Safety education in schools aims to teach students how to recognize hazards, assess risks, and control risks to stay safe. It covers topics like fire safety, road safety, safe play, and handling chemicals in labs. Safety should be promoted through the whole school culture. Effective safety education provides skills training, discusses influences on behavior, and considers different safety contexts and issues relevant to students.
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
This presentation is divided into two parts.
The first part deals with the concept of "Physical Education" and emphasizes upon the following:
1. Definition of Physical Education
2. Meaning of Physical Education
3. Objectives of Physical Education
4. Scope and Importance of Physical Education
5. Teaching Methods
The second part of this presentation deals with the concept of "Physical Fitness" and emphasizes upon the following:
1. Meaning of Physical Fitness
2. Need and Importance of Physical Fitness
3. Components of Physical Fitness
4. Activities for Physical Fitness
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
This presentation is divided into two parts.
The first part deals with the concept of "Physical Education" and emphasizes upon the following:
1. Definition of Physical Education
2. Meaning of Physical Education
3. Objectives of Physical Education
4. Scope and Importance of Physical Education
5. Teaching Methods
The second part of this presentation deals with the concept of "Physical Fitness" and emphasizes upon the following:
1. Meaning of Physical Fitness
2. Need and Importance of Physical Fitness
3. Components of Physical Fitness
4. Activities for Physical Fitness
By creating a learning environment where students and teachers feel safe, students increase their academic success and teachers can educate to the best of their ability. It is up to school leaders to make sure you are able to effectively prevent, prepare, respond and recover from any type of hazard or threat.
View our presentation to learn how you can help ensure safe learning environments by creating a Multi-Hazards Plan.
Reach out to us to learn more about how Rapid Responder will assist you in preventing, preparing, responding, and recovering from any hazard or threat.
The Modern School, ECNCR is one of the Best CBSE School in North Delhi. The school allows students to participate in innumerable areas of activities and many experiential learning programs such as leadership and advice, disaster management, life skills, post-school activities and Olympiad exams.
WHAT IS CURRICULUM
MEANING AND ITS DEFINITIONS
PROCESS OF CURRICULUM DEVELOPMENT
ITS STAGES (CURRICULUM DEVELOPMENT )
GUIDELINES FOR CURRICULUM DEVELOPMENT
FACTORS AFFECTING CURRICULUM DEVELOPMENT.
REFERENCES
CLASSIFICATION
CAUSES
MECHANISUM OF CA SPREAD
TREATMENT
PREVENTION
PALLIATION
CHEMOTHERAPY
RADIATION
SURVEY AND RESEARCH
BY STEPHIN GEORGE THOMAS, MANIPAL HOSPITAL, GOA
By creating a learning environment where students and teachers feel safe, students increase their academic success and teachers can educate to the best of their ability. It is up to school leaders to make sure you are able to effectively prevent, prepare, respond and recover from any type of hazard or threat.
View our presentation to learn how you can help ensure safe learning environments by creating a Multi-Hazards Plan.
Reach out to us to learn more about how Rapid Responder will assist you in preventing, preparing, responding, and recovering from any hazard or threat.
The Modern School, ECNCR is one of the Best CBSE School in North Delhi. The school allows students to participate in innumerable areas of activities and many experiential learning programs such as leadership and advice, disaster management, life skills, post-school activities and Olympiad exams.
WHAT IS CURRICULUM
MEANING AND ITS DEFINITIONS
PROCESS OF CURRICULUM DEVELOPMENT
ITS STAGES (CURRICULUM DEVELOPMENT )
GUIDELINES FOR CURRICULUM DEVELOPMENT
FACTORS AFFECTING CURRICULUM DEVELOPMENT.
REFERENCES
CLASSIFICATION
CAUSES
MECHANISUM OF CA SPREAD
TREATMENT
PREVENTION
PALLIATION
CHEMOTHERAPY
RADIATION
SURVEY AND RESEARCH
BY STEPHIN GEORGE THOMAS, MANIPAL HOSPITAL, GOA
How to prevent Road Accidents, Road Safety tips, Road Safety Seminar, Road Sa...Road Safety
Steps to be taken to prevent Road Accidents, How to prevent Road Accidents, Road Accident Preventions Tips, Steps to be taken by Government to reduce road accidents. Traffic safety awareness, How to avoid accidents, How to reduce road accidents, Safety habits, Parenting, Action by Public Works, Home ministr, State governments, Union Goverment, Police etc.
american highway safety, indian road safety, taffic safety, aashto, nchrp, nhtsa, school safety, general safety, aaa traffic safety, ADTSEA, road safety foundation, road safety organisation ,national road safety, nhtsa, national safety, american highway, indian highway, auto safety, automobile safety ,parents, children, road accident prevention tips, road safety, accident control, child, helmet, india, indian government ,slide share, powerpoint .
Raymond Ochs, Vice-President of Training Systems, All-Terrain Vehicle Safety Institute, presented this at CPSC's ATV Safety Summit Oct. 12, 2012. The ATV Safety Institute (ASI) believes in the value of high-quality safety education and training that puts contemporary learning theory into effective practice. Safety countermeasures need to address several audiences, from novice riders to enthusiasts, and to leverage several delivery mechanisms, from electronic and web-based formats to classroom and hands-on training. For nearly 25 years, the core ASI program has been the ATV RiderCourse. In an effort to make the ATV RiderCourse more accessible, ASI recently developed an alternative delivery and participation option through a two-part E-Course and S-Course. In complementing and reinforcing each other, the E-Course provides cognitive learning through three age-appropriate modules while the S-Course provides the skills training and safe riding practices. These courses along with supplementary public information and education programs such as the youth-oriented Treadsylvania, a fun, and engaging web-based game, provide a multi-pronged approach. Because the heart of the ATV RiderCourse and other interactive programs is the dynamic relationship of rider and Instructor, ASI provides initial Instructor training processes coupled with formal development opportunities to foster effective teacher-learner transactions. The result is a student centered instructional strategy that helps riders not only value safety, but internalize safe riding practices in their day-to-day ATV use.
Success of the organization depends on the experience and competence of the officers of the organization. Different forms of organizations are Line, military or scalar organization, functional organization, line and staff organization, committee of organization, project organization, matrix organization and freeform organization.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/ZEcPAc
I created this slide show for Middle and High school students to help educate them about cyberbullying and how it can start out so innocently, and become so very hurtful. I hope you will be able to use parts or all of this presentation with your students.
The days for public school security have arrived, and we, as educators, must take every precaution to protect the health, security, and wellbeing of every member who enters the school’s environment. Providing a safe and healthy environment for all students and employees begins with an increased awareness of school security, safety, and health issues. All individuals within the school should know that security and health are the school’s main priorities. Additionally, school leaders must communicate to every individual within the school that each school employee also bears a personal responsibility for maintaining a safe and healthy school environment.
Facilitating Learning Journeys: The Role of Educational Transit ProvidersICR Buses
Discover how the student bus company play a crucial role in facilitating learning journeys and ensuring access to education for all students. Learn about the benefits of reliable transportation services and their impact on academic success and student well-being.
https://icr.ae/
They always need everything best for them, their friends, clothes, schools, or an activity class. However, parents are no longer aware of their kids' up to when a child reaches school.
Child Internet Safety summit: online safety and inspectionOfsted
Presentation covering the results of a survey of online safety practice carried out during all HMI-led section 5 school inspections during March 2015; and how online safety will be inspected in all education remits form September 2015.
Presented by David Brown HMI National Lead for Computing at Child Internet Safety summit (http://www.childinternetsafety.co.uk/summit/programme) on 3 July 2015.
@DavidBrownHMI; #CISafe; @childinternetsafe.
School safety management is an important aspect of our lives and our family. This document discusses the school safety management system and how we should proceed with this
The demand for well-trained professors in education prompted the rapid expansion of accredited teaching.
https://riyasrathodblog.godaddysites.com/teaching
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Safety education is the responsibility of
all staff in the school, including
teaching and non-teaching staff,
through the formal and informal
curriculum.
If safety education is to be effective,
safety should underpin the whole
culture and ethos of the school.
3. What can safety education
achieve?
Safety education can enable children and
young people, and their parents/carers,
to put effective safety measures into
practice. For example, young cyclists can
be taught how to plan safer routes to
avoid difficult junctions where most
accidents happen. Fitting smoke alarms
and rehearsing escape routes can save
lives in fires.
4. What pupils learn about risk assessment in
school can be applied to life outside the
school gates and can increase receptiveness
to safety information and advice from other
sources. Safety education can help young
people make decisions about, and
undertake, a wide range of activities - sport,
adventurous activities, travel, work
experience - confidently and competently.
5. What is safety education?
Safety education should enable pupils to keep
themselves safe and to contribute to keeping
others safe. It helps them be aware of possible
hazards in different areas of their lives, and be able
to take appropriate decisions and actions.
Safety education is not about isolating young
people from all hazards – the bumps, cuts and
bruises which are a normal part of growing up -
but about equipping them to deal safely with a
wide range of situations.
7. The skills of hazard awareness and
recognition, and risk assessment and
management. Pupils will be taught about risk
assessment in subjects such as design and technology,
science and physical education. Safety education enables
pupils to transfer this learning to other areas of their lives.
The factors which influence attitudes and behaviour
which relate to safety. Safety education should include
consideration of the stereotypes and pressures which affect
risk taking, for example, media images linking driving and
speed, or the influence of fashion trends on the wearing of
protective equipment.
8. Personal and social skills like assertiveness are
important in enabling pupils to take responsibility for
their own and others’ safety: for example, when asking
for help or calling the emergency services, or asking an
adult to wear a seat belt or to drive more slowly.
The role of emotions in recognising and
managing risky situations. Being able to control
anger and deal with stress and fear are valuable safety-
related skills.
Playing a part in making communities safer. Safety
education involves learning to take responsibility for
social and moral issues. Discussing safety issues to do
with their school and local environment can lead on to
pupils taking part in activities to improve safety. It
should include discussion about social and political
issues, which impact on improving safety.
9. Contexts for safety education
Effective safety education should include a
range of contexts appropriate to the age and
developmental stage of the pupils. Account
should be taken of the immediate
environment of the pupils, for example,
urban or rural roads, as well as unfamiliar
environments that pupils may encounter, for
example, driving, field visits, family holidays
or work experience settings.
10. Contexts and Issues for Safety
Education
play
sport and leisure
construction sites
Water
roads
rail
Fire
electricity, gas
agricultural settings
school
community safety
the world of work
home
personal safety
socio-political issues
11. Effective planning for safety education will
help teachers to promote key skills
and thinking skills:
Key skills
information technology
improving pupils’
learning and
performance
information processing
enquiry
evaluation
Thinking skills
working with others
problem solving.
Reasoning
creative thinking
13. Recognise hazards: A hazard is something with the
potential to cause harm (this can include objects,
substances, machines, ways of working and the working
environment).
Assess risk : A risk is the likelihood of potential harm
from the hazard being realised. The extent of the
risk will depend on :
1) the likelihood of that harm occurring
2) the potential severity of that harm
3) the number of people who might be affected.
Control risk : The purpose of the risk assessment is to
determine what measures should be taken to control the
risk, taking into account existing precautions and their
effectiveness.
15. Is student safety a priority for your school and your
community?
Do parents have access to reports that include
information about the number of violent or other
unsafe incidents at the school?
Does your school have procedures for responding
quickly to unsafe situations?
Is your school addressing ways to prevent as well as
respond to crises?
Are the school board, school principal, school
superintendent, teachers, school staff, parents,
students, and community professionals all involved in
these efforts?
16. Has someone been designated to coordinate activities
to maintain a safe and healthy environment?
Are counselors and psychologists available to work
with students who are troubled or disruptive?
Do students in all grades participate in classes to help
them develop conflict resolution and other life skills?
Do school health service providers help or refer
students who come to them with concerns about
safety?
Does the school emphasize promoting self-esteem and
respect for others in all aspects of the school program?
Are parents and students involved in activities that
promote school safety?
17. Are teachers encouraged to set examples of positive
physical, social, and emotional health?
Does the school have fair, firm, consistent discipline
policies?
Are school facilities attractive and hazard-free?
Is safety addressed in all aspects of the school
program-the cafeteria, physical education, classrooms,
playgrounds, after-school programs, etc.?
Do school staff, parents, and community members
working on school safety collaborate?
19. Contaminated air
If the children frequently has symptoms similar to
a cold, an allergy, or the flu—and if the doctor has
eliminated other causes—watch your child to see if
the problem clears up on the weekends.
Another sign is when people with asthma or
allergies have more reactions to these conditions
when they are inside the school building than
outside it.
20. Pesticides in School
Because their young bodies are still
developing, children are more susceptible
than adults to harm from pesticides and
other lawn-care products.
Some schools are employing firms that use
safer alternative pest control methods.
21. Unsafe Drinking Water
Occasionally, schools are found to have
contaminants such as lead in the drinking
water. Lead pipes in older buildings can be
one of the culprits. All schools should have
their water tested periodically.
22. COMING TO THE SCHOOL
Safety measures can take a variety of forms, everything
from stepped-up traffic enforcement to in-class
education on such topics as school bus safety rules.
Many schools have adult crossing guards and school
safety patrols, for example. Still, there probably are
traffic situations that could use improvement.
A safety audit with the help of a school safety
committee should be done that includes staff, parents,
police, and someone from your community's traffic
engineering department.
23. The engineer can look at signs, traffic lights, street
markings, and other features of the streets around
your school and make recommendations on additional
traffic control measures that might be needed, for
example.
One project of the school safety committee should be
preparing maps that show the safest routes to school.
The maps should be big enough to incorporate the
entire enrollment area.
Many of the traffic problems around schools are
caused by parents. Some ignore the pick-up zones,
double park, or block the buses.
24. Schools can alleviate congestion by taking such steps
as staggering the dismissal of walkers and riders,
having them exit on different sides of the building, and
creating more pick-up-lane space if possible.
Traffic rule violations put kids in danger. If this is a
problem at your school, talk to the parent-teacher
association or the school staff—both about ways to
ease congestion and to enforce the rules.
School Bus Safety: Kids should be taught school bus
safety rules. For example, they should stay away from
the wheels and the back of the school bus. If they cross
in front of the bus after deboarding, they should move
to at least 10 feet in front of the bus and wait for a
signal from the driver that it's safe to cross.
25. Safety of Playgrounds
If the equipment is metal, it should be painted or
galvanized to prevent rusting. Otherwise, the structure
can become weakened or develop sharp, broken edges.
Parts used for climbing and gripping are safest if
covered with slip-resistant material.
Wooden equipment can deteriorate and become
splintered. Bolts can loosen.
Moving parts can pinch or crush a child's finger. Give
special scrutiny to merry-go-rounds, seesaws, and
suspension bridges.
26. Exposed mechanisms, such as joints or springs, are
prime places for injury. Moving parts should be
kept lubricated.
Kids should never wear clothing with drawstrings.
The strings can get caught on playground
equipment—and other places—and strangle
children.
Make sure elevated surfaces, like platforms and
ramps, have guardrails to prevent falls.
27. Fire and Safety drills
Have monthly drills and time them to be sure that
students are exiting in a timely manner.
Hold fire safety assemblies to review procedures.
Review each fire drill over the intercom or on the
schools television broadcast. Provide
recommendations for improvement and commend
exemplary behavior.
Use of fire extinguishers should be known to all.
28. Earthquake Simulation and
Evacuation Drill
Give your students several opportunities to ask
questions and discuss their fears and concerns. They’ll
have plenty of “what if’ questions. Don’t feel that you
must provide all the answers. Let your students hold
problem-solving sessions. Class and group discussions
provide opportunities for students not only to express
their negative feelings, but also to develop pride in the
positive competency they have gained.
29.
30. Classroom Hazard Hunt
Are free-standing cabinets, bookcases, and wall
shelves secured to a structural support?
Are heavy objects removed from shelves above the
heads of seated students?
Is the TV monitor securely fastened to a stable
platform or securely attached to a rolling cart with
lockable wheels?
Are wall mountings secured to prevent them from
swinging free or breaking windows during an
earthquake?
Are hanging plants all in lightweight, unbreakable
pots and fastened to closed hooks?
31. Laboratory safety measures
Use of Lab-gear viz. lab coats, hand gloves etc.
Adequately trained lab staff.
Safety drills for the lab in case of an emergency.
Training the students for safety precautions related to
use of chemicals, electric points, hazardous equipment
etc.