitudes.

RECOGNISING AND DEVELOPING VALUES

An effective health and physical education program will support students to think, feel, decide, act and evaluatetheir values. This is described in the table below:

Think

• Be aware that values exist

• Clarify the origins ofvalues

• Know that an individual’scommitment to valuesmay vary

• Know that valuesdetermine behaviour

• Be aware of theconsequences of actions

Feel

• Express feelings andattitudes toward arange of situationsand/or issues

• Decide personaldegree ofcommitment to avalue

• Actively listen andappreciate thevalues of others

Decide

• Decide what they valueand as a consequencemake choices anddecisions aboutbehaviours they will adopt

• Explore and justifyreasons underlying theirfeelings and attitudes

• Choose freely fromalternatives

• Appreciate the value

Act

• Act in a waythat reflectsthe value

Evaluate

• Review valuesconsideringconsequencesand newinformation

• Justify values

• Compromiseand/or changevalues

• Repeat thebehaviour

Developing valuesDeveloping values


Developing values


Early childhood students should be encouraged toexplain how they think and feel about certain issuesand also to practise simple decision making.

FACILITATING VALUES EDUCATION

Teachers implementing a program should act as the‘facilitator’ in values learning experiences and remainnon-judgmental of students who display beliefs thatmay not agree with their particular stance on an issue.

Teachers should also make students aware that:

• sometimes people form opinions without beingwell-informed

• personal experiences often contribute toopinions

• there will usually be a cross-section ofopinions within any group

• peers, family, society and culture will influencevalues.

Debrief immediately after a values learning experienceto allow students to share feelings generated from theactivity, summarise the important points learned, andpersonalise the issues/dilemmas to real-life situations.

USING SCENARIOS

It is important to provide opportunities for students toconsider situations that may arise in real life. In thesesituations, students’ intention to behave (determinedby their attitudes and values) may alter in response toother influences. The following model describes this.

AROUND THE TABLE


• demonstrate their prior knowledge throughoral or written contributions

• review and analyse opinions and informationgathered.


1. Sit students around a desk with one sheet ofpaper and a pen.

2. Pose an issue for students to consider.

3. Each student writes what they know about theissue and then passes the paper and pen to thenext student who does the same.

4. Monitor the time to ensure that each group hassufficient time to generate answers.

5. Repeat Steps 1 to 4 asking students to write howthey feel about the issue.

6. Repeat Steps 1 to 4 asking students to write whataction they would take in response to the issue.

7. Allow time for groups to reflect on the responses.

8. Discuss the links between knowledge, attitudesand behaviour (actions).

Variation

Students can verbally share their ideas or opinions,taking turns around the table.

What I thinkand feel is …

I value andintend to ….

In thissituation Iwould …

situation

InfluencesWho and what has influencedmy thoughts and opinions?(e.g. experience, personality,family, media, peers, cultureand society)

InfluencesWho and what wouldinfluence mybehaviour? (e.g. family,mood, time, friends,convenience, skills)

attitudes values behaviour

Developing values


CHOOSE A CORNER


• identify and clarify attitudes using hypotheticalissues

• consider information and others’ ideas and views

• share reasons for making a decision with others.


1. Prepare four signs, each one numbered witheither 1, 2, 3 or 4.

2. Place a number sign in each corner of the room.

3. To help students understand how to use thesigns, start with a topic students would befamiliar with such as:

On the weekend, the thing I like to do most is:

• watch TV

• play with my friends

• play with my pets

• read a book.

4. Students move to the corner that best describestheir opinion and share their reasons for choosingthe corner.

5. Share opinions between corners and then moveonto a topic or issue that students may not haveshared their opinions about. For example:

If I was exposed to passive smoke, I could

• walk away• ask the smoker to smoke somewhere else• tell my mum or dad to say something to the

smoker• do nothing about it.

6. Repeat using different statements.

Variations

Feeling signs

Instead of numbers in each corner, place pictures offaces depicting feelings (e.g. happy, sad, excited and

confused). Give the students a scenario and ask themhow someone may feel in this scenario. Students moveto the corner that would best describe how someonemay feel in this instance. Students can suggest boththe feelings and the scenarios.

Use the feeling signs as describe in Steps 3 and 4.

Character signs

Download pictures of characters of well-known storiesor films (e.g. Winnie the Pooh, Tigger, Piglet and Eeyorefrom Disney.go.com/characters/) and enlarge to A3size. Place them in each corner of the room. Explainthe characteristics of each character, such as:

Winnie: usually very easy going; follows whateverthe rest of the group thinks Tigger: always excited, jumps into things beforethinking them throughPiglet: very cautious, thinks things through, asksquestions before decidingEeyore: very negative, always thinks new ideaswon’t work well

Give students a scenario and ask them to go to thecharacter who best describes how they would feel inthi ssituation

VALUES CONTINUUM


• identify and clarify attitudes about issues

• consider others’ thoughts and attitude.


1. Prepare signs with opposing responses and placethese at opposite ends of the room. Someexamples are:

Happy Unhappy

Safer Unsafe

Very important Unimportant

Agree Disagree

2. It may help to place a piece of masking tape onthe floor between the two signs.

Developing values


3. Explain to students that there are many placesalong the continuum that may represent anopinion about a given statement.

4. Model this by giving a statement such as‘Everyone should wear a hat when they gooutside’ then placing yourself along thecontinuum. Tell students why teachers might haveplaced themselves at that position.

5. Select a statement and read to the group.

6. Ask students to move to the point on thecontinuum that best represents the opinion ofvarious groups (i.e. young children, parents,grandparents, friends etc.)

7. Discuss the statement as a class. Providestudents with the option to pass or reconsidertheir placement after the discussion and move toanother position along the continuum.

8. Have the group summarise their opinions andidentify actions that should be taken.

9. Examples of questions to ask students during thisstrategy are:

Why would someone place themselves in thatposition on the continuum?

What experiences would have brought them tothat conclusion?

Would they feel differently if they had moreinformation about this?

Was it easy to choose the position on thecontinuum? Why or why not?

Variation

All of the following variations are processed withquestions in Step 9.

Sign your name

Use a piece of masking tape for the valuescontinuum and ask students to sign their name onthe spot where they are standing. After thediscussion, students return to the values continuumand sign their name again where they are standing.This will prompt discussion on why they have orhaven’t moved along the continuum.

Thumbs up, thumbs down

Students may use a ‘thumbs up’ gesture to suggest‘agree’; a ‘thumbs down’ gesture to suggest‘disagree’ and a ‘flat palm’ gesture to suggest‘unsure’ (or similar opposing responses).

Ruler continuum

Students blue-tac a smiley face to one end of theirruler and a frowning face to the other end of theirruler. Presuming that the smiley face suggests‘agree’ and the frowning face suggests ‘disagree’,they respond to the statements the same way theywould in the values continuum outlined above.


➤ Brave talk

➤ Decision-making model

➤ Placemat

➤ Planning

➤ Role-play

➤ Telephone role-play

What is making decisions?

Being able to make informed decisions by considering the positive and negativeconsequences of actions and selecting the most appropriate option is an important skill formaintaining personal health and safety.

‘Making decisions’ strategies provide the opportunity for students to develop, practise anddemonstrate the Health and Physical Education Interpersonal Skills and Self-managementSkills Outcome. They can examine ‘brave talk’ and how it impacts on decision making;examine alternatives; record and analyse information; use different decision-making models;select a course of action and reflect on the consequences of their actions.

Making decisions

BRAVE TALK


• understand the link between feelings anddecision making

• practise positive self-talk and identify negativeself-talk

• understand the importance of managing theirfeelings before undertaking any decision making.


1. Explain to students that ‘brave talk’ is what wesay to ourselves to help us when we are worried,under stress, feeling frightened, being bullied. Wetalk and listen to ourselves inside our heads notout loud. Explain that what we say to ourselvesaffects how we feel and how we act in thesesituations. For example: If a student is ignored inthe playground by classmates, brave talk maysound like ‘I feel lonely and I think my friends arebeing mean but I can go and play with someother friends or talk to Mrs Davies’.

2. It may take many learning experiences forstudents to fully understand the concept of bravetalk. The following ideas will help students

recognise positive and negative self-talk and alsopractise brave talk with adult assistance.

Shark and dolphin thoughts

Students classify thoughts by using shark (they willnot make you feel good or solve a problem) anddolphin (they will make you feel better and perhapssolve a problem) categories. Adapted from Fuller, A., Bellhouse, B. & Johnston, G. 2001, The HeartMasters – Middle to Senior Primary, Ridgway, London, 2005.

Shark thoughts

Making decisionsMaking decisions


Making decisions


I feel, I think, I can

Photocopy enough of the cards on Resource Sheet1: I feel, I think, I can to give one set to each pair ofstudents in the class.

Give students a scenario that may cause distress (e.g.being left out of a game, being asked to break a ruleor being shouted at). Model the use of the cards ashighlighted above in the shark/dolphin activity. Askstudents to discuss how they would feel and think inthis situation and what they can do.

Photo talk

Give students a scenario that may cause distress anda selection of pictures taken from magazines such asNational Geographic (alternatively use the St Luke’sInnovative Resources Bear Cards).

Each student chooses a picture that best describeshow the person in the scenario would be feeling. Inpairs, students explain why they have chosen thepicture and then think of two ‘brave talk’ things thisperson could say to themselves.

Puppet talk

Give students a scenario that may cause distress.Students use puppets to practise brave talk out loudand talk about other brave talk ideas.

Thought bubbles

Give students a scenario that may cause distress.Brainstorm some brave talk ideas that studentscould say to themselves in situations. Write these onthe board, simplifying language if necessary.

Students draw a picture showing a child involved in thescenario then choose a brave talk idea from the boardto write in a thought bubble. Explain to students that thebrave talk would make the child feel better in this situation.

Dolphin thoughts


I feel, I think, I can 1Resource Sheet

Making decisions


DECISION-MAKING MODEL


• consider their own beliefs about their ability toview situations and events and solve problems

• explore a series of steps in making decisionsin relation to positive healthy behaviours

• share reasons for making a decision with others.


As a facilitator in decision-making explain tostudents:

1. There is the potential for a decision to havepositive and negative outcomes and thatpredicting outcomes can be difficult.

2. Learning how to make more accurate predictionsonly comes with practice.

3. They need to collect accurate information frommany sources to inform their decisions.

4. They need to identify their feelings and values asthese can influence options and choices beforeaccurate assessment of a situation can be made.

5. They are responsible for their actions before achoice is made.

6. They need to re-evaluate the decision they makeand adapt them to new situations.

➤ What is a problem, choice and decision?

Prior to using a decision-making model, students willneed to understand the idea of ‘problem’, ‘choices’and ‘decisions’. Younger students may find it difficultto identify the problem in a decision-making scenario.

Resource Sheets 2 and 3: Think about your choicesand Choose the one you like best may be a usefulway to introduce decision making. Students thinkabout the choices available in a given scenario andthen choose the best option.

Explain to students that they make decisionseveryday by looking at the choices they haveavailable, for example:

• Which pair of shoes to wear?

• What snack to have for play lunch?

• Which fruit to eat at fruit time?

• Where to sit at lunchtime/mat time?

• Who to play with at lunch time?

• What to play at recess/outdoor play time?

➤ Decision-making models

Decision-making models will allow students toconsider and explore a range of alternatives beforemaking a decision. The models provided on

Resource Sheet 4 and 5 show the decision-makingprocess.

1. Provide your students with a model to use in thedecision-making process.

2. Ask students to identify the problem and writethis in the model.

3. Ask students to identify and manage their feelingsabout the problem.

4. Students then gather information to identify therange of possible options.

5. Remind students that going to others forinformation can assist their decision-making,especially when a difficult decision is to be made(however, they need to balance their own viewswith the views of others).

6. Students write the options they have identified(extending the model above if more than twooptions are identified).

7. Students consider the consequences (bothpositive and negative) to evaluate each option.When considering the consequences ensurestudents look at the different types (physical,social, emotional, financial and legislative). Theimpact of the consequences on self, family,friends and the community in the short term andlong term also need to be examined.

8. Students discuss the feelings associated withthese consequences and then justify theirchoices.

Variations

Helpful and harmful choices

Explain some choices are ‘helpful’ choices and someare ‘harmful’ choices. Ask students to consider thefollowing scenarios. If they are helpful, students puttheir thumbs up and if they are harmful, students puttheir thumbs down. Use examples such as:

• playing with matches

• playing with a ball in the backyard

• putting on a seat belt

• not putting on a seat belt

• being friendly to a new girl/boy at school

• ignoring a new boy/girl at school.


Think about your choices 2Resource Sheet

Think about your choices


Choose the one you like best 3Resource Sheet

Choose the one you like best


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Making decisions


PLACEMAT


• review ideas and work collaboratively to reacha consensus

• increase accountability and involvement inown learning.


1. A large piece of paper is divided into sectionsbased on the number of students in the group(ideally groups of two to four). Include a centralsquare or circle.

Examples of placemat designs for four students.

2. Pose a question, statement or dilemma for thestudents to consider.

3. Each student writes their ideas or decisions aboutthe question, statement or dilemma in the space infront of them. Make sure you give the students timeto think and work alone. By using different colouredmarkers, students’ ideas can be clearly identified.

4. Students discuss and clarify ideas they havewritten. Give students the option to pass,especially if they do not know each other well or itis their first attempt at a placemat.

5. The group reviews all ideas from the brainstorm toreach a consensus on one set of key ideas.

6. The key ideas are written in the middle section ofthe placemat.

7. Groups share their key ideas to discuss the issuefurther.

Variation

To continue the decision making process, studentscut out their section of the placemat then join withtwo or three others from another group.

(This strategy has been adapted from Barrie Bennett/Carol Roheiser’s

book, Beyond Monet.)

PLANNING


• initiate and undertake decision making todevelop a course of action to achieve a goal

• develop strategies to enable change orimprovement in current behaviours andpractices.


1. In all planning, students need to consider thefollowing:

• What is the goal to be achieved?

• When do I need to achieve the goal?

• Who can help achieve the goal?

• What steps do I need to take and in what order?

• How will I know if I have been successful?

2. Students can use a planning model (an example isprovided below) to assist them. They can eitherdraw or write under these headings.

3. Encourage students to share their plan with others inthe class. This sharing may provide otherstudents with strategies to use in their plan.

BEFORE

• Talk about safe ways to walk to school with my parents.

• Practise walkingto school with my parents.

• Make sure I know who can help me if I get lost or hurt.

• Know my address and phone number.

DURING

• Don’t talk to strangers.

• Get help from anadult I can trust if I feel worried or am hurt.

• Don’t pick up syringes, brokenglass or anythingdangerous.

• Stay on the saferoute to school.

• Walk with an adult.

AFTER

• I will know the safe route to walk with my parents.

• I will know where the safety houses are on the way to school.

Making decisions


ROLE-PLAY


• develop interpersonal skills including assertivecommunication and negotiation within a rangeof contexts

• build empathy and experience a variety ofperspectives by adopting different roles

• plan effective strategies for managing ‘real life’situations.


Before

1. To ensure effective role-plays, a supportiveclassroom environment must exist. Establish rulesfor role-playing including:

• one person speaks at a time

• everyone’s responses and feelings are to be treated with respect

• everyone is entitled to express their opinion or pass.

2. Ensure that students have a clear understanding ofthe purpose of the role-play (e.g. to demonstrateassertive communication and to practise negotiatingwhen there is conflict). Refer to the learning strategiesin the Speaking out section for more information onassertive communication (brave talk) and negotiation.

3. If there is an audience, prepare them for the role-playby giving a specific role to encourage their activeinvolvement. Audience members can also be involvedby identifying the feelings of the role-play characters,commenting on appropriateness of actions andproviding relevant feedback.

4. Design the role-play so that it encourages students tomodel appropriate behaviour. If a character is requiredto depict a negative behaviour such as actingaggressively, the teacher should take on this role.

5. Set the scene by choosing a relevant scenario orhave students select their own. Avoid using extremestereotypes or allowing the issues to becomeexaggerated. Use character names rather thanstudent names.

During

6. Try not to allow the role-play to arouse anxiety aslearning will decrease. Give the students enoughtime to practise the role-play before they perform infront of others. If students feel uncomfortable withthe scenario of the role-play, allow them to withdraw.These students can take on an observer’s role.

7. Start the role-play by reminding students to keepthe action brief (a few minutes is usually sufficient). If

the role-play starts to deteriorate, stop it quickly,discuss what is happening and re-focus the action.

8. If students become angry, switch roles so they arguethe opposing view. This may help them to developunderstanding and empathy for the views of others.Make a point of taking students out of their role(this can be done by removing props or costumes).

9. Facilitate the role-play by allowing students todirect the action. Wait until the end of a scenarioto make any comments. Do not judge the actionsof a student in any given scenario as right orwrong. Instead focus attention on alternativesand/or consequences of actions.

After

10. Use open-ended questions that focus on thefeelings of the role-play characters, attitudesexpressed, consequences of actions, alternativesto decisions/actions, and what students havelearned about the characters portrayed, todebrief the role-play. Remember to include theobservers in the debrief time. Allow plenty of timefor de-briefing and provide positive feedback foreffort and participation.

11. As a result of the role-play, ask students topersonalise the content by considering what theywould do in a similar real-life situation. Ensurethey reflect on their learning and consider itsapplication to future experiences. The role-playcan be re-enacted by switching roles todemonstrate other courses of action.

Variation

Puppets

Instead of role-playing a scenario themselves, thestudents can use puppets (hand made or bought) toact out the scenarios. This can be a home corneractivity, a more structured group activity or one thatis modelled by the teacher.

Making decisions


TELEPHONE ROLE-PLAY


• increase understanding and control ofconventions and skills associated with usingthe telephone

• develop collaborative group work skills.


Before

1. Prepare several pairs of telephone role-playcards. One card of each pair is for the caller andthe other is for the receiver.

2. Caller’s cards should specify the audience,purpose and any background information formaking the call. For example: You need to callthe police because there has been an accidentoutside your house. The accident happenedwhen your friend ran out onto the road chasingthe footy. Your friend is crying and can’t move hisleg.

3. Receiver’s cards should specify their role such asa police officer, a busy doctor, answeringmachine or wrong number.

4. Introduce this activity as a whole class to alertstudents to the sorts of decisions they will needto make and the options available to them.

5. Place students in groups of three and nominatethe caller, receiver and observer. These rolesshould be swapped during the role-play.

6 The caller and receiver read their card and do notswap information.

7. Allow one minute thinking time for each torehearse what they will say, the language theywill use and the tone they will adopt.

During

8. Callers ring their receivers, with each playing outthe role specified on the card.

9. As the role-play occurs, the observer makes anassessment of the conversation used.

After

10. The observer provides feedback to the caller andreceiver at the end of the role-play.

11. Students swap roles and continue the role-play.

12. When all students have had a turn, bring the groupstogether to discuss what they found, any tipsand interesting things they would like to talkabout.

Variations

Provide telephones for students to use during therole-play.

Set up one group to role-play the telephoneconversation, with others in the class sitting aroundthem to observe and offer feedback.

Deadly Ideas 2000, Education Department of Western Australia,Catholic Education Office of WA and Association of IndependentSchools of WA.


➤ Assertive communication

➤ Barrier game

➤ Think-pair-share

What is speaking out?

‘Speaking out’ strategies provide the opportunity for students to develop, practise anddemonstrate the Health and Physical Education Interpersonal Skills Outcome. They can refinethe skills of active listening, assertive communication and negotiation.

By analysing situations where two or more people are communicating, students will be ableto determine ways to communicate effectively individual needs, preferences or beliefs withoutcausing conflict. Understanding basic negotiating skills will contribute to students becomingsafer and healthier.

Speaking out

ASSERTIVE COMMUNICATION


• recognise effective ways to communicateassertively

• recognise passive and aggressivecommunication and ways to deal with bothforms of communication

• practise assertive communication.


1. Explain that assertive communication includes arange of behaviours:

• asking a favour

• refusing to do something

• stating a point of view

• disagreeing with someone in an agreeable way.

2. Assertive communication is a difficult concept foryoung children to grasp. It is sometimes easier toexplain to young children what aggressive andpassive communication looks and sounds likebefore describing what assertive communicationlooks and sounds like. The terms, King Kong(aggressive); Sleepy Puppy (passive) and CoolCat (assertive) may also be useful or ask studentsto develop similar names themselves.

3. Have an adult model all three types ofcommunication while students observe. Helpstudents to develop T charts similar to thoserepresented below:

SEE (LOOKS LIKE)

• No eye contact.

• Looking scared or guilty.

• Only listening to the other person’s point of view, you’re not

speaking.

• Head down, shoulders hunched.

• Very quiet.

HEAR ( SOUNDS LIKE)

• OK let’s do what you want, it doesn’t really matter what I

want to do.

• Don’t worry what I think, just do it your way.

• Sorry, that must have been my fault, I’m stupid (even when

it’s not).

• Whispered voice.

• Saying sorry.

PASSIVE COMMUNICATION

Speaking outSpeaking out


Speaking out


It is important for young children to understand thatassertive communication is something that takes yearsto master and that an assertive response is not alwaysthe safest response (e.g. around an aggressive adult itmay be safer to do something passive like walk away).

It will take many learning experiences for students tounderstand fully the concept of assertive communication.

The following ideas will help students recogniseassertive communication and also practise this formof communication with adult assistance.

➤ Collage communication

Students cut pictures from magazines that look like‘passive’, aggressive’ and ‘assertive’ forms ofcommunication and form a group/class collage.

➤ Film analysis

Students watch excerpts of Shrek or similaranimated video and identify characters that look orsound aggressive, passive or assertive.

➤ Story analysis

Teacher reads traditional stories such as Goldilocksand the Three Bears, The Three Billy Goats Gruff,Little Red Riding Hood and substitutes obviouslyaggressive or passive responses in the book with anassertive response. Students can suggest otherassertive responses.

➤ Puppets

Teacher models passive, aggressive and assertivecommunication in response to a student-generatedscenario using puppets or toys. Individual studentsmay then take turns to practise an assertiveresponse with the teacher’s puppet.

SEE (LOOKS LIKE)

• Too strong.

• Frightening.

• Like a bully.

• Too close to the other person.

HEAR ( SOUNDS LIKE)

• You are stupid for thinking that.

• Don’t be such a sook, it’s not even scary!

• I don’t care what you want to do, I’m…

• Very loud.

• Angry or loud voice.

• Not listening to the other person.

AGGRESSIVE COMMUNICATION

SEE (LOOKS LIKE)

• Eye contact.

• Smiling when you talk.

• Listening carefully to one another’s ideas before sayinganything.

• Standing strong and confident.

• Calm.

HEAR ( SOUNDS LIKE)

• I understand what you are saying but I would like to…

• We might need to think about this together…

• I know you are angry about this but…

• I think…

• I feel…

• Strong, calm voice.

• Saying how you feel.

ASSERTIVE COMMUNICATION

Speaking out


➤ Telephone conversations

Students role-play assertive responses to studentgenerated scenarios using telephones (this allowsstudents to focus on what assertive communicationsounds like).

➤ Miming

Students mime assertive responses to student-generated scenarios behind a sheet with a brightlight shining on them (this allows students to focuson what assertive communication looks like).

BARRIER GAME


• give clear and concise instructions

• listen carefully and follow instructions

• ask questions through a need to clarifyinstructions, or ask for an instruction to berepeated

• develop sharing and cooperation skills.


1. A barrier game usually involves two players.

2. A barrier is placed between the players so theycannot see one another’s board or game. Sit theplayers next to each other, facing the same wayto prevent left-right confusion.

3. A barrier can be a large file stood on its end, alarge hardback book, a large piece of hardcardboard folded in half.

4. This strategy requires collaboration between theplayers. One player has the speaker role while theother is the listener.

5. The speaker gives clear, concise instructions forthe other player to follow.

6. The listener may ask the speaker a question to

clarify the instruction and then say ready whenthey are ready to continue.

7. When the speaker has finished giving all theinstructions, the barrier is removed.

8. The players compare boards to see whether theinstructions have been followed correctly. Thispart of the barrier game is important as theplayers need to reflect on how effective theirinstructions were, or how well the listener usedquestions to clarify meaning.

Barrier games are easy to produce using a widevariety of materials such as:

• wrapping paper • blocks and beads

• magazines • people

• posters • cars

• maps • Lego/duplo

➤ Types of barrier games

• Matching pairsTake turns to describe pictures or objects. Oneplayer describes an item until the other locatesand displays its matching pair. Repeat theprocess until all items are paired.

• Construction and assemblyDescribe the steps to assemble or build apicture, object or construction. For example,make a face, build a safe playground or house.

• LocationChoose and place items in relation to eachother on a picture or scene.

• Spot the difference Provide two copies of one picture withdifferences between each. Players describeitems on their picture to determine if they arethe same or different.

THINK–PAIR–SHARE


• formulate and share individual ideas throughfocussed, short-term, purposeful talk with peers

• develop the ability to filter information and drawconclusions

• consider other points of view when makingdecisions.


1. Pose a question, issue or scenario that involvesmaking a decision. Ask students to think about

Speaking out


their response. Students can write down theirresponses during this time.

2. After giving sufficient thinking time, instruct thestudents to form pairs and share their ideas. Thiswill allow students to consider others’ ideas andperspectives.

3. If time allows, one pair of students may shareideas with another pair, making groups of four.Sufficient time for discussion should be allowed.

4. The discussion can then become a whole-classactivity where all ideas are considered.

Frank Lyman developed Think-pair-share. It is described in CooperativeLearning by Kagan and in more detail on the Think-pair-shareSmartCard published by Kagan Publishing. www.KaganOnline.com(949) 369-6310

Variations

Think-pair-share-write

Think-pair-share-write is an extension of Steps 1 to3. Once students have discussed their thoughts witha partner, they then reflect on the discussion andcontinue their thought process through writing.

Think-ink-pair-share

Ask students to think then ‘ink’ their own ideas,knowledge or attitudes to a given statement. In ‘ink’time students choose to write or draw. Partners thenlisten and share what they have written or drawn.

As with all the Think–pair–share strategies, studentscan be given the opportunity to reflect on what theyhave written, heard and discussed. Ask students toconsider what influenced their thinking and/ordecision.


➤ Journals

➤ Reflective questions

➤ Sharing circle

➤ Unfinished sentences

➤ Thought shapes

What is reflective learning?

‘Reflecting’ strategies provide students with the opportunity to reflect individually on theirlearning in relation to understandings, skills, attitudes and values.

A variety of strategies can be used to facilitate student reflection such as journals bothindividual and team, reports, discussions and portfolios.

Reflecting

JOURNALS


• reflect individually on their learning in relationto understandings, skills, attitudes and values.


Reflecting by writing in a personal journal will promptstudents to consider and record their skills and attitudesregarding safer healthier behaviours. A journal alsoprovides opportunity to revisit initial perceptions andchart the progression of attitude development anddecision-making skills.

1. Explain the purpose and benefits of journals tostudents such as enhancing observational skills,exploring feelings, assessing progress andenhancing communication skills.

2. Talk about what might be recorded in the journal (e.g.thoughts, observations, feelings and questions).

3. After a learning experience, model the process ofwriting in a journal. During the modelling sessionverbalise your thought processes. The followingquestions may help students.

What did I learn?

Who can I share this information with?

What might I do differently now that I know this?

What might stop me from doing things differently now?

4. Students write or draw in their journal.

5. Provide feedback by responding to journals, classdiscussions of issues or questions raised injournals and plan further learning experiences.

Variations

Team journals

Use a team journal to promote interaction between teammembers on project-related issues and to introducestudents to different perspectives. Students can taketurns recording shared and individual experiences,reactions and observations, and responses to eachother’s entries.

Portfolios

Ask students to select and organise evidence relatedto accomplishments and specific learning outcomes ina portfolio. Portfolios can include samples of students’involvement in the learning program (e.g. writingsamples, drawings, photographs, diagrams andpaintings). Discuss with the student (and parent) theirportfolio to recognise achievement, identify needsand plan future learning experiences.

REFLECTIVE QUESTIONS


• reflect individually on their learning experiencesand how these can be applied to their lives

• generalise skills and knowledge to other situations

• monitor and evaluate a decision making process.


1. Following a learning experience or at theconclusion of a program, students need to begiven the opportunity to reflect.

2. The following questions may be used to guide the

ReflectingReflecting


Reflecting


reflective process (they are a suggestion only).

• Description: What did I do?

• Objective: What did I learn?

• Feelings: How did I feel?

• Values: Why did I feel like that?

• Application: How will I use the skill/information?

3. The questions may be permanently displayed forregular reference or verbally asked, depending onthe student age and abilities.

4. Students respond to these questions verbally, inwritten form or with drawings.

Variation

Students use a drawing or writing journal todocument their responses to these questions andother personal reflection.

SHARING CIRCLE


• reflect individually on their learningexperiences and how these activities can beapplied to their lives

• develop independent oral-sharing skills.


1. After being involved in a learning experience orseries of learning experiences form a sharing circle.

2. Explain to students the aim of the sharing circle isto talk about what they have learnt, discuss problemsthat may have arisen and identify further informationrequired by individuals or the group. For example:

In our sharing circle, we are going to share ideasabout the people in the community who help us.Think about what you are going to say. When youwant to share put your hand in the circle. This willlet me know you want a turn.

3. Give students ‘thinking’ time. This may need tobe modelled or discussed before the sharingcircle. A Y chart can be used to determine what‘thinking’ might look, sound and feel like.

4. Support and extend oral sharing with questionsand comments. Encourage questions andcomments from other students.

UNFINISHED SENTENCES



• generalise skills and knowledge to othersituations

• monitor and evaluate a decision-makingprocess

• understand and manage their emotions.


1. After being involved in a learning experience orseries of learning experiences students answerthe following questions either verbally, in writtenform or with drawings.

• I learnt that…..

• I was surprised that…

• I was happy that…

• I was frustrated that…

• I felt today was…because…

Reflecting


2. Provide opportunities for students to share theirthoughts with others if they wish.

THOUGHT SHAPES



• generalise skills and knowledge to othersituations

• monitor and evaluate a decision-makingprocess

• understand and manage their emotions.


1. Display the following four shapes clearly aroundthe room and explain that these shapes will oftenbe used when they have completed an activity orseries of activities so they can reflect or thinkabout what they have just done.

2. Explain what each shape signifies.

The most important thing I have learnt fromdoing this unit/activity.

What I enjoyed most about this unit/activity.

How I feel about using the skills and ideas Ihave learnt.

Thoughts still going around in my headafter this activity.

3. Students may talk or write about their responsesto these shapes.

Variation

• Make a class set of thought-shape cards.

• Give each student a different shaped card.

• Place students in groups of four with one setof thought-shape cards. In turns, studentselect a card and shares with the group.

• Use the thoughts generated from the circleshape to plan further learning experiences.

Real-worldstrategiesReal-worldstrategies

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➤ Out and about

➤ Parent information and at home activities

What is real-world learning?

‘Real-world’ strategies provide students with the opportunity to develop their knowledge,skills and attitudes towards a safer healthy lifestyle by engaging, observing, discussing andpractising behaviours with adults in real-world settings.

Real-world strategies

Real-world strategiesReal-world strategies

OUT AND ABOUT


• gain an understanding of how the worldfunctions

• experience and practise health concepts in thereal world.


A health and physical education program would notbe complete nor successful without an excursionwhere students can discover and learn through first-hand experience.

A teacher organising an excursion or local area walkmust have approval from the principal and parentalpermission to allow students to leave the schoolpremises. If students are permitted to leave in thesecircumstances, the school must be satisfied that noforeseeable harm will come to them.

Teachers, and their principal must ensure that themanagement plan for an excursion addresses therisk factors that may exist for both students andsupervisors.

An excursion management plan will provide anaccount of:

1. risks relevant to the

• environment

• transport arrangements

• students’ capacity in relation to activities

• capabilities of the supervisor/supervisory team

• involvement of external providers

2. supervision strategies

3. means of identifying excursion participants

4. information to be provided to parents/guardiansfor their consent

5. communication strategies

6. emergency response planning

7. briefing for excursion participants.

➤ Parental permission

Teachers should provide parents or carers with clearand comprehensive details of the excursion and receivea form of permission prior to the student leaving theschool premises.

The form should include:

1. clearly stated terms upon which parents/carersare giving permission

2. the purpose for which the permission is given

3. the date and times during which the student willbe leaving the school premises

4. written acknowledgement that the school cannotbe held responsible for any injury that befalls thestudent or misconduct on the part of the student.

Real-world strategies 375

➤ Planning an excursion

Excursions should contribute to students’understanding and achievement of outcomes.Consider the following questions before embarkingon an excursion.

• What would you like the children to havelearned by the end of the excursion?

• What would you like them to remember mostof all?

• What aspects of health will you be able toteach/ reinforce on this excursion?

• What do you need to alert parents to regardingthis excursion?

• How will you evaluate the excursion?

➤ During an excursion

• Take photographs or a visual recording of theexcursion to use in follow up learningexperiences.

• Use language that supports students’understanding of health and safety concepts.

➤ After an excursion

Here are some suggestions for learning experiencesthat can be implemented after an excursion.

• Use photographs taken on the excursion towrite a big book, create a story map or add tothe school’s website.

• Write a recount to share with others or print inthe school newsletter.

• Write a letter of thanks to others involved inthe excursion.

• Design a poster including information gainedduring the excursion.

• Create a role-play to perform at assembly or infront of other classes.

Schools should also refer to their system or sectorspolicy:

• Department of Education and Training –Excursions: Off school site activities

• Catholic Education Office WA – School campsand excursions

• Association of Independent Schools WA –Excursions, incursions and camps.

PARENT INFORMATION AND ATHOME ACTIVITIES


• experience and practise health and safetyconcepts in the real world

• discuss and share health and safetyknowledge with others.


Parents have a vital role to play in the education oftheir children. It is important that parents themselvesunderstand the issues relevant to their child so theycan:

• ensure their child’s health and safety

• develop positive health and safety attitudes,behaviours and knowledge

• extend the teaching from the classroom byreinforcing health and safety behaviours inreal-life situations.

The At Home Activity Sheets will provide parents andcarers with information pertaining to health and safetyissues. Accompanying at home activities willencourage parents to support their child’s health andsafety program and promote practising skills in thereal world.

1. Select the At Home Activity Sheet related to thehealth or safety issue that students have beeninvolved in at school.

2. Before sending the resource sheet home,encourage students to share the information andcomplete the at home activity with their family.

3. Discuss students’ experiences with the at homeactivity and continue to provide parents withrelevant health and safety information.

The term parent is used throughout this resourceand refers to parents, carers and significantadults who have responsibility for a young child.

Real-world strategies

Real-world strategies376

SimulatedstrategiesSimulatedstrategies

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➤ Home corner

➤ Interactive CD ROMs and websites

➤ Replicating the real world

➤ Technology challenges

What is simulated learning?

Simulated learning involves students observing key concepts, experiencing situations andpractising skills related to being a safer healthy person within controlled, recreatedenvironments.

Simulated learning is most effective in achieving behaviour change when delivered as part ofa balanced health and physical education program that includes real world and classroomexperiences.

When facilitating simulated learning experiences teachers should:

• ensure recreated situations are realistic and relevant to the students’ interests andneeds

• check that students are provided with opportunities to experience feelings actively andpractise skills

• focus on practising and role modelling safer and healthier skills and behaviours

• ensure that students reflect on their learning and consider its application to futurehealth and safety experiences

• allow students time to practise and develop skills.

Simulated strategies

Simulated strategiesSimulated strategies

HOME CORNER


• self-initiate play to review and use new healthand safety concepts and language

• interact with others through role-play

• develop understandings of health and safetysituations.


The list below suggests equipment and materialsthat can be included in the home corner.

➤ General

Cardboard boxes both large and small, ropes, full-length mirror, blanket, steering wheel, play money,telephones, telephone book, car seat, puppettheatre, puppets, writing materials.

➤ Clothing

A range of clothing suitable for male and female

characters, occupations, cultures and seasons (e.g.aprons, bags, hats, sunglasses, bags, raincoats, ties,dresses and shoes).

The list above is not exhaustive and teachers shouldconsider the program focus when selecting materialsand equipment for their students. For example, ifstudents are learning about people in the communityproviding health services include a large box for anambulance, beds, blanket, stethoscope, pillcontainers, cotton wool, bandaids and bandages,masks and a writing pad.

Simulated strategies 378

1. Create a learning environment that supports thestudent’s expression and development of ideas.

2. Allow time and space for students to developtheir ideas.

3. Encourage students to extend their ideas.

4. Become involved at times but allow the studentsto develop their own ideas.

5. Record details of students’ language andbehaviours observed.

How does the student use language?

What vocabulary does the student use related tocommunity awareness, people, roles of people andsocial language (greetings, telephone language)?

How does the student interact with others(cooperates, negotiates, shares)?

How does the student participate (individually,alongside another, cooperatively)?

What does the student indicate (knowledge,interpersonal skills such as conflict resolution andself-management skills such as planning events ororganising materials)?

6. Consider strategies to extend understanding suchas changing equipment and materials, includingopportunities to work in other groups, setting upsituations requiring students to problem solve.

INTERACTIVE CD ROMS ANDWEBSITES


• develop an understanding of and practiseskills related to health and safety in a range ofsimulated situations.


1. Review a range of websites or CD ROMs thatstudents can use to gain understanding of healthand road safety issues.

2. Consider the following criteria when selecting awebsite or CD ROM:

• Does it directly help students to achieve theoutcomes?

• Is it user friendly and accessible to all students?

• Is corrective feedback included?

• Does it include consequences for makingincorrect skill, knowledge or attitudinal decisions?

• Does it ensure that all students have the

opportunity to be actively involved and toobserve others?

3. Students interact with the CD ROM or website.

4. Teachers can observe social interactions, and usesocial situations to help teach social-causalreasoning. Ask questions such as, ‘Do youunderstand why Mum was upset in the story whenshe found that the children had crossed the roadby themselves?’

5. Students reflect on their learning and consider itsapplication to future health and safety experiences.Using questions or unfinished sentences can promptreflections. Refer to the Reflecting section of thisresource.

REPLICATING THE REAL WORLD


• practise health and safety skills and behaviours ina simulated experience.


1. Select a space suitable for the learningexperience. For example, the school oval orcovered area may be needed if recreatingtraffic situations, whereas an area in the roommay be adequate if a group is involved inrecreating a doctor’s surgery.

2. Identify and discuss with students the keyissues or behaviours to be observed orpractised during the learning experience.

3. Conduct the learning experience ensuring thatstudents demonstrate safer or healthierbehaviours.

4. At the completion discuss the learningexperience and identify how students canapply this knowledge to practice in ‘real-world’situations.


Simulated strategies379

Road network tablemat

The tablemat included in this kit, has been designedfor teachers to use with small groups of students. Itshows common areas within a traffic environmentsuch as roads both single and dual lane, car park,shops, a school and recreational area.

Students can move toy models of people and trafficon the tablemat while talking about hazards that mayexist, places to cross the road, how to get in and outof a car using the kerb side rear door and how tocross after a bus has driven off.

Commercially produced road mats or rugs, oftenused in pre-primary and kindergarten centres, canalso be used when implementing the suggested roadnetwork tablemat learning experiences.



TECHNOLOGY CHALLENGES


• develop an understanding of health and safetyissues through construction

• share ideas, solve problems and exchangeexperiences.


The following flow chart shows the process studentsshould follow for engaging in a technology challenge.

INVESTIGATEStudents identify what they alreadyknow before locating and selectingmaterials to find out furtherinformation. As part of this process,students clarify what they are tryingto achieve (i.e. We need to make abus that has seats for passengersand a front and back door to get inand out).

PRODUCEStudents organise and manageproduction of their design, adaptingand adjusting the process wherenecessary (i.e. The egg carton isn’tstrong enough. Let’s put somemore cardboard on the bottom)

EVALUATEStudents review and evaluateinformation, processes, ideas, skillsand techniques. They reflect onindividual and group decisions,procedures utilised and anyaccomplishments. (Now we’vefinished, let’s think about ourfinished design and how we worked.)

DESIGNStudents devise ways of creating ormodifying existing technology basedon their understandings (i.e. Let’schange this egg carton into a busbecause it has lots of spaces forpassengers). They need to visualiseconsequences, test ideas andcommunicate the range of optionsto others (i.e. If we don’t put fourwheels it won’t be able to move).

Adapted from WA K–12 Curriculum Framework

1. Provide students with a problem to solve (e.g.design a car that will safely transport an egg).

2. Make sure students have access to a range ofmaterials (e.g. scissors, glue, recycled containerssuch as boxes, egg cartons and yoghurtcontainers). Remind students of safety rules whenusing cutting and gluing tools.

3. Place students in small groups and allocate rolessuch as recorder, collector, encourager andmanager.

4. Interact with students during the ‘making’ time togain an understanding of the process they arefollowing and observe the way in which thegroups are working.

5. Groups share their findings, relate these to real-life situations and discuss how the informationmay change their behaviours.

6. Resource Sheets 6, 7 and 8: Investigating, Mydesign and Evaluation sheet can be used during atechnology challenge.



.


Investigating 6Resource Sheet

What we want to find out:

What we need:

What we did:

What we found out:

These people were in my group:


My design 7Resource Sheet

I am going to make a

I will use these materials:

1. 2.

3. 4.

This is what I need to do.

will look like this:

Next time I would:


Evaluation sheet 8Resource Sheet

Name Date

I made a …

It needed to be…

I worked safely. ☺ � �

I worked well with my partner or group. ☺ � �

I shared things. ☺ � �

Next time I would …

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Early childhood resource for resilience, drug and road safety education

Challenges & Choices is a resilience, drug and road safety education resource funded by the Drug and Alcohol Office and Insurance Commission of Western Australia.

SDERA is a collaborative initiative of the Association of Independent Schools of WA, the Catholic Education Office and the Department of Education and Training.

© Government of Western Australia 2005

School Drug Education and Road Aware151 Royal Street, East Perth, Western Australia 6004Telephone: (08) 9264 4743Internet: www.sdera.wa.edu.au

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ccec section o teaching and learning strategies

Documents

learning anddevelopment

children andsupport

young children

early childhood teachers

reflectingsection teaching

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wide range of teaching

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