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Cispb010 final (8-10)
- 1. Years 8-10
Protective Behaviours: Early
Refining skills for life Adolescence
Health and Physical Featured text
Chicken Soup for
Education the Kid’s Soul
Protective Behaviours: Refining skills for life is a program
of work intended for use by teachers of students in Years
8-10. It provides teaching strategies linked to the Early
Adolescence (8-10) Syllabus scope and sequence
statements. Teachers should use their professional
judgement to decide how much of the content to address
with any particular class according to the students’ needs
and abilities.
Chicken Soup for the Kid’s Soul: 101 stories of
courage, hope and laughter for kids aged 8-12
By Jack Canfield, Mark Victor Hansen, Patty Hansen and
Irene Dunlap
This book contains a collection of courageous stories written
by children, teenagers and celebrities. The stories cover
topics of persistence, relationships, problem-solving, goal
setting and decision making.
Chicken Soup for the Kid’s Soul by Jack
Canfield, Mark Victor Hansen, Patty Hansen
and Irene Dunlap, published by Health
Communication Inc. Reproduced with
permission of Health Communication Inc.
Lesson plans developed by Protective Behaviours WA
(Inc), Senior Editor, Justine O'Malley in collaboration with
the Department of Education WA.
This resource contains various images from
© Thinkstock, 2010 and © Department of Education,
Western Australia, 2010 used under licence.
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
Not for NEALS
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Early Adolescence
Table of contents
Overview 1
About this resource 2
What do I need to know? 3
Importance of teaching
8
Protective Behaviours
Content focus 17
What will I do in my
21
classroom?
Lesson plans 21
Resources 58
1
What if..? Questions to
promote problem solving 117
skills
Teacher toolkit 120
Teacher toolkit templates 134
Protective Behaviours
157
order form
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
Not for NEALS
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Early Adolescence Lesson themes
Theme 1: We all have the right to feel safe at ALL times
Overview Theme 2: We can talk with someone about anything no matter what it is
Lesson 1 Lesson 2 Lesson 3
Theme 1 Theme 1 Theme 1
Developing a range of Early warning signs Stages of safety continuum
feelings Safe and unsafe risk taking Minimising risk
Rights and responsibilities
Lesson 4 Lesson 5 Lesson 6
Theme 2 Theme 2 Theme 2
Safe versus unsafe secrets Networks Definition of persistence
Minimising risk scenarios How to talk/listen to Persistence as a strategy
someone on your network
Lesson 7 Lesson 8 Lesson 9 Lesson 10
Theme 2 Theme 2 Theme 2 Program review
Public versus private Safe and unsafe touches Assertiveness Review of personal network
Internet safety Personal space Saying no
CISPB010 | Protective Behaviours – Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010 Not for NEALS 1
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Early Adolescence
About this resource
Protective Behaviours: Refining skills for life is a series of ten lessons which encourages the
learning and development of skills for life in order for students to feel, be and keep safe.
Teachers are encouraged to implement the full series of ten lessons into their school
program to ensure that the content identified in the Health and Physical Education
learning area of the Early Adolescence (8-10) Syllabus is addressed. Lessons can be
taught in isolation but would not address the full range of content. Cross curricular activities
and opportunities have been included in the program. If you feel uncomfortable teaching
certain aspects of the Protective Behaviours program, there are a number of agencies that
are available to teach the content or assist you with the delivery of the content.
Phase/s of Learning
Early Childhood Middle Childhood Early Adolescence Late Adolescence
8-10
Learning Area/s
Languages
The Arts English H&PE Mathematics Science S&E T&E
(LOTE)
x
Values
Pursuit of
Respect &
knowledge &
Self acceptance concern for Social & civic Environmental
commitment to
& respect of self others & their responsibility responsibility
achievement of
rights
potential
x x x x
This resource includes:
advice to teachers about the resource
the focus of teaching showing links to the Early Adolescence (8-10) Syllabus
an overview of lessons and related resources
learning and teaching activities, monitoring suggestions and supporting resources
Teachers should use their professional judgement to decide how much of the content
to address with their particular class.
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
Not for NEALS 2
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What do I need to know?
Children
Children enter the classroom bringing with them experiences gained from their family,
community, culture and place. They bring their diverse experiences, perspectives,
expectations, knowledge and skills to their learning. It is important that teachers ascertain
children’s prior knowledge before beginning a program of work to determine ways of
supporting all children to learn.
Opportunities to work in pairs and in large and small groups provide contexts for children to
engage in oral language build new relationships and co-operate with others. They learn to
communicate their needs and emotions while recognising and being aware of the needs and
emotions of others. Research shows that students are more likely to use and understand a
life skill that they have practiced repeatedly. It is also important that students are made
aware if and when they are using a life skill in order that they better understand that life skills
can be used in a range of situations. These skills need to be taught throughout all phases of
learning over a range of contexts and situations in order that students have opportunities to
practice, understand and master them.
Teacher
Teaching Protective Behaviours – some fundamental principles
When introducing and teaching Protective Behaviours, teachers must ensure that the content
of the program is supported and reflected in the creation of a safe learning environment.
More information on strategies for teaching a Protective Behaviours program can be found in
the Teacher toolkit section of this program.
Supporting Aboriginal children
Aboriginal children generally enter the school learning environment with a rich cultural
background and as proficient communicators in their home language. While some children
may have little or no understanding of English, others may understand and use an English
dialect (Aboriginal English). Aboriginal children are more likely to thrive in a classroom in
which their cultural background and home language is acknowledged and respected.
Immersion in oral language in intended teaching and play contexts enhances the ability of
Aboriginal children to learn in Standard Australian English (SAE). Continually rephrasing and
restating and providing visual cues in the form of photographs, illustrations and
demonstrations increase the likelihood of children understanding and participating in
explanations, discussions and conversations in SAE.
Aboriginal children may need support in asking and responding to direct questions. Providing
explanations before asking direct questions ensures that every child has the opportunity to
respond and experience success (eg This is the title. The title tells us the name of the story.
What is this?). Aboriginal children are more likely to respond to questions if they understand
why they are being asked questions (eg I want to know what you know, I do not know a lot
about home talk so I need you to tell me).
For further information on supporting Aboriginal children, teachers are advised to access the
following resources via the Department portal:
Aboriginal languages resource file (Resource ID: DETK102110) contains an online
gallery of images suitable for printing and photocopying
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
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Aboriginal perspectives across the curriculum (APAC) provides information on how to
broaden and deepen children’s and teachers’ understandings of Aboriginal cultures
and ways of being. It can be accessed at det.wa.edu.au/education/apac
Embedding Indigenous perspectives across the curriculum is a national project that
supports teachers in exploring and better understanding the diversity of Aboriginal
peoples’ distinct values, histories, languages, cultural beliefs and practices:
embeddingindigenousperspectives.edu.au
It is important that approaches to protective behaviour strategies take the cultural
backgrounds of the students (and their families/carers) into respectful consideration. This is
especially important if the norms of behaviour of the school are not consistent with those of
the home. These norms can include any area such as parenting, discipline, social dynamics
or language. The difference in behaviours and expectations between home and school may
not only cause confusion for the students, but it may also cause friction with the families.
When giving advice, any of the specific challenges and stressors that face families who are
culturally and linguistically diverse must be taken into account. These challenges include:
Migration stress;
Acculturative stress;
Displaced sense of belonging and cultural identity;
Perceived or experienced racism and discrimination;
Intergenerational conflict;
Low standard Australian English proficiency;
Insufficient awareness of institutional systems and local services available;
Loss or lack of extended family, social and community supports;
Negative previous experiences in education;
Poor settlement experience in period after arrival in new country, and
Socioeconomic disadvantage.
(Adapted from Sawrikar, 2009)
Therefore approaching advice must be done with care. A qualified cultural mediator who may
be, for example, a respected elder in the community, an appropriate community member who
speaks the same language as the those concerned or a local Aboriginal and Islander
Education Officer (for Aboriginal students) will be able to greatly assist in dealing
with protective behaviour strategies.
The learning, teaching, assessment cycle
The learning, teaching, assessment cycle begins with what the children know and can do.
Therefore it is recommended that teachers gather quality information about the abilities of
their children before beginning any program of work. This information will guide teachers in
using their professional judgement to decide on when to introduce content based on
children’s prior learning and achievement.
The following resources are recommended to assist teachers in providing a differentiated
curriculum for children in their classes and can be found via the Department portal:
Early Childhood (K-3) Syllabus scope and sequence documents provide advice on
what to teach children at each year level in all eight learning areas. Some pre-primary
children may be ready to learn and be taught content for Year 1.
Literacy and Numeracy Resources are practical resources that have been developed to
support teachers to improve the literacy and numeracy skills of children.
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
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Literacy Net and Numeracy Net can be used to track the development of children and
assist teachers in making judgements about what to teach.
First Steps Literacy and First Steps Numeracy materials help teachers to be more
strategic about what to teach, how to teach it, when to teach it and, more importantly,
why.
Otitis media
The ability to hear the sounds of the English language is critical for literacy learning. Otitis
media (middle ear infection) may result in conductive hearing loss and can have a severe
impact on learning. One of the strategies for decreasing the occurrence of otitis media is
Breathe, Blow, Cough (BBC). Information on otitis media and BBC can be found on the
Aboriginal Education Directorate web page on the Department of Education website -
det.wa.edu.au/aboriginaleducation/detcms/portal.
Resources used in the program
Resource kit
Teachers/schools have the option to purchase a resource kit from Protective Behaviours WA
to support the program. A Protective Behaviours WA resource order form has been included
at the end of this resource. The prices of resources and their availability are correct at time
of writing.
Books
Castle, C 2000, For Every Child, Phyllis Fogelman Books, New York
Krovatin, C 2004, The Best Ghost Stories Ever, Turtleback Books, St Louis USA
Johnsen, K 1986, The Trouble with Secrets, Parenting Press Inc, Seattle, Washington USA
Thomas, R 2002, The Paper Bag Baby, Red Fox, London UK
Canfield, J, Hansen, M, Hansen & P, Dunlap, I 1998, Chicken Soup for the Kid’s Soul: 101
Stories of Courage, Hope and Laughter, Health Communications Inc, Deerfield Beach,
Florida USA
Marsden, J 1993, Tomorrow, When the War Began, Pan Macmillan Publishers, Australia
Marsden, J 1994, The Dead of the Night, Pan Macmillan Publishers, Australia
Marsden, J 1995, The Third Day, the Frost, Pan Macmillan Publishers, Australia
Marsden, J 1996, Darkness be my Friend, Pan Macmillan Publishers, Australia
Marsden, J 1997, Burning for Revenge, Pan Macmillan Publishers, Australia
Marsden, J 1998, The Night is for Hunting, Pan Macmillan Publishers, Australia
Marsden, J 1999, The Other Side of the Dawn, Pan Macmillan Publishers, Australia
Other useful resources
Songs
There are many songs that can be used to develop the concepts of Protective Behaviours.
Specific songs about Protective Behaviours can be purchased from Protective Behaviours
WA. Teachers can also source many engaging songs that have meaning to the topics and
concepts of Protective Behaviours.
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
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Early Adolescence
The CD Sing yourself safe is a useful resource which compliments the themes and learning
experiences in the Protective Behaviours program. A copy of the first verse and chorus of
these songs has been included in as resource 27. The songs cover topics of early warning
signs, feelings, feeling safe, saying no, public and private, persistence and secrets. The CD
can be purchased from Safe4Kids, Protective Behaviours WA and Wooldridges.
Other songs used in the resource include:
‘Wibbly the wombat’ by Jayne Heskett
Books
Abdel-Fattah, R 2006, Ten things I Hate About Me, Pan Macmillan Australia Pty Ltd, Sydney,
Australia
Brugman, A 2002, Walking Naked, Allen & Unwin, Crows Nest, Australia
Byars, B 1973, The Eighteenth Emergency, The Bodley Head, United Kingdom
Dumbleton, M 2003, Watch Out for Jamie Joel, Allen & Unwin, Crows Nest, Australia
Murphy, K 2005, The King of Whatever, Penguin Books Australia Ltd, Camberwell, Victoria
Paterson, K 1977, Bridge to Terabithia, Harper Collins, United Kingdom
Websites
Child Health Promotion Research Centre – established at Edith Cowan University, Western
Australia, to improve the overall physical, emotional, mental health and well-being of children
and young people and their families through high-quality, applied research. Website at:
http://www.chprc.ecu.edu.au
Summary of the UN Convention on the Rights of the Child from the UNICEF website at
http://www.unicef.org
ThinkUKnow
http://www.thinkyouknow.org.au
The Line
http://www.theline.gov.au
Cybersmart
http://www.cybersmart.gov.au
Protective Behaviours WA
http://www.protectivebehaviourswa.org.au/
Children’s Safety Australia website: posters and other resources
http://www.childsafety.org.au/resources.html
Safe4Kids
http://www.safe4kids.com.au
Childwise
http://www.childwise.net
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
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Teacher resources
Laws, C & Moore, A 2009, Protective Behaviours: Early Learning, The Protective Behaviours
Consultancy Group of NSW, Sydney.
Children’s Protections Society 2003, Protective behaviours: A personal safety program,
Lesson Plan level: 1 & 2, Children’s Protections Society, West Heidelberg, Vic.
Teacher resources accessible though the Department of Education website
Breathe, Blow, Cough
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
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Early Adolescence
Importance of teaching Protective Behaviours
Background information
Protective Behaviours: Refining skills for life is a living skills and personal safety program.
The aim is to strengthen the resilience of students as they grow and develop.
It focuses on giving students life skills to protect themselves from abusive situations and on
teaching students to avoid a wide range of potentially unsafe situations.
Why do we need Protective Behaviours?
Because 96% of abused children are abused by someone known and trusted by them
(Australian Institute of Health and Welfare 2000-2001).
1 in 4 girls and 1 in 7 boys are sexually abused in Australia before they reach the age of
18 (Australian Institute of Criminology 2004).
To help protect children as we simply cannot be with them every minute of the day.
To empower children with the right to feel safe and act to keep themselves safe.
To give children and adults permission to talk about problems they face.
1 in 5 respondents lacked confidence/knowledge on what to do if they suspected child
abuse (Australian Childhood Foundation Report 2006).
Only 3% of children will ever tell of their abuse (Savi Report 2004).
What does Protective Behaviours aim to do?
Statistical data shows that students are more likely to be harmed by someone they know
rather than someone they do not know.
There are many personal safety issues that our students are exposed to. We are now more
aware of the physical and emotional trauma of bullying, cyber bullying, exclusions, sexual
abuse, physical abuse, emotional abuse and living with domestic violence.
Our students are potentially exposed to a wide range of situations that put them at risk that
could cause them short and long term physical and emotional harm and violate their basic
rights.
Teaching preventative strategies is a proactive way to strengthen our students’ ability to keep
themselves safe and minimise risk. It is important students develop personal safety and
resilience skills from a well presented and structured program.
For child abuse prevention programs to be of value they need to be taught over time and
constantly reinforced.
Protective Behaviours can be used by students and adults to keep themselves safe and
works towards reducing violence in the community.
It provides the basis for helping students be safe and stay safe from the risks that surround
us in everyday lives.
The Protective Behaviours beliefs and skills:
are lifelong;
are for a range of places where we might be unsafe – at home, at school, in the
community; and
can be applied to a range of unsafe situations including physical abuse, family violence,
sexual abuse, bullying, emotional abuse and verbal abuse.
How is Abuse Categorised?
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
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Early Adolescence
Physical abuse
Deliberate, ill treatment commonly characterised by physical injury and harm. Physical harm
or maltreatment is caused to the child as a result of practices such as biting, beating,
shaking, scalding, burning, punching, kicking, shoving and breaking bones.
Physical indicators of physical abuse:
Bruises
Welts
Burns
Cuts
Missing teeth
Fractures
Self mutilation
Clumps of hair missing
Bite marks
Swelling
Behavioural indicators of physical abuse:
Fear of going home
Injuries that are not consistent with the explanation that the child gave
Evasive answers to questions
Avoidance of issues, questions and situations
Disclosure of abuse directly to a teacher or adult or indirectly to friend
Sexual abuse
Sexual abuse is when an adult or young person uses their power, authority or force to
involve a child in sexual activity. Includes a range of behaviours including
oral sex;
touching a child’s genitals;
exhibitionism;
any form of penetration;
any exposure to or involvement in child pornography;
molesting; and
fondling.
Physical indicators of sexual abuse:
Bruises or bleeding in genital area
Blood stained underwear
Pregnancy or fear of pregnancy
Urinary tract infections
Pain, swelling or itching in genital area
Sexually transmitted infection
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
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Early Adolescence
Massive weight change
Behavioural indicators of sexual abuse:
Disclosure of involvement in sexual activity directly to an adult
Indirectly disclosing to a friend or acquaintance
Possession of pornographic material
Reluctance to change clothes in front of others
Inappropriate sex play or premature understanding of sex
Threatened by physical contact, closeness
Fear of going home
Injuries that are not consistent with the explanation that the child gave
States of fear are evident, eg. anxiety, depression, socially withdrawn
Poor peer relationships
Inappropriate expressions of affection
Evidence of sexual themes evident in play, artwork, stories or actions
Emotional Abuse
Where persistent and consistent inappropriate behaviour undermines and erodes the
emotional development and wellbeing of an individual. Involves such abuse as humiliation,
intimidation and threats.
Physical indicators of emotional abuse:
Symptoms of stress
Bedwetting
Diarrhoea
Lethargy or fatigue
Eating disorders
Psychosomatic complaints
Failure to thrive
Speech disorders
Behavioural Indicators:
Mental or emotional developmental lags
Behaviours inappropriate for age
Poor peer relationships
Extreme attention seeking behaviours
Run away attempts
Attempted suicide
Low self esteem
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
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Early Adolescence
Truancy or school avoidance
Excessive shyness or withdrawal
Severe depression
Violence is a subject for art or writing
Habit disorders
Neglect
The failure to provide reasonable care where the result can be detrimental to development
and wellbeing. Children may be neglected when they do not receive food, care and attention.
Physical indicators:
Unexplained bruises
Poor hygiene
Constant fatigue
Consistent hunger
Inappropriate dress
Inadequate nutrition
Unattended medical needs
Developmental delays
Behavioural Indicators:
Self destructive
Frequently absent
Tardiness
Regular displays of fatigue
Early arrival at school or reluctant to leave
It is important to note that not any single indicator proves that abuse is taking place, but the
repeated presence of an indicator or a combination of indicators should raise concerns to
educators of the possibility of abuse.
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
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Early Adolescence
Protective Behaviours themes
Theme 1 Theme 2
We all have the right to We can talk with someone about
feel safe at all times anything no matter what it is
Key Concepts Key Concepts
Early Warning Signs Safety Networks
Body signals Feeling safe Asking for help
Specific, internal, Recognising safety Relationships
physical sensations
Rights and Communicating with
Feelings and responsibilities and supporting others
reactions
Secrets and surprises Inviting people to be
Minimising risk on your network
Safety continuum
Persistence
Personal space
Strategies for teaching Protective Behaviours
1. Desensitised early warning signs
When reviewing early warning signs it is necessary to consider that not all students may
experience early warning signs for a variety of reasons. Some students may have become
desensitised through previous or current traumatic experiences or have sensory disorders.
The concept of early warning signs is expanded beyond physical responses of the body to
unsafe situations to include emotional responses and external indicators such as time or
location
2. Creating the learning environment
It is important that teachers are provided with the skills and strategies to build an atmosphere
of trust and confidence.
Protective Behaviours education can generate strong feelings, therefore it is important that
the teacher is resourced with strategies and skills to emphasise strengths and positive
feelings, develop trust and build communication.
Such strategies include:
Parent/caregiver involvement
Group norms
Ground rules
One step removed
Protective Interrupting
Language of safety
Network review
Persistence
Theme reinforcement
Teacher support
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
© Department of Education, Western Australia, 2010
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Parent/carer involvement
Even though parental consent is not necessary, parents still need to be informed about
the curriculum content and how they may be involved in reinforcing the themes.
Group norms
Group norms are behaviours that form part of regular classroom activities. They include
the behaviours formed from group discussions and are usually generated by the
students themselves. Group norms are part of a protective strategy to prevent
disclosure of personal or distressing events. Examples of group norms include: listening
to others; talk when it is your turn; don’t talk about something that has happened to
yourself or your family; if you don’t want to talk about something – you don’t have too,
just pass.
Ground rules
Establish ground rules. This is important as it helps provide a safe environment for
students to express their opinions. These can include:
o Only one person to talk at a time
o Use appropriate language – this includes appropriate terminology
o Racially or sexist language
o Show respect for the views of others
o Allow everyone to express their views
One step removed
One step removed is a third person strategy that allows students to practise a skill in a
non-threatening situation without disclosing personal or family information. Students are
presented with a potentially abusive situation such as a story or picture and asked what
the person could do to keep safe. For younger students puppets, songs and scenarios
could be used to problem solve. Questions could include, ’What could someone do to
keep safe?’ or ‘What if …….. What could they do then?’
Protective interrupting
Protective interrupting is a strategy to prevent students from making a personal
disclosure in a situation where the student or others who may be exposed to the
disclosure are vulnerable. The teacher must interrupt the student and invite them to talk
privately as soon as possible after the lesson.
Protective interrupting involves the following steps:
1. Interrupt the child by acknowledging them and preventing further disclosure (eg
‘Thank you, it sounds as though you have something important to talk about, why
don't we have a chat at recess?’)
2. Be supportive and gently indicate that the child can talk in a more private situation.
3. Quietly arrange to see the child as soon as possible.
4. Listen attentively in a private location within the school and reassure the child that
telling was the right thing to do.
5. If abuse is disclosed, explain to the child that because they are being harmed you
need to make sure they are safe and gain some help for them. Do not promise the
child you will keep it secret.
6. Reassure the child that the abuse was not their fault.
7. Explain what is likely to happen next.
8. Complete the school reporting form for child abuse as soon as possible.
Language of safety
The language of safety includes verbal and non-verbal messages that will create a safe
environment. Language that is respectful, empowering, non-threatening, and inclusive
and promotes communication is a core element of developing protective behaviours.
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
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The teacher should model and students encouraged to use language that is not
abusive, racist, sexist, violent or victimising. Language can be used to build self-worth,
confidence and problem solving.
Network review
Students need to identify a number of trusted people who they can talk to. Students who
are isolated may experience difficulty in developing a network and should be made
aware of services available. Networks must be reviewed regularly to ensure that people
are suitable, willing and available.
Persistence
This is a strategy where students are persistent in seeking help or taking action with a
person on their network. If a child is not satisfied with the response of one person, they
try the next person until they feel that they have been heard and got the help needed to
feel safe.
Theme reinforcement
Theme reinforcement is used to ensure that the message is emphasised and clearly
understood. The themes need to be continually repeated throughout the Protective
Behaviour lessons and ideally across all learning areas throughout the curriculum.
Examples of achieving theme reinforcement include: posters, songs or stories.
Teacher support
Teaching protective behaviours may arouse feelings that cause distress or concern.
Teachers should ensure that they have developed their own personal network of trusted
people with whom they can discuss their reactions or concerns. Counselling is available
to metropolitan and country teachers through the Prime Employee Assistance Program.
3. Responding to disclosures
One of the objectives of the Protective Behaviours program is to increase a child’s help
seeking behaviours such as telling a person on their network if they feel unsafe. Teachers
may experience feelings of shock, anger and helplessness. It is important to conceal these
feelings as your reactions may adversely affect the child concerned.
Do
Reassure the child that telling was the right thing to do.
Allow the child to tell the story in their own words.
Use protective interrupting if their disclosure is in an inappropriate situation.
Find a quiet place to talk.
Let the child know what will happen next.
Don’t
Dismiss or ignore the disclosure.
Put words in the child’s mouth, push for details or investigate as this could jeopardise
the interviewing process of DCP and WA Police.
Make the child repeat the disclosure to the principal or third party.
Stop the child from talking even though you may have heard enough to make a report.
Promise not to tell.
Confront the person believed to be the abuser.
Engage in general staffroom discussion about the disclosure.
CISPB010 | Protective Behaviours: Refining skills for life – Health and Physical Education
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4. Skills for life
Research shows that students are more likely to use and understand a life skill that they are
made aware of. It has been proven that students need to rehearse and practise these skills
in order to better understand how to use them effectively. It is important to teach the
students the names of the skills, as well as how to utilise them in a real situation. Learning
the name of a skill will help students to recall on it when needed.
The Department of Education K-10 Syllabus states that life skills can be taught as stand
alone topics or can be integrated throughout a Health program. The Protective Behaviours:
Refining skills for life program engages both these methods to help students develop the
following skills for life in order to empower the students and promote resilience.
Helpful and positive thinking- which involves skills such as:
o understanding links between thoughts/feelings and behaviour; and
o positive self-talk.
Understanding emotions- which involves skills such as:
o being aware of a range of feelings;
o regulating their own feelings; and
o reading others’ emotions.
Resourcefulness- which involves skills such as:
o problem predicting and problem solving;
o decision making;
o goal setting; and
o persistence.
Relationship skills- which involves skills such as:
o group skills;
o help seeking and disclosure; and
o assertive communication.
Self-understanding- which involves skills such as:
o knowing their own values and how to stand up for them; and
o self-reflection.
A successful method for encouraging students to learn and practise these life skills is to have
them on display in the classroom. At the closure to each lesson, teachers can refer back to
these displays and articulate with the students which skills were being practised. A Skills for
life poster has been included in the resources section to put on display in the classroom. The
poster can be kept on display throughout the program to provide the teacher and the
students with a reference of the skills for life they will be practising.
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Preventive Education and the Health Promoting Schools Framework
The Health Promoting Schools Framework (World Health Organisation, 1986) is widely recognised as a best practice model of promoting health within a school community.
This framework suggests that positive health outcomes are much more likely when classroom health education is complemented and reinforced by a supportive school
environment and effective links to family and the community.
Curriculum professional development Ethos and environment
for school staff
Whole-school approach to protective behaviours, skills for life,
Online Professional Learning Protective Behaviours resilience and safety education
Online Professional Learning Child Protection Promote a safe, supportive school environment
Background information package in resources Promote resilience
HPE Newsletter Protective Behaviours Safety Guidelines and action plans
Professional Learning Seminars Procedures for student support and incident management
SDERA Professional Learning Help to identify support roles in the school community
Promote and facilitate student and staff well-being
Resources linked to HPE Learning Area outcomes Preventative Education content planned across all year levels
Protective Behaviours K/PP Package A planned comprehensive cross-curricular approach to preventive
Protective Behaviours Years 1-3 Package education across all year levels
Protective Behaviours Years 4-7 Package All staff members understand they have a responsibility for
Protective Behaviours Years 8-10 Package Protective Behaviours Education in a context of Respectful
Relationships Education and National Safe Schools Framework
Growing and Developing Healthy Relationships
Specific policies related to child protection
Mind Matters
SDERA Challenges and Choices (K-10)
SDERA Getting it together(Drug and Road Education)
Keeping in Touch
Curriculum Framework
K10 HPE Syllabus Overview
K10 HPE Integrated Scope and Sequence
Parents/caregiver and community
Curriculum Overview Information flyer sent to parents
Parent information evenings
Parent tab on school website with Protective
Behaviours information
Forums
Information in school newsletters
Links with community agencies
(eg Child Protection , PBWA)
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Content focus
The content focus for Protective Behaviours: Refining skills for life consists of scope and sequence statements from the Early Adolescence (8-10)
Syllabus. Teachers will continue to make professional judgements about when to introduce content based on students’ prior learning and
achievement.
Health and Physical Education
YEAR 8 YEAR 9 YEAR 10
Context and topics Content Context and topics Content Context and topics Content
Wellness Knowledge and Wellness Knowledge and Wellness Knowledge and
Self-understanding Understandings Self-understanding Understandings Self-understanding Understandings
developing and The meaning and influences of different The meaning and understanding mental The meaning and
maintaining self- dimensions of health beliefs and values, dimensions of health health issues and their dimensions of health
esteem as an attitudes and values including those related lifestyle behaviours and impact on self and social, cultural,
adolescent Growth and to sexuality and gender consequences society environmental and
recognition of roles development on self-esteem and Growth and Lifelong relationships political factors that
self-concept development influence the
recognition of changes behaviours that relationships and community’s health
in responsibilities influence growth and mental health issues how to enhance the community support to and attitudes
development Developing respectful health of self and enhance relationships
well-being balancing community strategies
Social-emotional well relationships others
the social, emotional, mental health services to promote health
physical and mental being building and assessing the impact of
emotional and mental dealing with negative Growth and
mental health different types of maintaining positive
health on behaviours relationships development
relationships relationships as an
Types and nature of adolescent the positive and health promotions – lifestyle behaviours and
relationships values and beliefs government support for their impact on society
understanding changing negative effects of peer
importance of family Ways to keep healthier pressure on health building positive societal cohesion
relationships
and peers and safer behaviours relationships
applying social skills to the impact of stress
factors influencing managing risk Social-emotional well relationships in the and strategies to
different situations and
relationships strategies to enhance being work place manage stress
relationships
relating appropriately in resilience strategies to manage enhancing personal Social-emotional well
cyber bullying
relationships rules, laws, policies to relationships health and the health of being
promote health SMS bullying others
qualities of positive Ways to keep healthier strategies to enhance
relationships enhancing seeking advice and help and safer communicating and encourage societal
environments Enhancing resilience as effectively in the cohesion
rights and plans to avoid and
factors to consider for a an adolescent manage risk community
responsibilities in
safe learning public health
harm minimisation and
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Early Adolescence
relationships environment thinking optimistically coping strategies services/agencies Ways to keep healthier
appreciating diversity Resources and making connections rules laws and policies domestic violence and safer
Power in relationships consumer skills to promote safety Inclusivity risk management in the
promoting positive
health actions and strategies community
types of power attitudes discrimination,
services/agencies to promote taking action to
peer pressure protective behaviours – harassment and
Learning physical health – enhancing maintain their own and
Plan A/Plan B vilification
Being resilient as an activities physical and social others’ mental and
adolescent time management environments Resilience emotional health
factors to consider for a
coping and responding strategies to seek help Resources and managing change preventative measures
safe learning
to change and environment benefits of support consumer skills coping with loss and strategies to minimise
challenge factors that influence grief harmful or risky
identifying fears and access and use of coping with breakdown behaviours and
Self-management Safety health services hazardous situations
feelings of relationships
Skills Safety me and others health information
dealing with conflicting reaching out rules, laws and policies
demands Understanding going out about safety to promote a safe
emotions physical and social
creating connections – strategies to keep safe
how to identify the Safety environment
friendships and identification and Self-management
different types of Managing risk Resources and
belonging
emotions and ways protection against Skills
strategies to deal with consumer skills
protective strategies they are expressed unsafe situations Understanding
emotions personal safety issues sources and access to
Recognising abuse how to take cultural factors influencing risk
in an uncontrolled health information for
differences into taking strategies to identify,
feelings and warning environment different communities
signals account in self- recognising, assessing interpret and monitor
influences on ‘the self’ influences on health factors that influence a
understanding and responding to risk
protective strategies decision making model community’s ability to
ways to enhance our situations how to examine the and risk behaviours access and use health
self-understanding Road safety and our influence of others on services
Safety self-understanding Driving and socialising
Managing emotions attitudes and
Safety with behaviours how to track and responsible driver and
how to manage passenger behaviour Self-management
independence laws and rules challenge the
emotions Skills
connection between skills and attitudes that
gaining independence strategies to cope with risk taking thoughts, feelings and support safe road Understanding
and the risks it brings emotions positive choices behaviours behaviour emotions
positive and negative Reviewing the situation how to limit the impact Environmental health how to examine the
risks
factors to consider of peer pressure influence of others
settings and making our
when choosing the Managing emotions environment safer and strategies to cope with
circumstances where most appropriate
risk taking occurs how to manage healthier influences
person for help
emotions and limit the workplace health and strategies to cope with
protective behaviours Planning before impact of value laden safety outside influences on
Safety in community deciding judgements self-understanding
rights and strategies to assert strategies to owning Managing emotions
responsibilities themselves and taking
community strategies
safe practices near Deciding and acting responsibility for
that are used to cope
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buses/trains ways to apply the emotional health of self with intense emotions
passenger safety decision making model and others in particular situations
safety on wheels Monitoring and ways to identify strategies to cope with
evaluation emotional states and and reduce stress
aquatic safety proposed strategies to
skills and actions to Deciding and acting
cope with overt and cope with them
how to analyse
covert peer influence strategies to monitor community measures
how to review the thoughts, emotions and used to protect
effectiveness of physical feelings that individuals
strategies to resilience influence personal
Reviewing the situation
identity and the
how decisions can preventative measure
behaviour of others
affect health and safety strategies to create
ways to enhance self-
awareness and limit
confidence
Interpersonal Skills fallout
Reviewing the situation
Communicating Monitoring and
how to apply the evaluating
ways to adapt decision making model
communication skills strategies to monitor
when considering
and evaluate decisions
active listening skills to beliefs and values;
establish relationships predicting risks and how to analyse
benefits individual and group
how to read body decisions and the
language how to select people effects they have on
Building and nurturing and services that can the environment and
relationships help the health and safety of
how to behave Planning before themselves and others
appropriately in varying deciding
relationships/situations strategies to assert
individual rights and
Interpersonal Skills
Preventing and Communicating
managing conflict predict the
consequence of active listening skills to
ways to deal actions enhance relationships
appropriately with
conflict communication skills to
Interpersonal Skills manage conflict of
ways to deal values
appropriately with Communicating
teasing/bullying Building and nurturing
ways to establish
relationships
how to apply assertive effective
skills communication ways to build and
showing empathy, influence relationships
risk evaluation within the community
strategies tolerance and
sensitivity how to treat others
ways to communicate when in a position of
effectively when there power
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Cooperating and is conflict strategies to limit
collaborating in groups how to recognise and negative influences
ways to cooperate with respond to the Preventing and
peers to enhance emotional states of managing conflict
safety others how to manage/resolve
strategies to deal with ways to communicate conflict when in a
exclusion in a range of social position of power
Leading, initiating and situations ways of selecting,
facilitating Building and nurturing applying and adjusting
ways to organise and relationships assertion
manage groups how to build ways to minimise
leadership skills to relationships with potential conflict
enhance safety unfamiliar others harm minimisation
ways to cope with skills
dysfunctional ways to cope with
relationships change/conflict/challen
how to demonstrate ging situations
acceptable and negotiation skills
appropriate behaviour
Leading, initiating and
ways to cope with facilitating
changes in
relationships leadership strategies
when supporting others
how to consider rights
of other how to express
feelings, needs, ideas,
Preventing and
empathy and support
managing conflict
to others in a socially
assertive and culturally
communication skills to appropriate manner
manage conflict
negotiation skills
problem solving skills
ways to minimise harm
through selection and
planning assertion
techniques
Leading, initiating and
facilitating
leadership strategies
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Early Adolescence
What will I do in my classroom?
This section contains a series of detailed learning and teaching activities and supporting resources with a Health and Physical Education focus.
For detailed information on the links to the Early Adolescence (8-10) Syllabus refer to the content focus for this series of lessons. By clicking on
the attachment tab, you can access this section as a word document.
Health and Physical Education
Content Lesson focus Activities and monitoring Resources
Wellness | Safety
YEAR 8 Theme 1: We all have Lesson 1: Feelings Resource 1: Strength
Knowledge and the right to feel safe cards
Understandings at all times Resource 2: Theme
Observation and monitoring:
The meaning and Establish students’ posters
During the lesson note the students who are able to:
dimensions of health base line of Resource 3: Safety
knowledge identify when they feel safe brainstorm
attitudes and values
Students to describe how they are feeling in different contexts and situations Resource 4: Skills for
Ways to keep healthier
and safer understand Theme 1 analyse and discuss the Bill of Rights life poster
and be aware that it KWL chart, KWHL
rules, laws, policies to relates to them as
promote health Learning experiences: chart and X-chart
well as everyone from Teacher toolkit
enhancing environments else 1. Introduce the Protective Behaviours program. templates
factors to consider for a Develop/reinforce Write the words ‘Protective Behaviours’ on the whiteboard.
safe learning Summary of the UN
students’ Divide the class into small groups. Provide each group a KWL chart or Convention on the
environment understanding of KWHL chart. Ask each group to discuss the topic and then summarise Rights of the Child
Self-management Skills rights and the KWL chart (know, want to know, learnt) or KWHL chart (know, available at
Understanding emotions responsibilities want to know, how to learn it, learnt). Jigsaw the answers from each http://www.unicef.org
how to identify the Explore the range of group to provide a class list. /magic/media/docum
different types of emotions/feelings Summarise the class thoughts on Protective Behaviours and create a ents/what_rights_flye
emotions and ways they that may be class KWL or KWHL chart. r_english.pdf
are expressed experienced or the book For
Explain the importance of the Protective Behaviours program to the
Interpersonal Skills Develop an students by saying, ‘The Protective Behaviours program is very Every Child - the UN
Building and nurturing understanding that important because it teaches us how to feel, be and keep safe. Convention on the
feelings differ Protective Behaviours provides opportunities to develop skills for life rights of the child in
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Early Adolescence
relationships between people and that can be applied to a range of contexts and situations. These skills words and pictures
how to behave situations, and that are essential to help keep you feel, be and keep safe throughout your UNICEF
appropriately in varying this is ok life. Now that you are getting older there are different situations that you Pictures/photos of
relationships/situations Students to be able might find yourself in where you feel unsafe. It is still really important landscapes from
to visualise their that you remember that you all have the right to feel safe at all times calendars/books
safe place whether you are 3 years old or 13 years old. The Protective Behaviours
YEAR 9 Blank paper
programs talks about feelings, safe and unsafe risk taking, safe and
Knowledge and unsafe secrets, persisting in asking for help from people on your Writing/drawing tools
Understandings network and respecting personal space. The Protective Behaviours Whiteboard
Growth and development program teaches us that each of you are very important people. Let’s Whiteboard markers
start by finding out what your strengths are’.
how to enhance the Resource 26:
health of self and others 2. Feelings activity: Emotions
Ways to keep healthier Discuss skills for life and the importance for using positive self-talk with Background
and safer the students. The Skills for life poster (Resource 4) can be displayed to information on
help reinforce these skills. Protective
rules laws and policies to
promote safety Spread the Strength cards (Resource 1) out on a table/bench area. interrupting from the
Ask students to select one or two cards they feel, or someone has told Importance of
actions and strategies to
them, reflects some of their strengths. Protective
promote health –
Behaviours section
enhancing physical and Invite students to share the choices they have made and why they made
social environments them.
Self-management Skills Each student then cuts out the question cards (Resource 1) and assigns
Understanding emotions strengths to each of the questions, or provides a written response.
how to track and Discuss with others to compare.
challenge the connection 3. Set the parameters:
between thoughts, Explain to students what can and cannot be discussed. Disclosures of
feelings and behaviours personal things need to be addressed with the teacher after class.
Managing emotions Explain protective interrupting to ensure students know which personal
strategies to owning and things should not be shared with the group. Information on protective
taking responsibility for interrupting is provided in the section ‘Importance of teaching Protective
emotional health of self Behaviours’.
and others Set group guidelines such as the teacher cannot keep unsafe secrets
strategies to monitor and must share any information with authorities that is relevant.
thoughts, emotions and
Discuss group norms and then create group norms for the class.
physical feelings that
influence personal 4. Introduce Theme 1: discuss Theme 1 with the students.
identity and the Write it on the board to keep it displayed for the duration of the lesson.
behaviour of others Show students the Theme posters (Resource 2) and use as a template
Interpersonal Skills for them to create their own to be displayed around the classroom.
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Building and nurturing 5. Group discussion: Theme 1
relationships Dissect Theme 1 using an X-chart format where students include at least
how to demonstrate five words to describe each of the following sections of the theme:
acceptable and ‘We all’ – who do we mean by all? Make sure students understand that
appropriate behaviour each of them are included in ‘all’.
‘have the right’ – what is a right? Something we are born with, that
YEAR 10 cannot be bestowed or taken away by someone else.
Knowledge and ‘to feel safe’ – why feel safe rather than be safe? We cannot guarantee
Understandings that we are going to be safe in every situation, however we have the
The meaning and right to feel safe.
dimensions of health ‘at all times’ – what do we mean by all? Day, night, today, tomorrow,
social, cultural, yesterday, 24/7.
environmental and Ask students to brainstorm what safety means to them using the Safety
political factors that brainstorm activity sheet (Resource 3).
influence the
6. UN Convention on the Rights of the Child
community’s health and
attitudes Discuss what a child is in the terms of the law: someone under the age
Social-emotional well of 18, or someone who appears under the age of 18 without proper
being identification.
strategies to enhance Explain to the students the history of the UN Convention on the Rights of
and encourage societal the Child. It was developed in 1989 to protect children from
cohesion discrimination, neglect and abuse. The Convention includes civil,
political, economic, social and cultural rights.
Ways to keep healthier
and safer Hand out a copy of UN Convention on the Rights of the Child to the
students.
rules, laws and policies
to promote a safe Discuss the skills for life of self-understanding and emphasise the
physical and social importance of knowing own values and how to stand up for them.
environment 7. Group discussion: Rights and responsibilities
Self-management Skills Discuss with the students that with rights comes responsibility. That is if
Understanding emotions we all have the right to feel safe, do we have the responsibility to ensure
strategies to cope with other people feel safe?
outside influences on Focus on articles 12, 14, 16, 24, and 28.
self-understanding Discuss a ‘Bill of Rights’.
Deciding and acting 8. Bill of Rights activity:
how to analyse Ask students to form groups of four or five.
community measures
used to protect Using the following scenario, the groups must create a Bill of Rights with
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