Weekly Overview Week 1 2 3 4 5 6 7 8 9 10 & 11 PDH Outline Unit Introduction - Being Safe Safety in the Traffic Environment Road

Safety in our Local Environment Traffic Environment Representation Road Safety - Passenger Safety Road Safety - Safety on Wheels Water Safety Water Safety Emergency Procedures Revision & Exam Weeks PE Outline Catching Catching with a mitt Throwing Bat and Ball Skills Bat and Ball Skills Rules and Simple Game Rules and Simple Game T-Ball Game T-Ball Game Revision & Exam Weeks

Week One - Personal Development and Health (PDH) - Safety Outcomes & Indicators Teaching and Learning Experiences PDH Lesson 1: Introduction to Unit SLS2.13 Advise students that this term we will be looking at safety and how Discusses how safe to be safe in their environment. practices promote Ask students what they think of when they hear the term safety. personal wellbeing. Assess students prior knowledge about safety by providing various explains the need for quiz questions. rules and laws made for Students are provided with PDH workbooks and are to design a title the protection of page for the unit. themselves and others COS2.1 shares ideas, feelings and opinions with others about issues such as safe living. English Talking and Listening TS 2.1 TS 2.2 Week Two - Personal Development and Health (PDH) Safety Outcomes & Indicators PDH SLS2.13 Discusses how safe practices promote personal wellbeing. explains the need for rules and laws made for the protection of themselves and others Identifies the potential hazards in the traffic environment. COS2.1 shares ideas, feelings and opinions with others about issues such as safe living. role-plays correct road crossing procedure DMS2.2 discusses advantages and disadvantages of options with friends when making decisions, eg decisions about crossing a road English Talking and Listening TS 2.1 TS 2.2 Teaching and Learning Experiences Lesson 2: Safety in the Traffic Environment Brainstorm the different aspects of safety in the traffic environment. Emphasise the importance of using the senses, sight and sound, in the traffic environment e.g. the strategy of Stop, Look, Listen, Think! when crossing the road. Get them to demonstrate the right way. Discuss and investigate how animals use camouflage, eg how a tigers stripes look like blades of long grass. Discuss the following: What happens if you put a polar bear in a jungle? A parrot in the snow? Consider responses in relation to the need to be conspicuous when crossing roads. Walk around the local traffic environment in various groups, eg the class ears and the class eyes, and record what is heard or seen. Link to SciTech (Y Chart) Investigate safe places to cross the road near the school i.e. pedestrian facilities. Have students devise a series of steps to follow when crossing the road. Make these rules into a poster for display. Identify places in the local area where people can ride bicycles, rollerblades, roller skates or skateboards. Are there any safety hazards? Discuss strategies to modify the environment and keep it safe.

Resources PDH work books Coloured Pencils Quiz Questions

Resources PDH work books Coloured Pencils A3 Paper

Week Three - Personal Development and Health (PDH) - Safety Outcomes & Indicators Teaching and Learning Experiences PDH Lesson 3: Road Safety in our Local Environment SLS2.13 How does our local environment support road safety? Discusses how safe Use the photos and other feedback from the walk to review the practices promote different types of pedestrian facilities in the local environment. In personal wellbeing small groups ask students to identify and discuss: determines ways of - Are there safe places to cross the road near our school? increasing safety - How do students from our school utilise the pedestrian describes features of a facilities? What is the best strategy to use to keep safe? safe off-road cycling - What types of pedestrian facilities make crossing the road safer? place E.g. wombat crossings, overhead bridges, signs. Groups report describes safe road back to the class. crossing procedure Use the photos and other feedback from the walk to review the identifies safe places to different facilities in the local environment dedicated to other cross. transport or recreation e.g. bus bays, skate parks, cycle tracks. Ask: COS2.1 - Are these safe for users? Why or why not? shares ideas, feelings - What additions or modifications could be made to make these and opinions with places safer? others about issues such - If there are limited facilities, what would you like to see included as safe living. in our local area? Groups report back to the class. role-plays correct road In small groups, design an area that will improve the safety of one crossing procedure aspect of your local environment e.g. bike park, skate park, off-road DMS2.2 cycle track. Label each safety feature in the design. (Photographs discusses advantages from Move ahead with street sense Stage 2: a road safety resource and disadvantages of to support the PDHPE K6 syllabus, RTA cycle maps and other options with friends council resources can be used as examples of safe features of the when making decisions, environment) eg decisions about Each group presents and describes their design, highlighting the crossing a road safety features. (This design may later be incorporated into their PSS2.5 new neighbourhood. SciTech Link) Uses a range of problem solving strategies Assessment strategy analyses problem The teacher: situations observes student participation in group work, problem solving and identifies ways to presentation of park design. improve unsafe environments Assessment criteria The student: English analyses problem situations Talking and Listening makes constructive additions to others ideas TS 2.1 plans spoken presentations using aids and effective body language TS 2.2 identifies and describes safety features of park design.

Resources Photos from walk A4/A3 Paper Photographs from Move ahead with street sense Stage 2: a road safety resource to support the PDHPE K6 syllabus RTA cycle maps and other council resources

Week Four - Personal Development and Health (PDH) - Safety Outcomes & Indicators Teaching and Learning Experiences PDH Lesson 4: Traffic Environment Representation SLS2.13 Recap previous lesson and discuss the traffic environment as the Discusses how safe students observed on their walk. practices promote Identify the key aspects of the traffic environment e.g. lights, personal wellbeing. crossing, roundabouts etc. Have students establish a mini-traffic environment. COS2.1 Allocate different roles representing the different road users to Uses a variety of ways to students e.g. skateboard riders, pedestrians, cars etc. Have students communicate with and use the environment with and without rules laws. within groups. Discuss the need for cooperation of all road users and the need to follow rules and road regulations. V4 Extension: Students summarise the activity in their workbooks and write about the importance of following road rules. English Talking and Listening TS 2.1 TS 2.2

Resources Bases Traffic lights Crossing lines Other equipment for students to use in order to create their own environment

Week Five - Personal Development and Health (PDH) - Safety Outcomes and Indicators Teaching and Learning Experiences PDH Lesson 5: Road Safety Passenger Safety SLS2.13 Discuss the importance of safe passenger behaviour with students. Discusses how safe In pairs, students list safe car passenger behaviours and discuss why practices promote they are important. personal wellbeing. As a class develop a list of car safety features that assist in safe travel, eg seatbelts, airbags, childproof locks. V4 Students are required to draw a car and write safe passenger behaviour messages, labeling the safety features on the car. English Conduct an experiment with toy vehicles. Put a restrained egg as Talking and Listening passenger in one car and an egg without restraint in another. Crash TS 2.1 the cars and record the results. TS 2.2 Students are then required to write a report on the experiment. (if time permits or possible homework task)

Resources Work books Eggs Toy vehicles Sticky tape to use as restraint Assessment - BLM 1

Week Six - Personal Development and Health (PDH) - Safety Outcomes and Indicators Teaching and Learning Experiences PDH Lesson 6: Road Safety Safety on Wheels SLS2.13 Discuss the benefits of protecting heads with helmets when cycling, Discusses how safe roller skating or using any wheeled toys. Survey the colours of practices promote helmets owned. Tally the results. Discuss the most common colour personal wellbeing. and possible reasons for this. Teacher Note: It is a legal requirement that riders wear an approved V4 helmet and chin straps should be adjusted for correct fitting. Also, Remind students that students less than nine years should not ride English on the road. Talking and Listening Provide stimulus pictures outlining surface hazards that may affect a TS 2.1 person using a wheeled toy. Have students locate hazards near TS 2.2 home/school and devise a plan to deal with each hazard. Remind students that the safest place to ride on wheels is away from the roads and traffic. Have students identify places in the local area that are safe for play and riding on wheels. If time permits, place students in groups; provide each group with a different hazard. Students will have to role play the right way to use equipment in that environment/situation.

Resources Pictures outlining surface hazards PDH Books

Week Seven - Personal Development and Health (PDH) - Safety Outcomes and Indicators Teaching and Learning Experiences PDH Lesson 7: Water Safety SLS2.13 Develop a list of safety rules and procedures when in and around Discusses how safe water, eg: practices promote go with a friend, swim together, stay together; personal wellbeing. float and wave; and V4 if someone needs help stay out of the water, call or go for help Have students design water safety posters and display around the English classroom/school. Talking and Listening TS 2.1 Extension TS 2.2 In their workbooks have each student write a personalised acrostic poem to reflect the safety practices when around water. For example, a student named Sue might produce the following: Swim with an adult supervising; Use a stick to reach someone in trouble; and Exercise care at the pool.

Resources Books PDH workbooks A4 Paper Coloured pencils

Week Eight - Personal Development and Health (PDH) Safety Outcomes and Indicators Teaching and Learning Experiences PDH Lesson 8: Water Safety SLS2.13 Discuss different water environments and the potential Discusses how safe dangers/hazards. Include: practices promote - bath/shower; personal wellbeing. - pool (private/public); - each/rocky foreshores/rock platforms/headlands; V4 - creeks/rivers; and - dams/tanks/lagoons/ponds English Discuss and identify the different types of water entries and the Talking and Listening reasons for each one, eg: TS 2.1 - wade-in entry (shallow water at edge but depth further out TS 2.2 unknown); - slide-in entry (depth and state of bottom are unknown); - stride-in entry (when hand needs to be kept above water); and - dive entry (water is clear, depth known, sufficient water for dive to be performed safely). Have students illustrate a cartoon strip-style sticker to show understanding of each entry.

Resources PDH work books Coloured Pencils

Week Nine - Personal Development and Health (PDH) Safety Outcomes and Indicators Teaching and Learning Experiences PDH Lesson 9: Emergency Procedures SLS2.13 If possible a police officer or fire brigade to visit students and talk Discusses how safe to them about safety. practices promote Ask students what is an emergency? Would different areas be at personal wellbeing. risk of different types of hazards and therefore emergencies e.g. farm/bush bushfires, home electrical fires. V4 Examine situations that could be considered emergencies in a appreciates the need for variety of settings, eg home, school or farm. Have students shared responsibility and brainstorm the appropriate health services that should be contacted decision making to assist in these emergencies, eg police, ambulance. appreciates the need for Allow students to use telephone directories to locate the telephone safe practices in a range numbers of the emergency services. Students are then to develop of situations and an emergency telephone checklist and publish on computer environments printout to take home. Discuss the need to communicate clearly in an emergency. Examine COS2.1 the key details to be communicated. shares ideas, feelings and opinions with others Working in groups, have students role-play responding to a variety of emergency situations. about issues such as emergency procedures
English Talking and Listening TS 2.1 TS 2.2

Resources PDH work books Telephone directories

Week Ten & Eleven - Personal Development and Health (PDH) - Revision and Exam Week Outcomes and Indicators Teaching and Learning Experiences All outcomes and Lesson 10 & 11: Revision and Exam indicators covered. Revision Week Advise students that exams will take place next week. Students must revise all content learnt during Term 1 and Term 2. Game: Students are to be divided into 2-4 groups. Students will be quizzed on last terms topic. Advise each group that they must come up with a signal to use in order to indicate they are ready to answer a question. Have students test their signals. Students are asked various questions. Each group that answers correctly gets a point and has the chance to continue answering until they provide an incorrect answer. Group with the highest points wins! Refer to App 3 for questions these can also be provided to students in order to answer them individually for revision. Examination Week Students will complete a mid-year exam. Topics covered are Personal Choices and Safety Exam Duration is 45mins.

Resources PDH Revision Questions PDH Exams