Safety
Reflection from Body Trace:
• What makes a person healthy? (think skills here)
• What are the challenges to our attempts at being healthy?
• What determinants of health influence your ability to be healthy?
• What dimensions of health influence your ability to be healthy?
• What is the teacher’s role in tackling health issues?
• What is the school’s role in tackling health issues?
Risk and Safety
Approaches to Health Education
1. Content-based Health Education
2. Skills-based Health Education
3. Harm-minimisation approach to Health Education
1. Content Based
Smoking should be banned
I strongly believe that smoking should be banned and here are some reasons why.
Firstly, smoking should be banned because every time you smoke you take 5 minutes off
your life. Do you really want that to happen? Smoking is one of those things after you have
a few puffs you can get addicted. Cancer is one of a million things you get from smoking.
Secondly, you can damage the environment by doing this you can make holes in the ozone
layer. When walking down the street you want to be able to breath in fresh, beautiful and
CLEAN air not filthy, dirty and rotten air.
Thirdly, a packet of cigarettes costs $33 dollars so if you by just 1 packet of cigarettes for one
per week that’s already over a 100 dollars times that by 40 wow you could by a car or rent a
house or you can give it to charity
So to end this argument every time you smoke it takes 5 min off your life, do you want to be
able to breath in clean air and instead of buying cigarettes you can give it to charity.
2. Skills Based
Health themes/ Core Concepts
focus areas
What learning experiences can develop skills?
Year level: Foundation
If we are teaching a unit on road safety, we can teach all the road rules and
what we should and shouldn’t do as pedestrians, BUT, if we don’t set up
scenarios for them to practice - then when a ‘real life’ situation occurs, they
may not have the skills to draw on.
Curriculum links:
Identify people and actions that help keep themselves safe and healthy
● identifying protective behaviours that can help keep them safe (S)
Identify actions that promote health, safety and wellbeing
● recognising and following safety symbols and procedures at home and in water and road
environments (S)
● Be aware of your emotions and reactions. Notice what in your life makes you sad, frustrated, or
angry. Try to address or change those things.
What skills ● Express your feelings in appropriate ways. Let people close to you know when something is
bothering you. Keeping feelings of sadness or anger inside adds to stress. It can cause problems in
do you need ●
your relationships and at work or school.
Think before you act. Emotions can be powerful. Give yourself time to think, and be calm before
to maintain ●
you say or do something you might regret.
Manage stress. Try to change situations causing you stress. Learn relaxation methods to cope with
emotional ●
stress. These could include deep breathing, meditation, and exercise.
Strive for balance. Find a healthy balance between work and play and between activity and rest.
health? ●
Make time for things you enjoy. Focus on positive things in your life.
Take care of your physical health. Your physical health can affect your emotional health. Exercise
regularly, eat healthy meals, and get enough sleep. Don’t abuse drugs or alcohol.
● Connect with others. We are social creatures. We need positive connections with other people.
Make a lunch date, join a group, and say hi to strangers.
● Find purpose and meaning. Figure out what it is important to you in life, and focus on that. This
could be your work, your family, volunteering, caregiving, or something else. Spend your time doing
Noughts and crosses
Create squares
● These two activities highlight the skills involved in decision making
What are the steps involved in making a decision?
- Identify the decision to be made
- Research the options
- Weigh the evidence of the options
- Make a decision
- Review your decision
What circumstances helped make the decision?
What hindered the decision making process?
What was the difference between the first time (immediate
decision) and the second time (lots of time)
An example of one word from the inside of the body: FRIENDS
If having friends is something that can be healthy (social health), what are
the skills needed to maintain friendships?
- Communication skills
- Cooperation skills
- Empathy
-
These skills can be taught/learnt. Yes or No?
Use the workshop materials section of module 4 for this activity.
In table groups, create a list of skills/knowledge components that are required to maintain
one element from one of the dimensions of health.
3. Harm Minimisation
Harm reduction
Supply reduction
Demand reduction
Setting Environment Person Risk Issue
(where, with whom, support (age, gender, disposition, Identify all possible risks, think
structures and cultures in the history, about why they are
environment) undertaking risk, feelings,
knowledge, then rank H-L
1. Crossing a road without 1. 6 year old, protective
an adult. No lights or parents, at a friends house
pedestrian crossing to walking to the park at the
end of the street …….
use.
2. 12 year old girl, fairly
2. Home at 7.30pm, parents
quiet, competent
are not home, A few new swimmer, nervous about
year 7 friends have come ……
not having friends at
over, pool in the backyard school
Protective factors???
Resource Analysis
Who can give us an example (from the pre-class activities) of a learning experience
that demonstrates the development of a skill and also the idea of harm
minimisation?
Applying key learning to AT 2
Let’s look at AT 2 and apply the learning from this tutorial to better understand how
to complete AT 2.
