keeping safe: child protection curriculum professional ... · values exercise 3. background to cpc...

Child Protection Curriculum Implementation

Keeping Safe: Child Protection Curriculum

Professional learning

for educators

Statement of acknowledgment

Ninna Marni We acknowledge this land that we meet on today is the traditional lands for the Kaurna people. We respect their spiritual relationship with their country. We acknowledge the Kaurna people as custodians of the Adelaide region and that their cultural and heritage beliefs are still important to the living Kaurna people today.

Statement of acknowledgment

Welcome to country We acknowledge and respect the traditional custodians whose ancestral lands we are meeting upon today. We acknowledge the deep feelings of attachment and relationships of Aboriginal people to country. We also pay respect to the cultural authority of Aboriginal people visiting or attending from other areas of South Australia/Australia present here.

Keeping Safe: Child Protection Curriculum implementation

Agenda 1.  Introduction 2.  Values exercise 3.  Background to CPC 4.  Non-negotiable aspects of CPC 5.  Walk through the materials MORNING TEA 6.  Alignment with SACSA Framework 7.  Recommended learning strategies LUNCH 8.  Four Focus Areas 9.  Parent/caregiver and school community

information 10. Implementation planning for sites 11. Reflection

Keeping Safe: Child Protection Curriculum group operating norms for

professional learning

Group operating norms need to be used for all child protection curriculum learning:

l  Respect other people’s opinions l  Only one person speaks at a time l  Everyone actively listens l  Everyone's contribution is valued and acknowledged l  Everyone has a right to ‘pass’ l  Use the strategies of one step removed

and protective interrupting


Values

Session 2

Values Task: l  Read the scenario individually l  Discuss as a group with a focus

on the ‘support’ processes at your site for the children in the scenario

l  Focus on preventative measures, including those that a child protection curriculum may offer

l  Report back


Background to Keeping Safe: Child Protection

Curriculum

Session 3

DECS Child Protection Policy 1998

§  All children have access to child protection and abuse prevention programs

§  Families are provided with information and opportunities to participate in these programs

§  Educators participate in professional learning that gives them knowledge and skills to provide personal safety programs for children

§  That DECS updates the personal safety/protective behaviours program delivered in schools and preschools

Rationale for new child protection curriculum

Protective behaviours

§  Pre 1985, the only work done was based entirely on ‘stranger danger’.

§  By 1993, 8000 teachers and numerous SSOs, parents/caregivers and agency personnel were trained in protective behaviours.

§  From 1992 to 1998, resources were developed. The Protective Behaviours Program underwent a significant evaluation in DECS, Catholic and Independent school sites.

The new child protection curriculum replaces the

Protective Behaviours Program

New child protection curriculum

National Safe Schools Framework

Federal Government initiative for all schools in Australia to address the issues of:

§  Child protection §  Bullying §  Violence

National Safe Schools Framework

The NSSF child protection curriculum outcomes are that students:

§  Recognise and report abuse §  Develop protective strategies, including help-

seeking behaviour §  Understand power in relationships §  Create positive, healthy relationships (sexual and

social)

Providing a child protection curriculum is our best opportunity to ensure that all children and young people know:

Why develop a child protection curriculum?

§  What abuse is and the harm it causes §  That it is against the law and what

protection they are entitled to §  That children and young people who have

been abused are not to blame §  That they have a right to report it

DECS child protection curriculum strategy

§  Review and develop child protection curriculum in schools and preschools

Child protection curriculum strategy Key elements

§  Curriculum materials Preschool–Year 12 §  Learning program for district leaders and

educators §  Support materials for educators working

with §  Indigenous students §  students with disabilities §  students from culturally and linguistically

diverse backgrounds

§  Ongoing professional learning for educators


§  Early Years—Ages 3–5 §  Early Years—R–Yr 2

§  Primary Years—Yrs 3–5

§  Middle Years—Yrs 6–9

§  Senior Years—Yrs 10–12

Keeping Safe: Child Protection Curriculum Themes

§  We all have the right to be safe.

§  We can help ourselves to be safe by talking to people we trust.

Keeping Safe: Child Protection Curriculum Focus Areas

§  The right to be safe

§  Relationships

§  Recognising and reporting abuse

§  Protective strategies


Non-negotiable aspects of implementing the child protection curriculum

Session 4

Non-negotiable aspects of implementing the child protection curriculum

It is essential that: Child protection curriculum is delivered in an ethical and caring environment Educators have access to high quality professional learning

Note: They are referenced as (NNA) throughout the document

Non-negotiable aspects of implementing the child protection

curriculum

1.  Parent/caregiver involvement 2.  Group operating norms 3.  One step removed 4.  Protective interrupting 5.  The language of safety 6.  Closing the session

7.  Viewing videos and DVDs 8.  Guest speakers and visitors 9.  Developing and reviewing

personal networks 10.  Persistence expectation 11.  Learning self-protection


curriculum


curriculum

Task for educators

§  Each group discusses and records 1 important point about its NNA and 3 strategies for implementation for students at your site

§  Group records on a Placemat template §  Group reports back on the important point

and 1 strategy

(Form 11 groups—one for each NNA)


curriculum Placemat activity (RLS 9)

Persistence Expectation

1. Encourage persistence until someone takes action

2. Use popular culture interests (eg favourite sporting personalities who have shown persistence)

3. Teach persistence

for keeping safe, not only as a tool for motivation

4. Work with school community about concept of persistence so that families can support their

children when they practise persistence strategies


A walk through Keeping Safe: Child Protection Curriculum materials

Session 5

v  Contents v  General introduction

§  History §  Educators’ responsibilities §  Recommendations for implementing child

protection curriculum

A walk through Keeping Safe: Child Protection Curriculum

materials

v  General introduction

§  Child protection curriculum implementation for §  Indigenous students §  Students with disabilities §  Students from culturally and linguistically

diverse backgrounds

A walk through Keeping Safe: Child Protection Curriculum

materials

v  General introduction §  Organisation of child protection curriculum §  Developmental concepts chart §  Non-negotiable aspects

§  Recommended learning strategies

v  Introduction to the Band §  Summary grid of topics


v  Look at the Focus Area ‘The right to be safe’ in any document. v Note the first 2 or 3 pages of the Focus Area:

§  Themes §  List of topics §  Context statement §  Essential Learnings §  Key Ideas and Outcomes [ or Developmental Learning Outcomes]

v  Look at how the activity pages are set out: §  Activities §  Educator notes §  Resources


Task for educators

§  Select a Focus Area §  Read the context statement §  Select a topic §  Read through the activities and educator

notes §  Consider how you might program this Focus

Area



Implementing Keeping Safe: Child Protection Curriculum

through the SACSA Framework

Session 6

Implementing Keeping Safe: Child Protection Curriculum through the

SACSA Framework

v  Where does child protection curriculum fit in the SACSA Framework?

§  Health and physical education

§  Studies of society and environment

§  English

Example: Focus Area—Relationships §  Look at the chart of the developmental

concepts and summary of topics grid. §  How is the concept of power in relationships

developed across the levels of learning?

Senior Years Power and global perspectives

Early Years

Fair and unfair


SACSA Framework

Task: Look at the Essential Learnings and Key Ideas and Outcomes from the Focus Area: ‘Recognising and reporting abuse’ (in any document).

Discuss: What Key Ideas and Outcomes are developed throughout this Focus Area? (Use Developmental Learning Outcomes for Ages 3–5 in the Early Years Band.)


SACSA Framework

v  How does child protection curriculum support

the theories on which the SACSA Framework is based?

v  How does child protection curriculum assist in

the assessment and reporting of student achievement?


SACSA Framework



Recommended learning strategies

Session 7


This section presents strategies that have been used and are recommended by educators with experience in the area of teaching protective behaviours and the child protection curriculum. Note: The strategies are numbered 1 to 18. They are referenced as (RLS) throughout the activities.


1.  Pair swaps 2.  Knee-to-knee activity (or side-by-side) 3.  Role-play (3a Freeze frame, 3b Fishbowl) 4.  Y chart, T chart, X chart 5.  Concept mapping or mind mapping 6.  Lotus Diagram 7.  Modified jigsaw activity 8.  Values walk or values continuum

(8a ‘Thumbs up’ opinions)

9.  Placemat activity 10.  Brainstorming (10a Modified

brainstorming) 11.  Relaxation 12.  Problem solving 13.  Teachable moments 14.  Using songs and stories 15.  Critical literacy in using electronic

and print media 16.  Drawing and scribing 17.  Persona dolls 18.  Relationship circle

Recommended Learning strategies

Task for educators

§  Each group/pair ‘learns’ and becomes an ‘expert’ in their RLS and considers how the strategy may be used to teach a concept for the child protection curriculum (8 mins).

§  Group/pair then ‘teaches’ the whole group how to use that RLS for a concept from the child protection curriculum (1–2 mins per RLS).

Note: Task demonstrates modified jigsaw activity.



Notes for using RLS

11 Relaxation Choose a relaxation position 3 Role-play Never role-play abusive

situations 17 Persona dolls Never use dolls or puppets to

role-play abusive situations 6 Lotus Diagram An excellent tool for

broadening networks 18 Relationship circle Explore the networks before

discussing touch descriptors 10a Modified

brainstorming Interrupt unsafe suggestions and explore safe ideas

keeping safe: child protection curriculum professional ... · values exercise 3. background to cpc...

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