Stage 3, Term 4

Outcome
Knowledge and
Understanding

Code

Statement

SLS3.13

Describes safe practices that are

appropriate to a range of situations and
environments.

DMS3.2

Makes informed decisions and accepts

responsibility for consequences.

PSS3.5

Suggests, considers and selects

appropriate alternatives when resolving
problems.

COS3.1

Communicates confidently in a variety of

situations.

Skills

Values and
Attitudes

Safety Unit

V4

Achieved

Accepts responsibility for personal and

community health.

Student Assessment
o
o
o
o

Read student written responses to assess their understanding of safe practices.

Observe student role-play responses to a variety of emergency situations.
Student demonstration in role-plays involving No-Go- Tell situations.
Checklist students behaviours and attitudes to others in group situations such as games, sport and

o
o

play.
Have students analyse school rules, identifying those that promote safety.
Observe students safe crossing procedures before and after school.

Program Assessment
o Have the students demonstrated a change in safe/unsafe behaviours in and
around the school?
o Were the activities challenging and interesting?
o Was there enough time for skills practice?
o Do students understand that safety practices relate to all aspects of life?

Personal Safety
Weeks 1 and 2

1.

Write the word SAFE in large, block letters on large paper. In small groups, have
students write around the page:

synonyms for safe;

feelings that people experience when they consider themselves safe;

times and situations when individuals feel safe;

places where individuals feel safe; and

early warning signs that indicate unsafe situations.

2. Have students list four positive qualities about people. Name five people who have
all of these qualities and relate these to a network of people who can be trusted.
Map personal networks as a story map.
3. Present situations, eg Mum didnt arrive to take me home and brainstorm ways
of dealing with each situation. Jointly develop an advertisement, poster or jingle
that advises other students about steps to take in the identified potentially unsafe
situations.
4. Organise the class into pairs, with each student designated A or B. For 30 seconds
each pair has a conversation; A may only say Yes in responses; B may only say
No. In same pairs, A asks B questions B must answer Yes all the time. Reverse
the roles (for one minute). Form small groups and discuss the following:

Was it easier to say Yes or No? Give reasons. Write down questions that
were hard to answer with No;

Is it always easy to say No? Why do people say Yes when they really
want to say No?

What are some things you are entitled to say No about? eg lending
things, dangerous behaviour, being offered a cigarette. Make a list for
classroom display.
5. Jointly construct definitions of the terms passive, assertive and aggressive.
6. Arrange the class in groups. Provide each group with a discussion card that asks
them to list their responses to a particular situation. Some examples of situations
include:

Someone continually kicks the back of your seat at the movies;

A friend borrowed money from you and seems to have forgotten to pay you
back; and

You and your friend have messed up your room after playing and your friend
has to go home.
Allow each group to report back to the class and examine the consequences of each
suggested response. Ask the class to classify each response into a category titled
Passive, Assertive or
Aggressive, ie:
Passive being taken advantage of; doing nothing;
Aggressive infringing on the rights of others;
Assertive sticking up for own rights but not infringing on the rights of others.
In groups, formulate assertive responses to other situations. Role-play responses to
the class.
7. Discuss the concept of personal safety and ways of protecting ourselves from
danger. Present a number of situations to the class and ask them to respond by
placing themselves on a continuum, from not worried cautious terrified, eg
staying at home by yourself, going out at night, performing in front of the class,
trying a new skill, meeting new people. Give reasons for your position on the
continuum, eg cautious I always lock every window and door when Im alone.
What sorts of protective behaviour might allow you to move from one position on the
continuum to another? Discuss safety plans that individual students follow.
8. Research and discuss organisations in the community that provide help and
support to children.

Evaluation

Home and Rural Safety

Evaluation

Weeks 3 and 4
1.
2.

3.
4.

Have students draw a map of the main rooms in their homes. Indicate safe
locations in each room for storing medicines and other potentially dangerous
items, eg bathroom cabinet, shed, high shelf.
Provide a collection of bottles and packages that contain potentially harmful
products. Have students identify the warning signs or symbols displayed on the
labels to alert people to potential dangers, eg flammable liquid. Determine the
categories for each product, eg medicine, cleaning agents, personal needs,
garden needs, car needs and others. As a home task, ask students to visit a local
supermarket to investigate the types of products that display warning symbols.
Record products observed in these categories, gather data and write a report on
your findings.
Organise for students to observe the steam rising from a boiling kettle. Discuss
situations involving exposure to hot liquids, steam and fire. Examine types of
burns and how each type is treated.
Have students design a Home of the Future incorporating safety features for
each room and household appliances.

School and Play Safety

Weeks 5 and 6
1.

In groups, locate on a map of the school:

Potential hazards in and around the school buildings, eg tree stumps, broken
equipment

Entry and exit points for students travelling to and from school and
appropriate locations for storage of bicycles and bicycle helmets;

Potential hazards in school walkways, playgrounds etc

Present map, checklist, information and/or recommendations to Mr Greentree
2. Have students identify areas in the playground that provide shelter from the sun.
Design and present plans to Mr Greentree for a shelter that protects students
from the sun, wind and rain.
3. Have students develop an outdoor game. Consider safety in relation to:

Rules;

Environment;

Equipment; and

Number of players and roles.

Trial the game and make appropriate rule modifications. Introduce the game to a peer
or buddy class. Play the game with them, incorporating all the safety factors.

Evaluation

Road

Safety

Weeks 7 and 8
Pedestrian

1.

2.

Safety

Jointly construct a list of

the different types of roads,
eg highways, laneways,
unsealed roads. Have
students write about the
possible dangers in crossing
each road.
Ask students to map out a section of your local community, marking in potential
danger spots for road crossings. Using a key, identify suitable pedestrian facilities
to assist students to cross in these danger spots, eg traffic lights, overhead
walkways, marked crossings.

Passenger Safety
1.

2.

Revise safe passenger behaviours. Discuss the ways in which poor passenger
behaviour can affect the safety of others, including bus and car travel. Encourage
students to discuss the effect on the driver and other passengers. Students form
groups to list people who are drivers and those who are passengers and
determine the rights and responsibilities of all these people.
In groups, have students write a 30-second radio script that stresses the
importance of wearing a seatbelt. Include voices, sound effects, jingles and an
important slogan. Produce the radio advertisement and tape for playback.

Safety on Wheels
1.
2.
3.

4.

5.

6.
7.

From memory, have students sketch a bicycle and label the parts, including
safety equipment.
Build a class word bank of bicycle parts, eg tyre, brakes. In groups, label the
bicycle parts that need to be checked and maintained. Take home a maintenance
checklist to check bicycles at home.
Read the poem Mulga Bills Bicycle. Discuss the factors that could have
contributed to Mulga Bills accident, such as:

Behaviour (reckless riding);

Cothing (loose clothing);

Environment (roads); and

Human error (showing off).

Explain the brain, its functions and its relationship to the skull and spinal cord.
Drop a watermelon or egg on a hard surface and observe the results. Have
students predict what would happen if a head hit the road or concrete. Work in
groups to devise methods of protecting a fresh egg that is to be dropped from a
two-metre height onto a hard surface. Remind students that it is a legal
requirement for all people using wheeled toys to wear an approved helmet.
Have students investigate light reflection. Using a mirror, flash a message from
one side of the playground to another. Predict which parts of a bicycle and bicycle
helmet would reflect light. In a darkened room, use a torch to identify the parts of
these objects that reflect light. Discuss why reflective parts are placed on motor
vehicles and bicycles.
Have students identify safe environments that exist in the local area, eg cycle
ways, bicycle paths,
BMX tracks. In groups, students discuss safe and unsafe places to ride or play on
bicycles, rollerblades or skateboards. Write conclusions under the following
headings: What makes a safe off-road riding place?; Which places are unsafe for
off-road cycling?.

Evaluation

Water Safety

Evaluation

Weeks 9 and 10
1.
2.
3.

4.
5.

Discuss the dangers of diving into shallow water. Consider: What types of injuries
can be caused by diving into shallow water? What should be checked before
entering unknown waters, especially creeks, dams and rivers?
Discuss the potential dangers when using boats, canoes or surf craft. Develop a
class list of precautions that should be taken when using different water craft.
Discuss the reasons why fences are required around pools. In groups, design a
fence that will protect inquisitive students. Write to the local council to discover
the regulations for pool fences and the penalties for failing to erect a pool fence.
Write to a pool construction company to enquire about the safety features of their
pools.
Have students practise land and water safety drills and rescues. Use towels,
ropes, sticks and floating objects to help rescue swimmers having difficulty in the
water.
In groups, have students make a retrieval chart of potential hazards in various
water environments, eg beach, river, dams, waterholes, creeks, pools. Display
and discuss similarities and differences.

Emergency Procedures

Research first aid steps to address various types of injuries and medical
conditions, eg burns, falls, cuts, poisoning, asthma and diabetes. Discuss the
special actions that would be needed if electricity or other dangers were
involved. Have students mime an accident and demonstrate the first aid
procedures appropriate to the injury. Prepare a class wall chart identifying
emergency situations and procedures or steps to take in a variety of
situations.

Note: Instruction and examination of students for resuscitation, emergency care, and
first aid awards must be carried out by persons approved by the group awarding
those certificates.

Resources:
http://www.kidsafensw.org/ (More information for parents; some
posters for classrooms)
http://www.rfs.nsw.gov.au/dsp_content.cfm?cat_id=1155 (Rural
Fire Services student and teacher resources)
http://www.dangerrangers.com/kids_safety_topic.php?id=6#
(Water safety resources)
http://www.rapsforkids.com.au/ (Road safety)