CCEC Section O Teaching and Learning Strategies

TEACHING AND LEARNING STRATEGIES
Classroom strategies
The classroom strategies have been further divided into the following sections and include a range of strategies as shown below:
SECTION TEACHING AND LEARNING STRATEGIES Before and after Graffiti Tuning in KWL Picture talk Shared reading Brainstorm Circle talk Four squares Finding out Guest speakers Head talk Maths investigations Trigger videos - viewing Arts ideas Design a game Mind maps Music and movement Sorting out Puzzles and games Sequencing information Story map T and Y charts Text innovation Venn diagram Around the table Developing values Choose a corner Values continuum Brave talk Decision-making model Making decisions Placemat Planning Role-play Assertive communication Speaking out Barrier game Think-pair-share Journals Reflective questions Reflecting Sharing circle Unfinished sentences Thought shapes PAGE
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Early childhood Early childhood education

This section of the resource identifies some of a wide range of teaching and learning strategies used by early childhood teachers to support childrens learning and development.
EARLY CHILDHOOD PEDAGOGY

Early childhood pedagogy includes both the provision of a supportive learning environment and the strategies adults use to motivate children and support their learning and development. Adults involved in early childhood education use a variety of meaningful hands on learning experiences to develop childrens knowledge, skills and understandings across the curriculum. They use interactions, both verbal and non-verbal in apparently simple techniques that are powerful in shaping childrens learning. These interactions are key to effective pedagogy.
Successful group activities dont occur automatically. Adults need to pay attention to how groups are formed, the roles of group members and the process that allow groups to achieve their goals. Some considerations when forming groups are: Assign students to groups rather than allowing them to choose. Often children choose to sit in their friendship groups. In many of the resilience promoting learning experiences in this resource, forming connections with students outside friendship groups is crucial. Groups can be randomly 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.
SUPPORTIVE LEARNING ENVIRONMENT

Adults, in consultation with the children, manipulate both the indoor and outdoor environments to challenge children and to help them consolidate their learning. Materials are placed to encourage children to be curious, to solve problems, to make decisions, to reflect and to interact with the materials, each other and adults. Adults ensure there is time for adult and child initiated learning experiences while at the same time allow sufficient flexibility to build on unpredictable teachable moments that can arise at any point during the day. They ensure there is time to become deeply involved in sustained shared thinking with children. Adults consider the feeling of security that routines give to young children, the teaching opportunities they offer and continually reflect on the effectiveness of the routines.
How many children in a group? This depends on the learning strategy or experience. Pairs are usually appropriate for younger students and older students can manage groups of three or four. How long should groups stay together? Working together successfully does take time, so it is best 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 mixed ability groups. Children will benefit from explaining and sharing their knowledge and skills with others.
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STRATEGIES TO MOTIVATE AND SUPPORT STUDENT LEARNING

Co-construction and sustained shared thinking Co-construction and sustained shared thinking involves adults and children as active constructors of knowledge. It involves two or more individuals working together to solve a problem, clarify a concept, evaluate a learning experience, extend a narrative etc. All contribute and through the process of expressing, sharing and reflecting on their own and on each others meanings and understandings, their thinking is developed and extended.
Early childhood education
Forming groups based on students learning styles. Groups can be formed based on learning styles so that different children carry out roles they feel comfortable with. Roles in groups. Older children can be assigned a role that is their responsibility during a group task such as encouraging other students, keeping time, presenting the group findings or collecting and returning material. Teachers may model each role to students as this will assist understanding of their responsibility and increase cooperation among group members. Encouraging Encouragement can be verbal or non-verbal. It supports children learning new skills and builds dispositions such as perseverance. Praise that is meaningful and focused can both encourage the child and help to develop their self-assessment skills. Explicit teaching Explicit teaching is usually associated with traditional teaching methods and sometimes not thought of as being appropriate for young children. However, adults instruct children when they inform them about a particular topic, when they show, or tell them how to do things. When used in a balanced approach, it is an effective early childhood teaching strategy. Feedback Feedback helps children to clarify what they are doing and to develop self-assessment skills in relation to their actions, progress and achievement. Listening Adults listen to children to try to better understand them. When adults really listen they focus on what the child is saying, interpret what is said in light of their knowledge of the child and often use it to plan for future interactions and learning. Being listened to helps children to feel valued and supports their development of a positive self-image. Modelling When adults model to children they are priming the children to develop the attitudes, actions and language that are valued by those around them. Modelling shows children appropriate ways to behave and positive dispositions to learning. By thinking aloud teachers model their thinking skills to support childrens metacognitive development. Many of the learning experiences outlined in this resource should be first modelled by adults.
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Questioning Questions can be open or closed. Open questions do not look for a right or wrong answer and childrens answers can include their thoughts or feelings. They are useful in encouraging children to problem solve and to talk through their conflicts with others. Closed questions are useful to encourage children to state facts. They can help them to overcome shyness and develop confidence and help the development of early oral language skills. It is useful when engaging in a group learning experience to ask children what they already know and what they want to learn before engaging in the experience. Many of the Tuning in learning experiences in this resource will provide examples of these questions. During the learning experience, ask open-ended questions to direct students to read, listen, view or think critically about a specific issue. After the learning experience, ask questions to encourage students to justify their opinions or responses to a specific issue. Students can also use this time to reflect on their learning. Strategies that will engage students in reflecting on their learning have been suggested in the Reflecting section of this resource. Teachers can use other learning strategies included in this resource to involve students in reflecting on their learning (e.g. by completing the last column of a KWL table, students will be required to consider changes in their understanding and attitudes). The question cues describe in the Revised Blooms Taxonomy (Anderson 1999) model can be used to develop questions. It identifies six levels within the cognitive domain, from simple recall to creating new ideas and ways of thinking. By considering the taxonomy, teachers can ensure questions within discussions and assessment tasks will stimulate and develop students thinking.
THE REVISED BLOOMS TAXONOMY

COGNITIVE LEVEL CREATING Can the student generate new products, ideas or ways of viewing things? EVALUATING Can the student justify a decision or course of action? QUESTION CUES combine, write, change, rearrange, construct, produce, plan, create, design, invent, compose, prepare QUESTION EXAMPLES Create a poster to tell others about the benefits of being smoke free. Design a bike helmet that everyone will want to wear. Choose which one of these responses you would use if someone was smoking in a car with you. Choose which of these responses you would use if you had to ride in a car where there wasnt a seatbelt for you. What else do you need to know about the people who can help you? Compare the different types of restraints to explain which one is best for you. Which adult would you go to for help in each of these situations? If we know that all cars dont travel at the same speed, what does that mean to pedestrians? Explain to your partner why we have rules about taking medicines. Explain to your partner why you should always cross the road with an adult. Who helps you when you are sick? Tell me what happens when you go for a ride in the car. Mind map Story map T and Y charts Venn diagram Maths investigations Barrier games Placemat SOME LEARNING STRATEGIES IN THIS RESOURCE Blocks and construction Text innovation Planning
assess, check, decide, test, measure, evaluate, recommend, select, rank, explain, conclude, compare, choose, summarise, estimate
Around the table Values continuum Choose a corner
ANALYSING Can the student differentiate between constituent parts?
analyse, order, explain, plan, connect, classify, arrange, divide, discuss, compare, contrast, select, infer, organise, collate, cluster, investigate
APPLYING Can the student use the new knowledge?
apply, demonstrate, calculate, complete, illustrate, solve, examine, manipulate, relate, change, classify, discover, use, demonstrate, put into practice
UNDERSTANDING Can the student explain ideas or concepts?
describe, classify, compare, explain, estimate, discuss, demonstrate, guess
REMEMBERING Can the student recall information?
describe, identify, name, show, who, when, where, what, know, list, tell
Brainstorm Four squares Graffiti Jigsaw Circle talk
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Reading When an adult reads to individuals, small groups or a whole group of children and the book is matched to childrens interests, it can support their social and emotional development, stimulate their interests, increase their general knowledge and extend their understandings. Many of the Tuning in learning experiences in this resource are based on storybooks and the Early Childhood literature section of this resource provides a list of suggested reading that may help students achieve relevant outcomes. Recalling Much learning is dependent on a childs ability to memorise and recall. Games and questioning that encourage recall support childrens development in language and problem solving. Children need time and relevant activities to help them develop this skill. Many of the music and movement and games learning experiences in this resource focus on students recall.
Scaffolding This strategy involves a more competent person helping a less competent child. The younger the child, the more likely it is that the more competent person will be an adult. The adult finds out what a child can do with help and gradually withdraws the support as the childs competence grows. Scaffolding demands adults spending time with individuals or small groups of children. Many of the learning experiences in this resource focus on using adult help or buddy classes. Singing Songs and rhymes are used to enhance learning across the curriculum. Most children enjoy singing and apart from the content of a song supporting learning, their positive emotional response can help to consolidate the learning and support the development of memory and recall. The Challenges and Choices CD provides a range of songs, raps and rhymes. Learning experiences using the CD are found in the Sorting out section of many focus areas.
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Overview Overview of teaching and learning strategies

The strategies described in this resource represent well-recognised and effective teaching practices for early childhood education. They promote critical and reflective thinking, research, evaluation, collaborative learning and focus on literacy and play. The strategies have been designed to accommodate differences in learning styles and reflect contemporary learning theory including Gardners Multiple Intelligence Theory and the revised Blooms Taxonomy.
TEACHING AND LEARNING STRATEGY SECTIONS

The strategies have been organised as follows:
and independent learning about key health and physical education concepts. Sorting out: The strategies encourage the analysis, organisation, review and reflection of information. Developing values: The strategies allow students to identify, discuss and develop positive attitudes towards safer and healthy lifestyles. Making decisions: The strategies provide opportunities for students to develop decision-making skills to enable them to make safer and healthier choices. Speaking out: The strategies provide opportunities for students to develop the communication and negotiation skills required for safer healthier lifestyles. Reflecting: The strategies allow students to identify, discuss and consider changes in understandings, attitudes and values.
Classroom strategies Real-world strategies Simulated strategies
REAL WORLD STRATEGIES

Skills related to health and physical education, are best developed through practice in real-life situations. Students can begin to develop related skills by observing, discussing and practising healthy, safer behaviours with the supervision of adults in a realworld setting. The strategies in this section will provide opportunities for students to observe safer and healthier skills, plan how they can become safer and healthier, and form positive and healthy attitudes.
CLASSROOM STRATEGIES
The classroom strategies have been further divided according to the basic elements of an inquiry process. These elements are also fundamental to the decisionmaking 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 planning a health education program. They will engage and focus students in the learning experiences and content. Finding out: The strategies encourage investigation
SIMULATED STRATEGIES
The simulated learning strategies will support students to experience a range of situations; develop interpersonal (communication and negotiation skills) and self-management (decision-making and planning) skills; observe key health and physical education concepts and develop positive health and safety attitudes.
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Overview of teaching and learning strategies
The classroom, real world and simulated sections have been further divided and include the teaching and learning strategies as shown in the table below.
SECTION TEACHING AND LEARNING STRATEGIES Before and after Graffiti Tuning in KWL Picture talk Shared reading Brainstorm Circle talk Four squares Finding out Guest speakers Head talk Maths investigations Trigger videos - viewing Arts ideas Design a game Mind maps Music and movement Sorting out Puzzles and games Sequencing information Story map CLASSROOM T and Y charts Text innovation Venn diagram Developing values Around the table Choose a corner Values continuum Brave talk Decision-making model Making decisions Placemat Planning Role-play Assertive communication Speaking out Barrier game Think-pair-share Journals Reflective questions Reflecting Sharing circle Unfinished sentences Thought shapes REAL WORLD SIMULATED Out and about Parent information and at home activities Home corner Interactive CD ROMs and websites Replicating the real world Technology challenges PAGE 338 338 339 339 340 341 342 342 343 345 345 346 347 348 348 349 349 349 350 350 351 351 353 354 354 356 359 364 364 365 367 369 369 371 371 372 372 373 375 376 378 379 379 380
Every effort has been made to contact the authors of the original material of the above strategies. 335 Teaching and learning strategies
Selecting Selecting teaching and learning strategies

Teachers are encouraged to use their professional judgment to review the suggested strategies and then decide on the most appropriate for meeting the needs of their students 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 after reading the Scope section (pp. 2930) and the Principles of Learning, Teaching and Assessment (pp. 1349) of the Curriculum Framework.
EFFECTIVE HEALTH AND PHYSICAL EDUCATION PROGRAMS

After considering students needs, learning styles and levels of achievement in relation to the learning outcomes, it is important to select strategies: from the classroom, real world and simulated sections focusing on the development of knowledge, skills and attitudes that will support and extend learning that will enable students to make progress in their achievement and maximise their accomplishment of the learning outcomes that will assist students to engage in the essential content.
The strategies and experiences in the Challenges and Choices resource have been designed with an emphasis on different learning styles, intelligences and levels of student thinking.
BEING INCLUSIVE OF ALL STUDENTS

All students are able to learn. However, for students with disabilities or severe learning difficulties, their learning rate may be influenced by nature, the severity of their disability or their access and interaction with the environment. Individualised educational programs may be needed in order for these students to demonstrate particular outcomes.
HANDLING SENSITIVE ISSUES

It is important for teachers to recognise that there may be students within any group that have been directly or indirectly involved in drug or road-related trauma and its consequences. Talking about drug and road user issues and road trauma with young children can raise a range of issues, concerns and/or emotions. Students may disclose information about: personal problems or experiences with drugs and road trauma the need for trauma counselling and support services dangerous or harmful situations they have been exposed to or involved in. When dealing with sensitive issues, teachers need to be proactive and know their students backgrounds and experiences. They should also be reactive and protectively interrupt students who are about to disclose this information and divert attention from the student by using redirecting statements. If issues arise that are beyond the teachers knowledge or level of expertise, they can refer students to appropriate professionals.
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ADDRESSING STUDENTS LEARNING STYLES AND NEEDS

When teachers are asked to cater for individual differences it does not mean that every student must be given an individual work program or that instruction must be on a one-to-one basis. When teaching and learning is individualised it is reflected in classroom organisation, curriculum and instruction. Teaching and learning strategies and experiences can include a range of whole class, group and individual activities to accommodate different abilities, skills, learning rates and styles that allow every student to participate and to achieve some degree of success. Approaches to teaching and learning such as openended, student-focused learning, Gardners Multiple Intelligence Theory and the revised Blooms Taxonomy need to be considered in the selection or design of learning strategies and experiences for a health education program.
The classroom strategies have been further divided into the following sections and include a range of strategies as shown below:
SECTION TEACHING AND LEARNING STRATEGIES Before and after Graffiti Tuning in KWL Picture talk Shared reading Brainstorm Circle talk Four squares Finding out Guest speakers Head talk Maths investigations Trigger videos - viewing Arts ideas Design a game Mind maps Music and movement Sorting out Puzzles and games Sequencing information Story map T and Y charts Text innovation Venn diagram Around the table Developing values Choose a corner Values continuum Brave talk Decision-making model Making decisions Placemat Planning Role-play Assertive communication Speaking out Barrier game Think-pair-share Journals Reflective questions Reflecting Sharing circle Unfinished sentences Thought shapes PAGE
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Tuning in Tuning in
Tuning in
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 and physical education program to cater for the needs of all students.
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 will identify students understanding, beliefs and attitudes towards health issues. The focus may be on one issue (e.g. smoking or restraint use) or a range of issues (see the example provided below). 2. Ask students to respond to each statement/question before and after one or several learning experiences. 3. In pairs or small groups, ask students to reflect on any changes in their understanding or thinking.
BEFORE STATEMENTS Adults should decide what little kids eat. Exercise is only for little kids. There are safe levels of smoking. Advertising influences the type of foods you eat. AFTER
work collaboratively to learn from and share with others.
How is it implemented? 1. Divide class into small groups. Give each group a large sheet of paper and different coloured felt pens (a different colour for each group member allows for individual contributions to be tracked). 2. Provide each group with a different question, issue or statement, which can be written on the paper. 3. Within a designated time, groups graffiti their paper with words, phrases or drawings related to their question, issue or statement. Advise students that they own the word/comments/drawings they record. This means that they could be asked to explain or clarify information where necessary. 4. The graffiti sheets are then passed to another group. Instruct students to avoid repetition of ideas by ticking the comments they agree with, writing comments next to ideas and writing their own new ideas. 5. The process is repeated until the groups original sheet is returned. 6. Groups read, discuss and summarise the graffiti sheets. Comments may be categorised in order
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GRAFFITI
This strategy will help students to: generate ideas and cover several issues or aspects efficiently
Tuning in
to draw conclusions or present a brief summary presentation to the class. Use the responses to identify 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 the room, or after Step 4, groups leave their graffiti sheet behind and walk around the room, adding their comments to other graffiti sheets. Remind groups that they cannot return to their original sheet unless consideration has been given to all other sheets. After a given time, students return to their original graffiti sheet. Groups read, discuss, summarise and present their graffiti sheets to the class (as per step 6).
(Every effort has been made to contact the author of the original material.)
2. Pose a question, statement or issue for the students to consider. 3. Brainstorm with the class what they know about the question, statement or issue and fill in the What I know column to show students the wide range of knowledge already shared as a group. 4. Let students think about what they want to know. This can be done individually, with a partner or small group. 5. Complete the What I want to know column to show the groups areas of interest. It may help to model making a contribution to this column of the KWL table. 6. Keep the KWL table, then at the conclusion of one or several learning experiences, complete the last column to identify what students have learnt, if there have been any changes in attitudes, and determine if further planning of learning experiences is required for students to achieve the outcomes.
What I know Students recall what they know What I want to know Students determine what they want to know. What I learnt Students identify what they have learnt.
Variation The first two columns of the KWL can be completed either individually, with a partner of in a small group. Students can join with another person, pair or small group to compare notes and circle similar ideas.
PICTURE TALK
This strategy will help students to: identify and discuss health information through viewing photographs and posters.
KWL (KNOW, WANT TO KNOW, LEARNT)

This strategy will help students to: recall and record prior knowledge and identify future learning needs reflect on changes in their understanding, skills and attitudes. How is it implemented? 1. Explain to students that this strategy will help them to record what they already know, identify issues they would like to learn more about and plan the direction of their program.
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How is it implemented? Before 1. Give students one or two minutes to work with a partner and share all the things they notice in a poster or picture. During 1. Ask students questions to focus the discussion. The discussion photos included in this kit provide questions. 2. Ensure that the questions prompt students to think 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?
Tuning in
3. Write questions that students generate to promote future discussions or research activities. After 1. Involve students in learning experiences that support the learning gained during the picture talk. 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 information gained during the picture talk. An example is given below. Hold a grown ups hand to walk to school Always hold hands to cross the road Never walk alone Do the right thing hold hands together. Variation When discussion of the picture has commenced, move away from the group to allow students to continue talking, pointing out details and creating stories related to the picture.
students understanding of the story prior to reading. If students have read the story before: 1. Brainstorm to activate background knowledge students have retained from previous reading of the story. 2. Discuss the content and ask students to retell parts of the story that they enjoyed or provide information related to a discussion or inquiry. 3. Explain to students the purpose for rereading the text. 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 the story. 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 the story? 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 clarify meaning or further discussion. After the story 1. Discuss the information gained through reading the text. Ask questions such as: Why do you think we read this story? What are some of the important things you have learnt from this story? Who might you tell about the things you learnt from this story? 2. Provide opportunities for students to demonstrate their 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 make a big book. Variation Follow the steps above using the audio recordings included on the CD in the Challenges and choices kit.
SHARED READING
This strategy will help students to: identify health related information through a written text develop skills in speaking and listening in a variety of situations. How is it implemented? Before the story Display the book where all students can see it. Keep this pre-reading discussion brief and stimulating to make sure 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 the cover, illustration and title. 2. Brainstorm to activate and identify background knowledge that will help students relate to the story. 3. Ask students to predict what the story may be about or what might happen. Ask questions such as: Why do you think there is a persons name in the title? 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 if their ideas come true. 5. Provide any essential knowledge that will assist
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Finding out Finding out

Finding out
The strategies included in this section are: 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 the Health and Physical Education Knowledge and Understandings Outcome. They can identify gaps in their existing knowledge and understanding, and work collaboratively to gather information through self-directed investigation. Students will be able to use the information gathered to generate and communicate ideas and record responses.
BRAINSTORM
This strategy will help students to: recall existing knowledge and organise ideas consider others views and ideas develop creative thinking processes and problem solving skills. How is it implemented? 1. Select a topic for the brainstorm and write it on the board. 2. Students consider the topic and respond. Ideas can be written randomly on a board or you may choose to write the responses on post-it notes, so that students 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, clarifying responses 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 wouldnt I would
Pedestrians can cant
Brainstorming questions Begin by brainstorming content related questions using the framework below. An example has been provided below for pedestrian rules and laws. Individually, in pairs or in groups, students can research questions then report to the class. Forms of inquiry include researching websites through online learning, guest speakers and interviews.
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 the same rules? Where? where can we find pedestrian rules? What? what happens when people break the rules? what would happen if pedestrians didnt have rules? Why? why do we have pedestrian rules? why do some people break the rules?
circle talk and list questions that were identified, to generate further learning. Variations If you have more than one group, vary the strategy by 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 students do not face each other. This intervention will not single the students out. If you have an uneven number of students, place two students together in an outside circle to act as one person. This works well if you have a special needs student as they can be paired with a more capable student.
CIRCLE TALK
This strategy will help students to: share ideas and opinions and develop respect for others opinions. How is it implemented? 1. Using groups of six or more, place students in two concentric circles (one circle within the other). This structure facilitates dialogue between students. 2. Sit students facing each other (knees to knees) to encourage 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 on the outside your thoughts. When you are finished sharing, say pass and then the outside person will share their thoughts with the person on the inside. 6. The student sharing their ideas can hold a small beanbag to indicate that it is their turn to speak. The beanbag is then passed to their partner who shares their ideas. 7. When finished, have the outside people rotate one or two places to the left or right. The discussion process is then repeated. 8. To debrief, discuss the ideas produced during the
FOUR SQUARES
This strategy will help students to: gather a range of information and be exposed to different attitudes relating to a topic or issue. How is it implemented? 1. Each student folds a large sheet of paper into four squares and circulates the room to find four people who can give them information or opinions relating to a topic or issue. For example: How would you avoid passive smoke? What would you do if you had a headache? 2. Each person who adds information or an opinion to a square signs their name against their contribution. 3. To debrief, common findings could be collated on the blackboard or shared with another group. Variation Sit younger students in groups of four. Each student passes their paper around the group for other members to add information.
Finding out
6. Refer to the appendix for a list of agencies and contact details, and websites that will support health education programs. For students 1. Invite a guest speaker to present information to the class either through a written invitation, email or phone call. 2. Identify information required from the guest speaker and devise questions. 3. Rehearse the interview process in a role-play situation, prior to the presentation.
GUEST SPEAKERS
This strategy will help students to: develop awareness and stimulate interest of health issues listen to different perspectives on health issues develop written, oral and active listening skills. How is it implemented? For teachers 1. Identify the purpose and benefits for the guest speaker presentation using the Resource Sheet 1: Guidelines for engaging a guest speaker. 2. Determine how the guest speaker will ensure that the content is relevant and aimed at the student level. 3. Seek clarification of the guest speakers expertise and request testimonies regarding presentations made to other schools. 4. Invite the guest speaker acknowledging their expertise and how they will complement the class program. 5. Plan activities or information for students prior to the guest speaker visit and consolidation activities for students to complete after the presentation. One-off presentations that are not part of a comprehensive school or class education program are not recommended. For further guidelines on the use of guest speakers in schools, refer to: A Checklist for the Use of Guest Speakers in Catholic Schools for Health Related Issues (Catholic Education Office, WA) Visitors on School Premises Policy (Department of Education and Training).
4. Record information gained during the interview by taping, video recording or taking notes.
Guidelines for engaging a guest speaker
Resource Sheet
Read relevant system, sector or school guidelines and policies in relation to engaging guest speakers. Consider the list of agencies included in the appendix and decide which presentation/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 their presentation. Contact the guest speaker to determine details of their presentation. Ensure the guest speaker is aware of the health program being implemented for students. Discuss relevant learning experiences that will be implemented before and after the presentation to ensure it complements the health program. Suggest to the guest speaker that students will be more likely to be engaged when the 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 and parents/carers. Ensure the guest speaker receives a copy of the schools health policy, if available. View the guest speakers resources and information prior to the presentation to ensure they are relevant and appropriate to the developmental level of all students. Inform parents/carers of the presentation and invite them to attend. Focus students prior to the presentation by involving them in relevant learning experiences and discussions. Conduct follow-up learning experiences to reinforce the health messages provided during the presentation.
Focus Area 1: Promoting Resilience
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Finding out
HEAD TALK
This strategy will help students to: develop cooperation through problem solving a shared task accept responsibility for own learning. How is it implemented? 1. Place students in groups and give each member a different number. 2. If the groups are uneven in number, one of the group 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 your heads together and decide what you should wear in a car to keep you safer. 4. Students put their heads together and discuss the question. 5. Let students know when the discussion time is nearly finished by ringing a bell or clapping your hands. 6. Groups check that all group members know the decided response. 7. Call out a number and the student from each group with that number provides their groups response. 8. If more information needs to be given, invite students from the group to elaborate. Variation A spinner or die may be used to select the number.
MATHS INVESTIGATIONS
This strategy will help students to: develop understandings of health concepts by quantifying certain aspects through measurement and calculations.
How is it implemented? A maths investigation may be defined as a situation originating in mathematics or the real world that lends itself to inquiry. Investigations require students to use mathematical processes such as following and extending patterns, data collection, estimating, predicting, classifying and communicating to understand a problem. 1. Identify the issue to be investigated. 2. Allow students time to read and understand the investigation. 3. Encourage students to predict or guess the outcome of the investigation. 4. Make sure students have access to resources that will assist the investigation such as graph paper, cubes, measuring devices (e.g. trundle wheels, rulers, tape measures and stopwatches). 5. Allow time for students to test their prediction a number of times. 6. Record findings appropriately (e.g. tables, reports, pictographs and bar graphs). 7. Students present their findings and discuss as a class.
Finding out
TRIGGER VIDEOS VIEWING

This strategy will help students to: gather information and obtain different perspectives on an issue by viewing and analysing a range of film or television materials. How is it implemented? Selecting viewing material 1. When selecting viewing material, have a clear understanding of the learning outcomes to be achieved. 2. Preview the material to ensure it is age appropriate and relevant to health and physical education outcomes. 3. Consider the production date, as students may not respond or relate to material that is clearly old-fashioned or presents statistics and information that is no longer accurate. Prior to viewing 4. Prior to students viewing the material, direct them to look for particular aspects, concepts or topics being portrayed by posing one or several questions such as: In this video you will see try to think of how you could solve their problem. What would you do? Who would you ask for help? If you metwhat questions would you ask them? Explain the feelings of Why do you think / believe 5. Encourage students to engage in critical and evaluative thinking when viewing. After viewing 6. Engage students in follow-up learning experiences related directly to the viewing material to consolidate and share their learning. For example: draw or paint a picture with speech bubbles design a postcard and write to one of the characters 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 or choices of characters role-play different ways to deal with situations identified in the material.
Sorting out Sorting out

Sorting out
The strategies included in this section are: 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, skills and attitudes. Summarising key information and clarifying relationships or associations between information and ideas will assist students to draw conclusions and apply their understanding.
How is it implemented? 1. After students have been involved in a learning experience or series of learning experiences, provide opportunity for students to communicate their understanding of a specific issue or concept in art works. 2. Some suggestions include: painting or drawing pictures to form a shared book using blocks, cardboard, boxes and other recycled materials to make specific items, e.g. bike helmets, ambulance, fire engine and human bodies cutting and pasting appropriate pictures from magazines, pamphlets and posters to form a collage making postcards and writing or drawing on the flip side using butchers paper to make a class mural
ARTS IDEAS
This strategy will help students to: identify and visually record current understandings share understandings with others through generated art works.
making models using play dough or modelling clay. 3. When art works have been completed, encourage students to: write accompanying key messages promoting health and safety concepts share their work with others
Sorting out
take photographs to take home and talk about with their family.
MIND MAPS
This strategy will help students to: identify and visually record current understandings summarise key information, clarify relationships or associations between information and ideas and draw conclusions. How is it implemented? 1. Explain the strategy and ensure that students understand that mind maps are personal representations and as such they are not right or wrong. 2. Select a topic and write this in the centre of a page or blackboard. 3. Students then identify connected key words or phrases and write these around the topic, progressively moving to less directly related words. Remind students to write what it is important as excess words clutter mind maps and take time to record.
DESIGN A GAME
This strategy will help students to: identify key health and safety issues and categorise information generate ideas to inform others of health and safety issues. How is it implemented? 1. Talk about the elements of board games such as Snakes and Ladders, Monopoly, Trivial Pursuit or card games such as Snap, Concentration and Fish. 2. Discuss the purpose of the game, the rules, layout and equipment each game may use. 3. Ensure that students have researched or been given accurate and relevant information that will assist them to make a game about a health issue or topic. 4. Provide students with a set of criteria for the game. For example: This game will help others learn about or This game will help others decide ways to deal with 5. Make sure students have materials and equipment to make the game (e.g. cardboard, small cards, felt markers, rulers, glue and scissors). 6. Allocate roles within the group to ensure students work collaboratively and cooperatively. 7. Provide time for students to test the game to make sure that the rules and instructions are clear. 8. Groups play the games and give feedback to the designers.
4. Identify links between different ideas and draw lines to highlight connecting ideas. 5. The structure of each mind map is unique. A completed mind map may have lines radiating in all directions with sub topics and facts branching off the main topic. Some tips for creating effective mind maps Mind maps can include: drawings, wavy lines, bubbles, arrows and colour to add to the visual appeal colours to separate and organise ideas for easier recall
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pictures or symbols which help with the recall of information bubbles, shapes and circles to group similar information 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.
experience or series of learning experiences, provide opportunity for students to use puzzles or play a game to consolidate their learning. 2. Some suggestions include: cutting generated art works, photographs or magazine pictures (related to the health or safety concept) into jigsaw puzzle pieces for students to solve writing descriptions of objects for others to solve: 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 puzzles related to the topic playing listening games such as I spy or Freeze.
MUSIC AND MOVEMENT

This strategy will help students to: identify and visually record current understandings share understandings with others through music, drama and movement. How is it implemented? 1. After students have been involved in a learning experience or series of learning experiences, provide opportunity for students to participate in music and movement activities. 2. Some suggestions include: singing songs related to health and safety concepts playing movement games to develop auditory skills and reinforce concepts move to music or create a dance to represent feelings write additional verses to known songs use musical instruments to accompany songs and raps. 3. After participating in music and movement learning experiences, students can: perform music to other classes or at school assemblies invite parents to come to school for a class performance record the performance and take home to share with their family.
SEQUENCING INFORMATION
This strategy will help students to: sort and sequence information clarify their own understanding of a topic or issue. How is it implemented? 1. Students research, or are provided with, information about an issue or health concept. 2. Students analyse the information and present it in a sequence using graphic organisers such as a flow chart or sequence chart. See the examples provided. 3. Share sequenced information discussing reasons for placement. 4. Decide if sequence in accurate. Flow chart
PUZZLES AND GAMES

This strategy will help students to: sort and sequence information clarify their own understanding of a topic or issue. How is it implemented? 1. After students have been involved in a learning
Sorting out
Sequence chart
identify and focus on what they already know, understand, value and are able to do compare and contrast ideas, feelings and information. How is it implemented? 1. T and Y charts can be used to record and categorise information in many different ways. See some of the examples given below. 2. Pose a question, situation or issue for students to brainstorm and record their responses in either a T or Y chart. This can be done as a whole group or in small groups and responses may be drawn or written. 3. All responses should be accepted and recorded.
STORY MAP
This strategy will help students to: sequence events or steps provided in a text or visual material summarise and retell information. How is it implemented? 1. Students participate in a learning experience to gain information such as shared reading with a big book, listening to a poem or watching a video. 2. Model how to draw a map that captures and sequences the main points or events. The map should show important events, characters and different settings identified from the original source. 3. Ask students to work individually or in groups to make their own story map by writing or drawing pictures to represent information. 4. The information can be presented using graphic organisers such as the examples below.
4. If the strategy is used with small groups, encourage students to share their groups findings and compare charts with others. 5. New ideas can be added after the discussion or program has been completed. Example of T chart Students brainstorm what they know about being safer, before and after a learning experience.
Example of Y chart Students brainstorm how a safe person would look, feel and sound.
T AND Y CHARTS
This strategy will help students to: graphically organise and record ideas, feelings and information
(Every effort has been made to contact the author of the original material relating to T and Y charts.)
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TEXT INNOVATION
This strategy will help students to: understand health related information from a written text alter original information without losing the focus work cooperatively with others. How is it implemented? 1. Read a story that has predictable text that features rhyme or repetition. This will help when innovating the original text. An example is given below. 2. Model text innovation by changing words and rereading the story. Stick post-it notes over the words that are to be changed. Ensure students understand that the story must still make sense. 3. Place students in groups to work on their own text innovation. 4. Groups then share the new stories. Discuss as a class if the story has remained the same or a different meaning has evolved through innovating the 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 ..
2. Students list the similarities in the overlapping parts of the circles and the differences in the areas that do not overlap. An example is provided below: Types of medicines
3. This information can then be used to help make generalisations about an object or decision about an idea.
VENN DIAGRAM
This strategy will help students to: represent information and thinking in a graphic organiser determine similarities and differences between concepts or ideas. How is it implemented? A Venn diagram is a graphic organiser that can be used to group and separate concepts and ideas. 1. After receiving or collecting information about objects or ideas, ask students how things are the same and how are they different. *
Developing values Developing values

The strategies included in this section are: 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 own attitudes towards particular outcomes and ideals that are associated with a healthy, active lifestyle. Learning and teaching programs in the Health and Physical Education Learning Area encourage students to develop a positive attitude towards the following values: active, healthy lifestyle, by participating regularly in a variety of movement forms and acknowledging the contribution of the Learning Area to physical, mental, emotional and social 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. The relationship between these is described below:
Beliefs Beliefs are an underlying conviction about an issue or concept. determine values Values are something believed to be worthwhile. which underlie attitudes Attitudes are feelings and inclinations towards actions, situations, people or things. and are reflected in behaviours. Behaviours are actions that reflect beliefs, values and attitudes.
RECOGNISING AND DEVELOPING VALUES

An effective health and physical education program will support students to think, feel, decide, act and evaluate their values. This is described in the table below:
Think Be aware that values exist Clarify the origins of values Know that an individuals commitment to values may vary Know that values determine behaviour Be aware of the consequences of actions Feel Express feelings and attitudes toward a range of situations and/or issues Decide personal degree of commitment to a value Actively listen and appreciate the values of others Decide Decide what they value and as a consequence make choices and decisions about behaviours they will adopt Explore and justify reasons underlying their feelings and attitudes Choose freely from alternatives Appreciate the value Act Act in a way that reflects the value Evaluate Review values considering consequences and new information Justify values Compromise and/or change values Repeat the behaviour
Developing values
Early childhood students should be encouraged to explain how they think and feel about certain issues and also to practise simple decision making.
situation
FACILITATING VALUES EDUCATION

Teachers implementing a program should act as the facilitator in values learning experiences and remain non-judgmental of students who display beliefs that may not agree with their particular stance on an issue. attitudes
What I think and feel is
values
I value and intend to .
behaviour
In this situation I would
Teachers should also make students aware that: sometimes people form opinions without being well-informed personal experiences often contribute to opinions there will usually be a cross-section of opinions within any group peers, family, society and culture will influence values. Debrief immediately after a values learning experience to allow students to share feelings generated from the activity, summarise the important points learned, and personalise the issues/dilemmas to real-life situations.
Influences Who and what has influenced my thoughts and opinions? (e.g. experience, personality, family, media, peers, culture and society) Influences Who and what would influence my behaviour? (e.g. family, mood, time, friends, convenience, skills)
AROUND THE TABLE

This strategy will help students to: demonstrate their prior knowledge through oral or written contributions review and analyse opinions and information gathered. How is it implemented? 1. Sit students around a desk with one sheet of paper and a pen. 2. Pose an issue for students to consider. 3. Each student writes what they know about the issue and then passes the paper and pen to the next student who does the same. 4. Monitor the time to ensure that each group has sufficient time to generate answers. 5. Repeat Steps 1 to 4 asking students to write how they feel about the issue. 6. Repeat Steps 1 to 4 asking students to write what action they would take in response to the issue. 7. Allow time for groups to reflect on the responses.
USING SCENARIOS
It is important to provide opportunities for students to consider situations that may arise in real life. In these situations, students intention to behave (determined by their attitudes and values) may alter in response to other influences. The following model describes this.
8. Discuss the links between knowledge, attitudes and behaviour (actions). Variation Students can verbally share their ideas or opinions, taking turns around the table.
Developing values
CHOOSE A CORNER
This strategy will help students to: identify and clarify attitudes using hypothetical issues consider information and others ideas and views share reasons for making a decision with others. How is it implemented? 1. Prepare four signs, each one numbered with either 1, 2, 3 or 4. 2. Place a number sign in each corner of the room. 3. To help students understand how to use the signs, start with a topic students would be familiar 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.
confused). Give the students a scenario and ask them how someone may feel in this scenario. Students move to the corner that would best describe how someone may feel in this instance. Students can suggest both the feelings and the scenarios. Use the feeling signs as describe in Steps 3 and 4. Character signs Download pictures of characters of well-known stories or films (e.g. Winnie the Pooh, Tigger, Piglet and Eeyore from Disney.go.com/characters/) and enlarge to A3 size. Place them in each corner of the room. Explain the characteristics of each character, such as: Winnie: usually very easy going; follows whatever the rest of the group thinks Tigger: always excited, jumps into things before thinking them through Piglet: very cautious, thinks things through, asks questions before deciding Eeyore: very negative, always thinks new ideas wont work well Give students a scenario and ask them to go to the character who best describes how they would feel in thi ssituation
4. Students move to the corner that best describes their opinion and share their reasons for choosing the corner. 5. Share opinions between corners and then move onto a topic or issue that students may not have shared 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.
VALUES CONTINUUM
This strategy will help students to: identify and clarify attitudes about issues consider others thoughts and attitude. How is it implemented? 1. Prepare signs with opposing responses and place these at opposite ends of the room. Some examples are: Happy Safer Very important Agree Unhappy Unsafe Unimportant Disagree
6. Repeat using different statements.
2. It may help to place a piece of masking tape on the floor between the two signs.
Variations Feeling signs Instead of numbers in each corner, place pictures of faces depicting feelings (e.g. happy, sad, excited and
Developing values
3. Explain to students that there are many places along the continuum that may represent an opinion about a given statement. 4. Model this by giving a statement such as Everyone should wear a hat when they go outside then placing yourself along the continuum. Tell students why teachers might have placed themselves at that position. 5. Select a statement and read to the group. 6. Ask students to move to the point on the continuum that best represents the opinion of various groups (i.e. young children, parents, grandparents, friends etc.) 7. Discuss the statement as a class. Provide students with the option to pass or reconsider their placement after the discussion and move to another position along the continuum. 8. Have the group summarise their opinions and identify actions that should be taken. 9. Examples of questions to ask students during this strategy are: Why would someone place themselves in that position on the continuum? What experiences would have brought them to that conclusion? Would they feel differently if they had more information about this?
Was it easy to choose the position on the continuum? Why or why not? Variation All of the following variations are processed with questions in Step 9. Sign your name Use a piece of masking tape for the values continuum and ask students to sign their name on the spot where they are standing. After the discussion, students return to the values continuum and sign their name again where they are standing. This will prompt discussion on why they have or havent 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 their ruler and a frowning face to the other end of their ruler. Presuming that the smiley face suggests agree and the frowning face suggests disagree, they respond to the statements the same way they would in the values continuum outlined above.
Making decisions Making decisions

Making decisions
The strategies included in this section are: 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 negative consequences of actions and selecting the most appropriate option is an important skill for maintaining personal health and safety. Making decisions strategies provide the opportunity for students to develop, practise and demonstrate the Health and Physical Education Interpersonal Skills and Self-management Skills 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.
BRAVE TALK
This strategy will help students to: understand the link between feelings and decision making practise positive self-talk and identify negative self-talk understand the importance of managing their feelings before undertaking any decision making. How is it implemented? 1. Explain to students that brave talk is what we say to ourselves to help us when we are worried, under stress, feeling frightened, being bullied. We talk and listen to ourselves inside our heads not out loud. Explain that what we say to ourselves affects how we feel and how we act in these situations. For example: If a student is ignored in the playground by classmates, brave talk may sound like I feel lonely and I think my friends are being mean but I can go and play with some other friends or talk to Mrs Davies. 2. It may take many learning experiences for students to fully understand the concept of brave talk. The following ideas will help students
recognise positive and negative self-talk and also practise brave talk with adult assistance. Shark and dolphin thoughts Students classify thoughts by using shark (they will not make you feel good or solve a problem) and dolphin (they will make you feel better and perhaps solve a problem) categories.
Adapted from Fuller, A., Bellhouse, B. & Johnston, G. 2001, The Heart Masters Middle to Senior Primary, Ridgway, London, 2005.
Shark thoughts
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Dolphin thoughts
Photo talk Give students a scenario that may cause distress and a selection of pictures taken from magazines such as National Geographic (alternatively use the St Lukes Innovative Resources Bear Cards). Each student chooses a picture that best describes how the person in the scenario would be feeling. In pairs, students explain why they have chosen the picture and then think of two brave talk things this person could say to themselves. Puppet talk Give students a scenario that may cause distress. Students use puppets to practise brave talk out loud and talk about other brave talk ideas. Thought bubbles
I feel, I think, I can Photocopy enough of the cards on Resource Sheet 1: I feel, I think, I can to give one set to each pair of students in the class. Give students a scenario that may cause distress (e.g. being left out of a game, being asked to break a rule or being shouted at). Model the use of the cards as highlighted above in the shark/dolphin activity. Ask students to discuss how they would feel and think in this situation and what they can do.
Give students a scenario that may cause distress. Brainstorm some brave talk ideas that students could say to themselves in situations. Write these on the board, simplifying language if necessary. Students draw a picture showing a child involved in the scenario then choose a brave talk idea from the board to write in a thought bubble. Explain to students that the brave talk would make the child feel better in this situation.
I feel, I think, I can
Resource Sheet
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Making decisions
DECISION-MAKING MODEL
This strategy will help students to: consider their own beliefs about their ability to view situations and events and solve problems explore a series of steps in making decisions in relation to positive healthy behaviours share reasons for making a decision with others. How is it implemented? As a facilitator in decision-making explain to students: 1. There is the potential for a decision to have positive and negative outcomes and that predicting outcomes can be difficult. 2. Learning how to make more accurate predictions only comes with practice. 3. They need to collect accurate information from many sources to inform their decisions. 4. They need to identify their feelings and values as these can influence options and choices before accurate assessment of a situation can be made. 5. They are responsible for their actions before a choice is made. 6. They need to re-evaluate the decision they make and adapt them to new situations. What is a problem, choice and decision? Prior to using a decision-making model, students will need to understand the idea of problem, choices and decisions. Younger students may find it difficult to identify the problem in a decision-making scenario. Resource Sheets 2 and 3: Think about your choices and Choose the one you like best may be a useful way to introduce decision making. Students think about the choices available in a given scenario and then choose the best option. Explain to students that they make decisions everyday by looking at the choices they have available, 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?
Resource Sheet 4 and 5 show the decision-making process. 1. Provide your students with a model to use in the decision-making process. 2. Ask students to identify the problem and write this in the model. 3. Ask students to identify and manage their feelings about the problem. 4. Students then gather information to identify the range of possible options. 5. Remind students that going to others for information can assist their decision-making, especially when a difficult decision is to be made (however, they need to balance their own views with the views of others). 6. Students write the options they have identified (extending the model above if more than two options are identified). 7. Students consider the consequences (both positive and negative) to evaluate each option. When considering the consequences ensure students look at the different types (physical, social, emotional, financial and legislative). The impact of the consequences on self, family, friends and the community in the short term and long term also need to be examined. 8. Students discuss the feelings associated with these consequences and then justify their choices. Variations Helpful and harmful choices Explain some choices are helpful choices and some are harmful choices. Ask students to consider the following scenarios. If they are helpful, students put their thumbs up and if they are harmful, students put their 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.
Decision-making models Decision-making models will allow students to consider and explore a range of alternatives before making a decision. The models provided on
Think about your choices
Resource Sheet
Think about your choices

Choose the one you like best
Resource Sheet
Choose the one you like best

Decision-making model
Problem What is the problem and how do I feel?
Choices?
Positive things that might happen?
Negative things that might happen?
Resource Sheet
I would
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If this were the problem
Decision-making model
PROBLEM
And you did this
And you did this
CHOICES
This might happen
This might happen
This might happen
This might happen
CONSEQUENCES
I would feel
I would feel
I would feel
I would feel
Resource Sheet
FEELINGS
I would
DECISION
Making decisions
PLACEMAT
PLANNING
This strategy will help students to: initiate and undertake decision making to develop a course of action to achieve a goal develop strategies to enable change or improvement in current behaviours and practices. How is it implemented? 1. In all planning, students need to consider the following: 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 is provided below) to assist them. They can either draw or write under these headings. 3. Encourage students to share their plan with others in the class. This sharing may provide other students with strategies to use in their plan.
BEFORE Talk about safe ways to walk to school with my parents. Practise walking to 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 Dont talk to strangers. Get help from an adult I can trust if I feel worried or am hurt. Dont pick up syringes, broken glass or anything dangerous. Stay on the safe route 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.
This strategy will help students to: review ideas and work collaboratively to reach a consensus increase accountability and involvement in own learning. How is it implemented? 1. A large piece of paper is divided into sections based on the number of students in the group (ideally groups of two to four). Include a central square or circle.
Examples of placemat designs for four students. 2. Pose a question, statement or dilemma for the students to consider. 3. Each student writes their ideas or decisions about the question, statement or dilemma in the space in front of them. Make sure you give the students time to think and work alone. By using different coloured markers, students ideas can be clearly identified. 4. Students discuss and clarify ideas they have written. Give students the option to pass, especially if they do not know each other well or it is their first attempt at a placemat. 5. The group reviews all ideas from the brainstorm to reach a consensus on one set of key ideas. 6. The key ideas are written in the middle section of the placemat. 7. Groups share their key ideas to discuss the issue further. Variation To continue the decision making process, students cut out their section of the placemat then join with two or three others from another group.
(This strategy has been adapted from Barrie Bennett/Carol Roheisers book, Beyond Monet.)
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Making decisions
ROLE-PLAY
This strategy will help students to: develop interpersonal skills including assertive communication and negotiation within a range of contexts build empathy and experience a variety of perspectives by adopting different roles plan effective strategies for managing real life situations.
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 argue the opposing view. This may help them to develop understanding 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 to direct the action. Wait until the end of a scenario to make any comments. Do not judge the actions of a student in any given scenario as right or wrong. Instead focus attention on alternatives and/or consequences of actions. After 10. Use open-ended questions that focus on the feelings of the role-play characters, attitudes expressed, consequences of actions, alternatives to decisions/actions, and what students have learned about the characters portrayed, to debrief the role-play. Remember to include the observers in the debrief time. Allow plenty of time for de-briefing and provide positive feedback for effort and participation. 11. As a result of the role-play, ask students to personalise the content by considering what they would do in a similar real-life situation. Ensure they reflect on their learning and consider its application to future experiences. The role-play can be re-enacted by switching roles to demonstrate other courses of action. Variation Puppets Instead of role-playing a scenario themselves, the students can use puppets (hand made or bought) to act out the scenarios. This can be a home corner activity, a more structured group activity or one that is modelled by the teacher.
How is it implemented? Before 1. To ensure effective role-plays, a supportive classroom environment must exist. Establish rules for role-playing including: one person speaks at a time everyones 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 of the purpose of the role-play (e.g. to demonstrate assertive communication and to practise negotiating when there is conflict). Refer to the learning strategies in the Speaking out section for more information on assertive communication (brave talk) and negotiation. 3. If there is an audience, prepare them for the role-play by giving a specific role to encourage their active involvement. Audience members can also be involved by identifying the feelings of the role-play characters, commenting on appropriateness of actions and providing relevant feedback. 4. Design the role-play so that it encourages students to model appropriate behaviour. If a character is required to depict a negative behaviour such as acting aggressively, the teacher should take on this role. 5. Set the scene by choosing a relevant scenario or have students select their own. Avoid using extreme stereotypes or allowing the issues to become exaggerated. Use character names rather than student names. During 6. Try not to allow the role-play to arouse anxiety as learning will decrease. Give the students enough time to practise the role-play before they perform in front of others. If students feel uncomfortable with the scenario of the role-play, allow them to withdraw. These students can take on an observers role. 7. Start the role-play by reminding students to keep the action brief (a few minutes is usually sufficient). If
Making decisions
TELEPHONE ROLE-PLAY
This strategy will help students to: increase understanding and control of conventions and skills associated with using the telephone develop collaborative group work skills. How is it implemented? Before 1. Prepare several pairs of telephone role-play cards. One card of each pair is for the caller and the other is for the receiver. 2. Callers cards should specify the audience, purpose and any background information for making the call. For example: You need to call the police because there has been an accident outside your house. The accident happened when your friend ran out onto the road chasing the footy. Your friend is crying and cant move his leg. 3. Receivers cards should specify their role such as a police officer, a busy doctor, answering machine or wrong number. 4. Introduce this activity as a whole class to alert students to the sorts of decisions they will need to make and the options available to them. 5. Place students in groups of three and nominate the caller, receiver and observer. These roles should be swapped during the role-play. 6 The caller and receiver read their card and do not swap information.
During 8. Callers ring their receivers, with each playing out the role specified on the card. 9. As the role-play occurs, the observer makes an assessment of the conversation used. After 10. The observer provides feedback to the caller and receiver 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 groups together to discuss what they found, any tips and interesting things they would like to talk about. Variations Provide telephones for students to use during the role-play. Set up one group to role-play the telephone conversation, with others in the class sitting around them to observe and offer feedback.
Deadly Ideas 2000, Education Department of Western Australia, Catholic Education Office of WA and Association of Independent Schools of WA.
7. Allow one minute thinking time for each to rehearse what they will say, the language they will use and the tone they will adopt.
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Speaking out Speaking out

Speaking out
The strategies included in this section are: Assertive communication Barrier game Think-pair-share What is speaking out? Speaking out strategies provide the opportunity for students to develop, practise and demonstrate the Health and Physical Education Interpersonal Skills Outcome. They can refine the skills of active listening, assertive communication and negotiation. By analysing situations where two or more people are communicating, students will be able to determine ways to communicate effectively individual needs, preferences or beliefs without causing conflict. Understanding basic negotiating skills will contribute to students becoming safer and healthier.
ASSERTIVE COMMUNICATION
This strategy will help students to: recognise effective ways to communicate assertively recognise passive and aggressive communication and ways to deal with both forms of communication practise assertive communication. How is it implemented? 1. Explain that assertive communication includes a range 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 for young children to grasp. It is sometimes easier to explain to young children what aggressive and passive communication looks and sounds like before describing what assertive communication looks and sounds like. The terms, King Kong (aggressive); Sleepy Puppy (passive) and Cool Cat (assertive) may also be useful or ask students to develop similar names themselves. 3. Have an adult model all three types of communication while students observe. Help students to develop T charts similar to those represented below:
PASSIVE COMMUNICATION SEE (LOOKS LIKE) No eye contact. Looking scared or guilty. Only listening to the other persons point of view, youre not speaking. Head down, shoulders hunched. Very quiet. HEAR ( SOUNDS LIKE) OK lets do what you want, it doesnt really matter what I want to do. Dont worry what I think, just do it your way. Sorry, that must have been my fault, Im stupid (even when its not). Whispered voice. Saying sorry.
Speaking out
AGGRESSIVE COMMUNICATION SEE (LOOKS LIKE) Too strong. Frightening. Like a bully. Too close to the other person. HEAR ( SOUNDS LIKE) You are stupid for thinking that. Dont be such a sook, its not even scary! I dont care what you want to do, Im Very loud. Angry or loud voice. Not listening to the other person.
ASSERTIVE COMMUNICATION SEE (LOOKS LIKE) Eye contact. Smiling when you talk. Listening carefully to one anothers ideas before saying anything. 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.
The following ideas will help students recognise assertive communication and also practise this form of communication with adult assistance. Collage communication Students cut pictures from magazines that look like passive, aggressive and assertive forms of communication and form a group/class collage. Film analysis Students watch excerpts of Shrek or similar animated video and identify characters that look or sound aggressive, passive or assertive. Story analysis Teacher reads traditional stories such as Goldilocks and the Three Bears, The Three Billy Goats Gruff, Little Red Riding Hood and substitutes obviously aggressive or passive responses in the book with an assertive response. Students can suggest other assertive responses. Puppets Teacher models passive, aggressive and assertive communication in response to a student-generated scenario using puppets or toys. Individual students may then take turns to practise an assertive response with the teachers puppet.
It is important for young children to understand that assertive communication is something that takes years to master and that an assertive response is not always the safest response (e.g. around an aggressive adult it may be safer to do something passive like walk away). It will take many learning experiences for students to understand fully the concept of assertive communication.
Speaking out
Telephone conversations Students role-play assertive responses to student generated scenarios using telephones (this allows students to focus on what assertive communication sounds like). Miming Students mime assertive responses to studentgenerated scenarios behind a sheet with a bright light shining on them (this allows students to focus on what assertive communication looks like).
clarify the instruction and then say ready when they are ready to continue. 7. When the speaker has finished giving all the instructions, the barrier is removed. 8. The players compare boards to see whether the instructions have been followed correctly. This part of the barrier game is important as the players need to reflect on how effective their instructions were, or how well the listener used questions to clarify meaning. Barrier games are easy to produce using a wide variety of materials such as: wrapping paper magazines posters maps blocks and beads people cars Lego/duplo
BARRIER GAME
Types of barrier games Matching pairs Take turns to describe pictures or objects. One player describes an item until the other locates and displays its matching pair. Repeat the process until all items are paired. Construction and assembly Describe the steps to assemble or build a picture, object or construction. For example, make a face, build a safe playground or house. Location Choose and place items in relation to each other on a picture or scene. Spot the difference Provide two copies of one picture with differences between each. Players describe items on their picture to determine if they are the same or different.
This strategy will help students to: give clear and concise instructions listen carefully and follow instructions ask questions through a need to clarify instructions, or ask for an instruction to be repeated develop sharing and cooperation skills. How is it implemented? 1. A barrier game usually involves two players. 2. A barrier is placed between the players so they cannot see one anothers board or game. Sit the players next to each other, facing the same way to prevent left-right confusion. 3. A barrier can be a large file stood on its end, a large hardback book, a large piece of hard cardboard folded in half. 4. This strategy requires collaboration between the players. One player has the speaker role while the other is the listener. 5. The speaker gives clear, concise instructions for the other player to follow. 6. The listener may ask the speaker a question to
THINKPAIRSHARE
This strategy will help students to: formulate and share individual ideas through focussed, short-term, purposeful talk with peers develop the ability to filter information and draw conclusions consider other points of view when making decisions. How is it implemented? 1. Pose a question, issue or scenario that involves making a decision. Ask students to think about
Speaking out
their response. Students can write down their responses during this time. 2. After giving sufficient thinking time, instruct the students to form pairs and share their ideas. This will allow students to consider others ideas and perspectives. 3. If time allows, one pair of students may share ideas with another pair, making groups of four. Sufficient time for discussion should be allowed. 4. The discussion can then become a whole-class activity where all ideas are considered.
Frank Lyman developed Think-pair-share. It is described in Cooperative Learning by Kagan and in more detail on the Think-pair-share SmartCard 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 to 3. Once students have discussed their thoughts with a partner, they then reflect on the discussion and continue 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 then listen and share what they have written or drawn. As with all the Thinkpairshare strategies, students can be given the opportunity to reflect on what they have written, heard and discussed. Ask students to consider what influenced their thinking and/or decision.
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Reflecting Reflecting
Reflecting
The strategies included in this section are: Journals Reflective questions Sharing circle Unfinished sentences Thought shapes What is reflective learning? Reflecting strategies provide students with the opportunity to reflect individually on their learning in relation to understandings, skills, attitudes and values. A variety of strategies can be used to facilitate student reflection such as journals both individual and team, reports, discussions and portfolios.
JOURNALS
This strategy will help students to: reflect individually on their learning in relation to understandings, skills, attitudes and values. How is it implemented? Reflecting by writing in a personal journal will prompt students to consider and record their skills and attitudes regarding safer healthier behaviours. A journal also provides opportunity to revisit initial perceptions and chart the progression of attitude development and decision-making skills. 1. Explain the purpose and benefits of journals to students such as enhancing observational skills, exploring feelings, assessing progress and enhancing 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 of writing in a journal. During the modelling session verbalise your thought processes. The following questions 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, class discussions of issues or questions raised in journals and plan further learning experiences.
Variations Team journals Use a team journal to promote interaction between team members on project-related issues and to introduce students to different perspectives. Students can take turns recording shared and individual experiences, reactions and observations, and responses to each others entries. Portfolios Ask students to select and organise evidence related to accomplishments and specific learning outcomes in a portfolio. Portfolios can include samples of students involvement in the learning program (e.g. writing samples, drawings, photographs, diagrams and paintings). Discuss with the student (and parent) their portfolio to recognise achievement, identify needs and plan future learning experiences.
REFLECTIVE QUESTIONS
This strategy will help students to: reflect individually on their learning experiences and how these can be applied to their lives generalise skills and knowledge to other situations monitor and evaluate a decision making process. How is it implemented? 1. Following a learning experience or at the conclusion of a program, students need to be given the opportunity to reflect. 2. The following questions may be used to guide the
Reflecting
reflective process (they are a suggestion only). Description: What did I do? Objective: Feelings: Values: What did I learn? How did I feel? Why did I feel like that?
This strategy will help students to: reflect individually on their learning experiences and how these activities can be applied to their lives develop independent oral-sharing skills. How is it implemented? 1. After being involved in a learning experience or series of learning experiences form a sharing circle. 2. Explain to students the aim of the sharing circle is to talk about what they have learnt, discuss problems that may have arisen and identify further information required by individuals or the group. For example: In our sharing circle, we are going to share ideas about the people in the community who help us. Think about what you are going to say. When you want to share put your hand in the circle. This will let me know you want a turn. 3. Give students thinking time. This may need to be modelled or discussed before the sharing circle. A Y chart can be used to determine what thinking might look, sound and feel like. 4. Support and extend oral sharing with questions and comments. Encourage questions and comments from other students.
Application: How will I use the skill/information?
3. The questions may be permanently displayed for regular reference or verbally asked, depending on the student age and abilities. 4. Students respond to these questions verbally, in written form or with drawings. Variation Students use a drawing or writing journal to document their responses to these questions and other personal reflection.
UNFINISHED SENTENCES
This strategy will help students to: reflect individually on their learning experiences and how these activities can be applied to their lives generalise skills and knowledge to other situations monitor and evaluate a decision-making process understand and manage their emotions. How is it implemented? 1. After being involved in a learning experience or series of learning experiences students answer the following questions either verbally, in written form or with drawings. I learnt that.. I was surprised that I was happy that I was frustrated that I felt today wasbecause
SHARING CIRCLE
Reflecting
2. Provide opportunities for students to share their thoughts with others if they wish.
2. Explain what each shape signifies. The most important thing I have learnt from doing this unit/activity. What I enjoyed most about this unit/activity. How I feel about using the skills and ideas I have learnt. Thoughts still going around in my head after this activity. 3. Students may talk or write about their responses to 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 set of thought-shape cards. In turns, student select a card and shares with the group. Use the thoughts generated from the circle shape to plan further learning experiences.
THOUGHT SHAPES
This strategy will help students to: reflect individually on their learning experiences and how these activities can be applied to their lives generalise skills and knowledge to other situations monitor and evaluate a decision-making process understand and manage their emotions. How is it implemented? 1. Display the following four shapes clearly around the room and explain that these shapes will often be used when they have completed an activity or series of activities so they can reflect or think about what they have just done.
Real-world strategies
Real-world Real-world strategies strategies

The strategies included in this section are: 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 and practising behaviours with adults in real-world settings.
OUT AND ABOUT

This strategy will help students to: gain an understanding of how the world functions experience and practise health concepts in the real world. How is it implemented? A health and physical education program would not be complete nor successful without an excursion where students can discover and learn through firsthand experience. A teacher organising an excursion or local area walk must have approval from the principal and parental permission to allow students to leave the school premises. If students are permitted to leave in these circumstances, the school must be satisfied that no foreseeable harm will come to them. Teachers, and their principal must ensure that the management plan for an excursion addresses the risk factors that may exist for both students and supervisors. An excursion management plan will provide an account 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/guardians for their consent 5. communication strategies 6. emergency response planning 7. briefing for excursion participants. Parental permission Teachers should provide parents or carers with clear and comprehensive details of the excursion and receive a form of permission prior to the student leaving the school premises. The form should include: 1. clearly stated terms upon which parents/carers are giving permission 2. the purpose for which the permission is given 3. the date and times during which the student will be leaving the school premises 4. written acknowledgement that the school cannot be held responsible for any injury that befalls the student or misconduct on the part of the student.
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Planning an excursion Excursions should contribute to students understanding and achievement of outcomes. Consider the following questions before embarking on an excursion. What would you like the children to have learned by the end of the excursion? What would you like them to remember most of all? What aspects of health will you be able to teach/ reinforce on this excursion? What do you need to alert parents to regarding this excursion? How will you evaluate the excursion? During an excursion Take photographs or a visual recording of the excursion to use in follow up learning experiences. Use language that supports students understanding of health and safety concepts. After an excursion Here are some suggestions for learning experiences that can be implemented after an excursion. Use photographs taken on the excursion to write a big book, create a story map or add to the schools website. Write a recount to share with others or print in the school newsletter. Write a letter of thanks to others involved in the excursion. Design a poster including information gained during the excursion. Create a role-play to perform at assembly or in front of other classes. Schools should also refer to their system or sectors policy: Department of Education and Training Excursions: Off school site activities Catholic Education Office WA School camps and excursions Association of Independent Schools WA Excursions, incursions and camps.
PARENT INFORMATION AND AT HOME ACTIVITIES

This strategy will help students to: experience and practise health and safety concepts in the real world discuss and share health and safety knowledge with others. How is it implemented? Parents have a vital role to play in the education of their children. It is important that parents themselves understand the issues relevant to their child so they can: ensure their childs health and safety develop positive health and safety attitudes, behaviours and knowledge extend the teaching from the classroom by reinforcing health and safety behaviours in real-life situations. The At Home Activity Sheets will provide parents and carers with information pertaining to health and safety issues. Accompanying at home activities will encourage parents to support their childs health and safety program and promote practising skills in the real world. 1. Select the At Home Activity Sheet related to the health or safety issue that students have been involved in at school. 2. Before sending the resource sheet home, encourage students to share the information and complete the at home activity with their family. 3. Discuss students experiences with the at home activity and continue to provide parents with relevant health and safety information. The term parent is used throughout this resource and refers to parents, carers and significant adults who have responsibility for a young child.
376 Real-world strategies
Simulated strategies
Simulated strategies Simulated strategies

The strategies included in this section are: 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 and practising skills related to being a safer healthy person within controlled, recreated environments. Simulated learning is most effective in achieving behaviour change when delivered as part of a balanced health and physical education program that includes real world and classroom experiences. When facilitating simulated learning experiences teachers should: ensure recreated situations are realistic and relevant to the students interests and needs check that students are provided with opportunities to experience feelings actively and practise 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 future health and safety experiences allow students time to practise and develop skills.
HOME CORNER
This strategy will help students to: self-initiate play to review and use new health and safety concepts and language interact with others through role-play develop understandings of health and safety situations. How is it implemented? The list below suggests equipment and materials that can be included in the home corner. General Cardboard boxes both large and small, ropes, fulllength mirror, blanket, steering wheel, play money, telephones, telephone book, car seat, puppet theatre, 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 should consider the program focus when selecting materials and equipment for their students. For example, if students are learning about people in the community providing health services include a large box for an ambulance, beds, blanket, stethoscope, pill containers, cotton wool, bandaids and bandages, masks and a writing pad.
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1. Create a learning environment that supports the students expression and development of ideas. 2. Allow time and space for students to develop their ideas. 3. Encourage students to extend their ideas. 4. Become involved at times but allow the students to develop their own ideas. 5. Record details of students language and behaviours observed. How does the student use language? What vocabulary does the student use related to community awareness, people, roles of people and social 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 and self-management skills such as planning events or organising materials)? 6. Consider strategies to extend understanding such as changing equipment and materials, including opportunities to work in other groups, setting up situations requiring students to problem solve.
opportunity to be actively involved and to observe others? 3. Students interact with the CD ROM or website. 4. Teachers can observe social interactions, and use social situations to help teach social-causal reasoning. Ask questions such as, Do you understand why Mum was upset in the story when she found that the children had crossed the road by themselves? 5. Students reflect on their learning and consider its application to future health and safety experiences. Using questions or unfinished sentences can prompt reflections. Refer to the Reflecting section of this resource.
INTERACTIVE CD ROMS AND WEBSITES

This strategy will help students to: develop an understanding of and practise skills related to health and safety in a range of simulated situations. How is it implemented? 1. Review a range of websites or CD ROMs that students can use to gain understanding of health and road safety issues. 2. Consider the following criteria when selecting a website or CD ROM: Does it directly help students to achieve the outcomes? Is it user friendly and accessible to all students? Is corrective feedback included? Does it include consequences for making incorrect skill, knowledge or attitudinal decisions? Does it ensure that all students have the
379 Simulated strategies
REPLICATING THE REAL WORLD

This strategy will help students to: practise health and safety skills and behaviours in a simulated experience. How is it implemented? 1. Select a space suitable for the learning experience. For example, the school oval or covered area may be needed if recreating traffic situations, whereas an area in the room may be adequate if a group is involved in recreating a doctors surgery. 2. Identify and discuss with students the key issues or behaviours to be observed or practised during the learning experience. 3. Conduct the learning experience ensuring that students demonstrate safer or healthier behaviours. 4. At the completion discuss the learning experience and identify how students can apply this knowledge to practice in real-world situations.
Road network tablemat The tablemat included in this kit, has been designed for teachers to use with small groups of students. It shows common areas within a traffic environment such as roads both single and dual lane, car park, shops, a school and recreational area. Students can move toy models of people and traffic on the tablemat while talking about hazards that may exist, places to cross the road, how to get in and out of a car using the kerb side rear door and how to cross after a bus has driven off. Commercially produced road mats or rugs, often used in pre-primary and kindergarten centres, can also be used when implementing the suggested road network tablemat learning experiences.
TECHNOLOGY CHALLENGES
This strategy will help students to: develop an understanding of health and safety issues through construction share ideas, solve problems and exchange experiences. How is it implemented? The following flow chart shows the process students should follow for engaging in a technology challenge.
INVESTIGATE Students identify what they already know before locating and selecting materials to find out further information. As part of this process, students clarify what they are trying to achieve (i.e. We need to make a bus that has seats for passengers and a front and back door to get in and out).
EVALUATE Students review and evaluate information, processes, ideas, skills and techniques. They reflect on individual and group decisions, procedures utilised and any accomplishments. (Now weve finished, lets think about our finished design and how we worked.)
DESIGN Students devise ways of creating or modifying existing technology based on their understandings (i.e. Lets change this egg carton into a bus because it has lots of spaces for passengers). They need to visualise consequences, test ideas and communicate the range of options to others (i.e. If we dont put four wheels it wont be able to move).
PRODUCE Students organise and manage production of their design, adapting and adjusting the process where necessary (i.e. The egg carton isnt strong enough. Lets put some more cardboard on the bottom)
Adapted from WA K12 Curriculum Framework Simulated strategies 380
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 of materials (e.g. scissors, glue, recycled containers such as boxes, egg cartons and yoghurt containers). Remind students of safety rules when using cutting and gluing tools. 3. Place students in small groups and allocate roles such as recorder, collector, encourager and manager. 4. Interact with students during the making time to gain an understanding of the process they are following and observe the way in which the groups are working. 5. Groups share their findings, relate these to reallife situations and discuss how the information may change their behaviours. 6. Resource Sheets 6, 7 and 8: Investigating, My design and Evaluation sheet can be used during a technology challenge.
Investigating
Resource Sheet
What we want to find out:
What we need:
What we did:
What we found out:
These people were in my group:
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My design
I am going to make a
Resource Sheet
I will use these materials:
This is what I need to do. 1. 2.
3.
4.
will look like this:
Next time I would:
Evaluation sheet
Resource Sheet
Name I made a
Date
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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for resilience, drug and road safety education

Challenges & Choices is a resilience, drug and road safety education resource funded by the Drug and Alcohol Ofce and Insurance Commission of Western Australia.
Early childhood resource
SDERA is a collaborative initiative of the Association of Independent Schools of WA, the Catholic Education Ofce and the Department of Education and Training.
Government of Western Australia 2005 School Drug Education and Road Aware 151 Royal Street, East Perth, Western Australia 6004 Telephone: (08) 9264 4743 Internet: www.sdera.wa.edu.au

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TEACHING AND LEARNING STRATEGIES

TEACHING AND LEARNING STRATEGIES

Early childhood Early childhood education

EARLY CHILDHOOD PEDAGOGY

SUPPORTIVE LEARNING ENVIRONMENT

STRATEGIES TO MOTIVATE AND SUPPORT STUDENT LEARNING

Early childhood education

Early childhood education

THE REVISED BLOOMS TAXONOMY

Around the table Values continuum Choose a corner

ANALYSING Can the student differentiate between constituent parts?

APPLYING Can the student use the new knowledge?

UNDERSTANDING Can the student explain ideas or concepts?

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

REMEMBERING Can the student recall information?

Brainstorm Four squares Graffiti Jigsaw Circle talk

Teaching and learning strategies

Early childhood education

333 Teaching and learning strategies

Overview Overview of teaching and learning strategies

TEACHING AND LEARNING STRATEGY SECTIONS

TEACHING AND LEARNING STRATEGIES

Classroom strategies Real-world strategies Simulated strategies

REAL WORLD STRATEGIES

Teaching and learning strategies

Overview of teaching and learning strategies

Selecting Selecting teaching and learning strategies

EFFECTIVE HEALTH AND PHYSICAL EDUCATION PROGRAMS

BEING INCLUSIVE OF ALL STUDENTS

HANDLING SENSITIVE ISSUES

ADDRESSING STUDENTS LEARNING STYLES AND NEEDS

BEFORE AND AFTER

work collaboratively to learn from and share with others.

KWL (KNOW, WANT TO KNOW, LEARNT)

Finding out Finding out

Pedestrians can cant

341 Classroom strategies

343 Classroom strategies

Guidelines for engaging a guest speaker

Focus Area 1: Promoting Resilience

345 Classroom strategies

TRIGGER VIDEOS VIEWING

Sorting out Sorting out

MUSIC AND MOVEMENT

PUZZLES AND GAMES

351 Classroom strategies

Developing values Developing values

RECOGNISING AND DEVELOPING VALUES

FACILITATING VALUES EDUCATION

AROUND THE TABLE

353 Classroom strategies

6. Repeat using different statements.

355 Classroom strategies

Making decisions Making decisions

357 Classroom strategies

I feel, I think, I can

Think about your choices

Think about your choices

Choose the one you like best

Choose the one you like best

Problem What is the problem and how do I feel?

Positive things that might happen?

Negative things that might happen?

If this were the problem