Health channels — Personal, social and community health
“Wellbeing is not just the absence of disease or illness. It is a complex combination of a person's physical, mental, emotional and social health factors. Wellbeing is strongly linked to happiness and life satisfaction. In short, wellbeing could be described as how you feel about yourself and your life.” source: http://www.betterhealth.vic.gov.au
Human beings find their true place within community; they grow towards maturity through the relationships they maintain. We all depend on each other and, as we mature, we grow in awareness of our responsibility for each other. Alone and isolated we cannot develop our gifts and live as God intended. Among family, friends, members of our peer group and others, we find our place as contributing members of society. It calls us all to enter freely into loving and forgiving relationships that are embedded in community, to develop such qualities as honesty, respect, empathy, openness and a commitment to equality.
In pairs, create a definition for the term, self-esteem. Share these definitions with two other pairs.
Self-esteem means how we feel about ourselves.
Explain that this might mean how you feel about yourself as a student, friend or child and whether you think others like you and how you feel about your ability to manage life.
Use the analogy that self esteem is like a cup of water and that sometimes it is full (high self-esteem) and sometimes it is low (poor self-esteem).
Teacher revises the belief that God created us in His image and likeness and therefore His love for us is unconditional.
In small groups, identify ways God’s unconditional love may influence their self-esteem? (Eg, God forgives us when we make wrong choices and therefore we can always start over again, our physical appearance has no bearing on how much God loves us.)
Self-esteem means how we feel about ourselves.
Explain that this might mean how you feel about yourself as a student, friend or child and whether you think others like you and how you feel about your ability to manage life.
Use the analogy that self esteem is like a cup of water and that sometimes it is full (high self-esteem) and sometimes it is low (poor self-esteem).
Teacher revises the belief that God created us in His image and likeness and therefore His love for us is unconditional.
In small groups, identify ways God’s unconditional love may influence their self-esteem? (Eg, God forgives us when we make wrong choices and therefore we can always start over again, our physical appearance has no bearing on how much God loves us.)
Students respond to a number of statements by moving to the signs Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree around the room. Teacher selects several students to justify their response. Students may then change their response and move to another sign after listening to a student’s justification.
· Money is essential.
· We should try to decrease our carbon footprint.
· Puberty maybe a time of confusion.
· Teachers can affect our self esteem.
Values are beliefs that an individual or group of people see as important. These values guide the way we live our lives and the decisions we make. (Display)
Discuss the schools’ values and rules.
Students brainstorm a list of values, eg honesty, loyalty, trust, respecting each other, rejecting violence.
Teacher records these on the board.
List who and what influences our values and talk about how your values have developed.
NOTE: It is important the students recognise the effect self esteem may have on the things they value in life, both the personal and material things.
God calls me to become a complete person, to build a strong sense of self worth, to grow and develop to my full potential. Students discuss how Jesus has influenced our values and the way we live?
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· Money is essential.
· We should try to decrease our carbon footprint.
· Puberty maybe a time of confusion.
· Teachers can affect our self esteem.
- Being fit is important.
- It’s cool to wear the latest fashion.
- Friends are more important than family.
- Love yourself.
Values are beliefs that an individual or group of people see as important. These values guide the way we live our lives and the decisions we make. (Display)
Discuss the schools’ values and rules.
Students brainstorm a list of values, eg honesty, loyalty, trust, respecting each other, rejecting violence.
Teacher records these on the board.
List who and what influences our values and talk about how your values have developed.
NOTE: It is important the students recognise the effect self esteem may have on the things they value in life, both the personal and material things.
God calls me to become a complete person, to build a strong sense of self worth, to grow and develop to my full potential. Students discuss how Jesus has influenced our values and the way we live?
- God calls me to become a complete person, to build a strong sense of self worth, to grow and develop to my full potential.
- We change and grow to become people God calls us to be.
- While respecting others, we do not necessarily take on their values or opinions. We are able to discriminate between what is right and what is wrong.
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SEVEN DIMENSIONS GRAPH
What can I improve on?
- Emotional Wellness- I need to work on controlling my emotions and being able to share my emotions with others.
- Environmental Wellness- I need to work on trying to find a way to make a bigger impact in my community.
- Spiritual Wellness- I need to work on becoming more faithful to my religion.
Factors affecting wellbeing
Imagine a flower with six petals. If the flower loses a petal, you could say that it wasn’t in the best state. Similarly, if parts of a petal are affected, then you could say that the flower doesn’t look or feel as well as it should. The more petals that are affected, the more ‘ill’ the flower will become or, in other words, the closer the flower will get to ill-being.
The flower can still survive even if one or two petals are affected, but it will not be in the best condition unless all the petals are looked after.
It’s the same when we look at the wellbeing of people. The factors that affect wellbeing are like the petals of the flower, if we are not ‘well’ in one, then others can be affected.
Imagine a flower with six petals. If the flower loses a petal, you could say that it wasn’t in the best state. Similarly, if parts of a petal are affected, then you could say that the flower doesn’t look or feel as well as it should. The more petals that are affected, the more ‘ill’ the flower will become or, in other words, the closer the flower will get to ill-being.
The flower can still survive even if one or two petals are affected, but it will not be in the best condition unless all the petals are looked after.
It’s the same when we look at the wellbeing of people. The factors that affect wellbeing are like the petals of the flower, if we are not ‘well’ in one, then others can be affected.
1. Social factors
Social factors relate to our need to have relationships with other people. To obtain optimal wellbeing, a person needs to have their social needs satisfied, e.g. having a sense of belonging, love and support, connections with family and friends.
0 We also need time for privacy, relaxation and personal space. Too much alone time can also have negative effect as a person may feel alienated, lonely or worthless. This can effect their self esteem, and they might start to avoid social situations.
Social factors relate to our need to have relationships with other people. To obtain optimal wellbeing, a person needs to have their social needs satisfied, e.g. having a sense of belonging, love and support, connections with family and friends.
0 We also need time for privacy, relaxation and personal space. Too much alone time can also have negative effect as a person may feel alienated, lonely or worthless. This can effect their self esteem, and they might start to avoid social situations.
2. Physical factors
A person’s physical condition can affect their wellbeing. Many things contribute to a person’s physical condition, including the type and amount of food they eat, the level of exercise they do, whether they have an illness, injury, disability or major stress.
A person’s physical condition can affect their wellbeing. Many things contribute to a person’s physical condition, including the type and amount of food they eat, the level of exercise they do, whether they have an illness, injury, disability or major stress.
3. Emotional factors
Emotional factors relate to a person’s state of mind, emotions or mental health. Anything that makes us or someone else feel awesome will have a positive effect on their wellbeing, whereas anything that makes us or someone else feel awful will have a negative effect.
Emotional factors relate to a person’s state of mind, emotions or mental health. Anything that makes us or someone else feel awesome will have a positive effect on their wellbeing, whereas anything that makes us or someone else feel awful will have a negative effect.
4. Economic factors relate to the financial situation a person is in. e.g. having a job, receiving government payments, pocket money or having no income.
5. Cultural factors relate to those things that we require in order to feel part of and connected to the culture of the society and community in we live in and belong to.0 Cultural factors are linked to a sense of identity, how people live, their customs, their traditions, their clothing and food and beliefs.
6. Spiritual factors relate to an individual’s sense of morals, values and beliefs. It can also be related to an individual’s conscience and knowledge of what is right and wrong.0 The media, our family, our peers and our life experiencences all shape our spirituality.
Resource management
Effective management of resources is important for individuals, groups and communities.
If these resources are managed effectively then people are better able to function in life, cope with lifestyle demands, feel control in their lives and better manage stressful situations.
This effective management assists individuals, groups and communities
Effective management of resources is important for individuals, groups and communities.
If these resources are managed effectively then people are better able to function in life, cope with lifestyle demands, feel control in their lives and better manage stressful situations.
This effective management assists individuals, groups and communities
Discuss the term ‘responsibility’. Create a class definition. (A responsibility is a job or task which you are always expected to do. It is also the way you are expected to act and to treat others with respect.)
Display the class definition of the term responsibility. In pairs role play/mime the actions of some of the responsibilities that students have in the classroom and at home. Eg, walk the dog, wash the dishes, tuck chairs in, tidy our desk area, empty bins and dishwasher, vacuum, mow the lawn. Discuss why families are like a sports team? All members have responsibilities.
TW: Discuss the term ‘right’ (Rights are conditions or things all children should have. All children and adults have the right to be safe, to have their bodies, thoughts and feelings respected and to be treated fairly.) Emphasise how we recognise the rights and dignity of others, through courtesy and respect.
Discuss:
Display the class definition of the term responsibility. In pairs role play/mime the actions of some of the responsibilities that students have in the classroom and at home. Eg, walk the dog, wash the dishes, tuck chairs in, tidy our desk area, empty bins and dishwasher, vacuum, mow the lawn. Discuss why families are like a sports team? All members have responsibilities.
TW: Discuss the term ‘right’ (Rights are conditions or things all children should have. All children and adults have the right to be safe, to have their bodies, thoughts and feelings respected and to be treated fairly.) Emphasise how we recognise the rights and dignity of others, through courtesy and respect.
Discuss:
- Do all students have the same rights? (Yes)
- Who has the responsibility to make sure that rights are met? (All members of the school
community have specific responsibilities including students.) - How do our school or classroom rules ensure our rights and responsibilities are being met?
- How does it help everyone when each student carries out his/her responsibilities? Display these
rights in the classroom. - In pairs discuss their rights at home and at school.
TW: Note the reference to Mt7:12 “Treat others as you would want them to treat you.”
Before completing the ‘Rights and Responsibilities’ Worksheet, teacher explicitly demonstrates an example that allows students to clearly understand the scripture reference. Relate this to the importance of how positive relationships consist of values such as sympathy, love, trust and forgiveness.
Discuss why it is important to belong to various groups and have relationships with a range of people. For example, my family provides me with love, support, clothes, money, friendship and morals/values. Teacher emphasises that ‘belonging’ is one of our basic needs. Teacher note: The family itself is of profound value. It provides our most formative early experiences, meets so many of our basic needs and prepares us for living a full and virtuous life. The ideal situation for a child to be nurtured and grow is in a family. Our sense of belonging is met by developing relationships with others. This is when we can experience cooperation, love and sharing with each other.
My basic needs are:
- Why do we have relationships? (Relationships can help us in many ways. They help us to grow, share experiences with, learn, adults can keep us safe, help meet our basic needs, etc)
- What makes a good relationship? (Trust, earning respect, safety, talking and listening. No forceful, threatening or confusing behaviour.)
- What are the different types of relationships? (Family, friends, acquaintances)
My basic needs are:
- Belonging - the need to develop relationships with others and have the opportunity to love, share and cooperate
- Power - the need to achieve, accomplish and be recognised and respected
- Freedom - the need to make choices
- Fun - the need to have fun, play, laugh and enjoy life
- Survival - the need to have food, clothing and shelter
Catholic Values/Beliefs: We recognise the rights and dignity of others, through courtesy and respect. We follow Jesus’ word by loving others and ourselves.
What is conflict? According to the dictionary a conflict is to fight or disagree or clash. Conflicts are a normal part of everyday life. They can be managed in a positive (cool) or negative (uncool) way. Conflict can be as small as an argument or as big as a war. Conflicts provide an opportunity for us to learn and to grow and develop.
What causes conflict? Conflict between people can be caused by:
What is conflict? According to the dictionary a conflict is to fight or disagree or clash. Conflicts are a normal part of everyday life. They can be managed in a positive (cool) or negative (uncool) way. Conflict can be as small as an argument or as big as a war. Conflicts provide an opportunity for us to learn and to grow and develop.
What causes conflict? Conflict between people can be caused by:
- A person trying to meet his or her basic needs of love and belonging,
freedom, fun, power and survival - Different values and beliefs
- A lack of resources (time, money, property)
How do our values and school rules influence how we respond to conflict?
Conflicts result in winning or losing outcomes, depending on the responses we select: lose-lose, win-lose, win-win (see notes on How can I respond positively to conflict Activity). A peace maker aims for a win-win outcome. Why? Teacher introduces the concept of assertiveness, eg being assertive means standing up for yourself and stating the facts and how you feel.
In pairs, students mime/role play a conflict situation such as: - sharing a favourite game
- watching a favourite TV show
- • losing a friend’s toy/clothing/jewellery • being called names
• blaming a player for losing the game - joining in a team
Conflicts result in winning or losing depending on the responses we choose:
Lose- Lose is when neither person gets what he or she wants. Neither person gets his or her needs met. Both people lose.
Win- Lose is when one person gets what he or she wants and the other person does not. Only one person gets his or her needs met. One person wins, and the other person loses.
Win- Win is when the people in the conflict invent options that help both people get their needs met. They both win. A peace maker aims for a win-win outcome to conflict.
Lose- Lose is when neither person gets what he or she wants. Neither person gets his or her needs met. Both people lose.
Win- Lose is when one person gets what he or she wants and the other person does not. Only one person gets his or her needs met. One person wins, and the other person loses.
Win- Win is when the people in the conflict invent options that help both people get their needs met. They both win. A peace maker aims for a win-win outcome to conflict.
As part of a unit of work on community connections, students learn about how places in their local community were designed to promote physical activity. They visited a local playground near their school to conduct an audit of the types of resources available.
Students were asked to identify areas in their local community that they could use for physical activity and describe some areas they have already used and how they have used them. They were then asked to propose at least one new way of using one of these areas.
This assessment task relates to the focus areas: health benefits of physical activity, and lifelong physical activities.
Students were asked to identify areas in their local community that they could use for physical activity and describe some areas they have already used and how they have used them. They were then asked to propose at least one new way of using one of these areas.
This assessment task relates to the focus areas: health benefits of physical activity, and lifelong physical activities.
Introduce mental maps.
Explain to students that mental maps are the pictures in their minds of places. Tell students that mental maps change to reflect their experiences and feelings, and that people with different experiences may see the same space differently. Ask: What are examples of using mental maps? (giving directions; imagining distant places)
. Discuss different kinds of places and how different students feel about them.
Have a whole-class discussion about places and their importance. Provide students with an example of a place that is important to you. Then ask students to think about different kinds of places that are important to them. Provide them with the examples below. As you say each, ask students to rate its importance with a show of hands. Have students use a scale of 1 to 3, with 1 being unimportant and 3 being very important. If students cannot agree on ratings, call on individual students to explain why it is important or unimportant to them.
Explain to students that mental maps are the pictures in their minds of places. Tell students that mental maps change to reflect their experiences and feelings, and that people with different experiences may see the same space differently. Ask: What are examples of using mental maps? (giving directions; imagining distant places)
. Discuss different kinds of places and how different students feel about them.
Have a whole-class discussion about places and their importance. Provide students with an example of a place that is important to you. Then ask students to think about different kinds of places that are important to them. Provide them with the examples below. As you say each, ask students to rate its importance with a show of hands. Have students use a scale of 1 to 3, with 1 being unimportant and 3 being very important. If students cannot agree on ratings, call on individual students to explain why it is important or unimportant to them.
- a park or other natural place
- a place of religious worship
- a museum or arts performance
- a sports park or amusement park
- an airport or bus station
- a shopping mall
Have students discuss why they feel differently about the importance of places.
Point out that some places are important to many students, but some are important to fewer students. Discuss some of the reasons for this; for example, families come from different backgrounds and religions, they have different interests, or they live in different parts of the community. Ask students to provide more possible reasons.
Point out that some places are important to many students, but some are important to fewer students. Discuss some of the reasons for this; for example, families come from different backgrounds and religions, they have different interests, or they live in different parts of the community. Ask students to provide more possible reasons.
Use mental maps to identify important places in your own community.
Tell students that you now want them to focus on their local community; possibly their own neighbourhood. Ask them to imagine all the different kinds of places in their community and where each is located. Have students put these mental maps on paper by drawing maps of their communities and labelling important places. Ask: Which places are very important to you? Which places are very important to others, but not to you? Make sure students understand that each of them places different value on different sites within their communities. Their ideas or others' ideas about important places are not wrong; just different. Help students to appreciate that people give varying importance to different places because of their personal experiences
Tell students that you now want them to focus on their local community; possibly their own neighbourhood. Ask them to imagine all the different kinds of places in their community and where each is located. Have students put these mental maps on paper by drawing maps of their communities and labelling important places. Ask: Which places are very important to you? Which places are very important to others, but not to you? Make sure students understand that each of them places different value on different sites within their communities. Their ideas or others' ideas about important places are not wrong; just different. Help students to appreciate that people give varying importance to different places because of their personal experiences
Have students trade drawings of favourite places.
Ask each student to indicate their favourite place in their local community with a star. On the back of their maps, have students draw a picture of that favourite place. Have partners trade drawings and encourage each to state at least one reason they would like to visit a place they learned is special to another student, and why.
Ask each student to indicate their favourite place in their local community with a star. On the back of their maps, have students draw a picture of that favourite place. Have partners trade drawings and encourage each to state at least one reason they would like to visit a place they learned is special to another student, and why.
As a whole class, students identify who influences their safety, eg family, friends, police, teacher, government, scout leader, coach and media. Ask students to recall any television advertisements, jingles or slogans that promote a communal approach to safe living, health and well being, eg. Cancer Council (Slip Slop Slap & Wrap), RTA advertisements for speeding and fatigue (No one Thinks Big of You/Stop Revive Survive), RTA seatbelt safety, (Click Clack Front and Back), RBT (Rethink Your Second Drink).
Brainstorm what are the advantages of these communal approaches to safe living? (These organisations provide society with caring networks that are essential for community and personal health and safety. Such advertisements, slogans and jingles educate and influence the safety of a large number of people.
Brainstorm what are the advantages of these communal approaches to safe living? (These organisations provide society with caring networks that are essential for community and personal health and safety. Such advertisements, slogans and jingles educate and influence the safety of a large number of people.
As a class, students brainstorm a potentially hazardous situation and identify who influences their safety choices, eg running across the road against the lights, being influenced by their friends, running late, no traffic and can’t be bothered waiting. Discuss what could have happened in these situations.
In small groups, students devise a Means To An End role play relating to a risk taking situation from the How Do I Keep SafeActivity. Note: Means To An End role plays involve students acting the initial scene and the final scene of the play. The audience has to make predictions about the middle scene of the role play. The audience suggests possible decisions, responses, consequences and evaluation of the outcome.
Students role play their scenes and the audience suggests other possibilities for the middle scenes that eliminate or reduce risks (Road Safety).
1. John and Amanda were riding their bikes along the cycleway when they met Paul. Paul was not wearing his helmet and made fun of John and Amanda for wearing their helmets………….Paul unbuckled his helmet from the handlebars and put it on.
2. Chris and Tom were playing on the climbing equipment at school. Chris was hanging upside down by her knees and swinging back and forward. Tom told Chris to be careful because she might slip………….Tom and Chris chased each other around the climbing equipment.
3. Paulo, Ali and Jake were at the beach. They dropped their towels and bags on the sand. Ali and Jake went swimming between the flags. Paulo laughed at them and said they were ‘losers’…………. Paulo was rescued by the lifesavers.
In small groups, students devise a Means To An End role play relating to a risk taking situation from the How Do I Keep SafeActivity. Note: Means To An End role plays involve students acting the initial scene and the final scene of the play. The audience has to make predictions about the middle scene of the role play. The audience suggests possible decisions, responses, consequences and evaluation of the outcome.
Students role play their scenes and the audience suggests other possibilities for the middle scenes that eliminate or reduce risks (Road Safety).
1. John and Amanda were riding their bikes along the cycleway when they met Paul. Paul was not wearing his helmet and made fun of John and Amanda for wearing their helmets………….Paul unbuckled his helmet from the handlebars and put it on.
2. Chris and Tom were playing on the climbing equipment at school. Chris was hanging upside down by her knees and swinging back and forward. Tom told Chris to be careful because she might slip………….Tom and Chris chased each other around the climbing equipment.
3. Paulo, Ali and Jake were at the beach. They dropped their towels and bags on the sand. Ali and Jake went swimming between the flags. Paulo laughed at them and said they were ‘losers’…………. Paulo was rescued by the lifesavers.
Fire safety
Life is a precious gift entrusted to us by God. Each person has rights and responsibilities in relation to personal safety. We have a responsibility to protect and care for ourselves and others.
Students discuss how fuel, heat and air are all needed to sustain a fire. View website http://www.csiro.au/resources/FireTriangle.html to lead a discussion on the ‘fire triangle.’ Students brainstorm possible sources of fuel in their classroom and record these in their book.
Students brainstorm procedures to be taken in the event of a fire in their school and prepare a Fire Safety Action Plan in small groups e.g. Call 000.
In groups, using the School Evacuation Plan, students label all exits (corridors and doors) and label their meeting place.
Teacher Note: For example, stay calm, call 000, crawl along the floor, test doors before opening and if the handle is hot don’t open the door, seal the gaps. If you are trapped, open a window and call for help. If possible, leave the classroom, assemble at the pre-arranged meeting place and take the roll. Teachers need to investigate the school evacuation plan and procedures.
________________________________________
________________________________________
2. What fire safety equipment do I have in my home?
________________________________________
________________________________________
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3. Draw a floor plan of your home and show the evacuation
Life is a precious gift entrusted to us by God. Each person has rights and responsibilities in relation to personal safety. We have a responsibility to protect and care for ourselves and others.
Students discuss how fuel, heat and air are all needed to sustain a fire. View website http://www.csiro.au/resources/FireTriangle.html to lead a discussion on the ‘fire triangle.’ Students brainstorm possible sources of fuel in their classroom and record these in their book.
Students brainstorm procedures to be taken in the event of a fire in their school and prepare a Fire Safety Action Plan in small groups e.g. Call 000.
In groups, using the School Evacuation Plan, students label all exits (corridors and doors) and label their meeting place.
Teacher Note: For example, stay calm, call 000, crawl along the floor, test doors before opening and if the handle is hot don’t open the door, seal the gaps. If you are trapped, open a window and call for help. If possible, leave the classroom, assemble at the pre-arranged meeting place and take the roll. Teachers need to investigate the school evacuation plan and procedures.
- If there was a fire in my home, I would …
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________________________________________
2. What fire safety equipment do I have in my home?
________________________________________
________________________________________
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3. Draw a floor plan of your home and show the evacuation
Swim safety
Teacher leads students through a visualisation exercise relating to water safety, eg imagine you and your friends are swinging from a rope over a deep part of a river. Your friend falls and becomes caught in the downstream current and is having difficulty swimming to the river bank.
Students suggest strategies for responding to the situation. N.B. It is essential that the students understand that their own safety is a priority when it comes to helping others- injuring yourself prevents you from helping others.
Demonstrate reach and throw rescues using plastic buckets, ropes, plastic drink containers, rubber balls, umbrella handles, arms and legs. Teacher instructs students on the correct reaching and throwing techniques. Students suggest water safety skills that the friend in the water could use, eg tread water, float and signal for help, stay calm, air fill clothing as a floatation aid.
OR
In small groups, students create a simple PowerPoint that identifies items that could be used for dry rescues and how these items are used. Students complete their PowerPoint and present to the class.
Note: The most important factor in attempting a rescue is self-preservation.
Reach RescueA reach rescue should always be considered first in any emergency. It is particularly useful when the person in difficulty has fallen into the water near the edge or when a non-swimmer has to effect a rescue alone.
What you should do.
Extension of the Arm or LegIn the unusual case where no aid is available to extend the reach, the rescuer may reach directly with the arm. Alternatively, a leg may be extended if a firm hold on the edge or shore can be obtained.
Use of Rescue AidsThe use of aids can greatly increase the distance over which a rescue can be effective. Aids can be:
A rigid aid should be the first choice of the rescuer. The rescuer should hold the rigid aid just in front of the person in difficulty, near enough for the aid to be grasped. If the person cannot hold the aid, the rescuer should attempt to hook it under the person’s armpit to provide support.
When using a non-rigid aid, the rescuer should throw the aid while retaining hold of one end. Two items of clothing can be tied together to further extend the reach. These rescue attempts may sometimes be unsuccessful because the person in trouble does not realise that help is being offered. In such cases, the rescue aid should be put into contact with the person in difficulty. If this does not work, alternative methods of rescue should be considered.
Throw RescueOther skills that do not require entry into the water make use of throwing aids. These can be used by weak or non-swimmers. The following aids may be used in throw rescues.
Buoyant AidA buoyant aid can be used when the person in difficulty is too far away to effect a reach rescue. The purpose of throwing a buoyant aid is to provide the swimmer in difficulty with support until removal from the danger area is possible.
What you should do:
Teacher leads students through a visualisation exercise relating to water safety, eg imagine you and your friends are swinging from a rope over a deep part of a river. Your friend falls and becomes caught in the downstream current and is having difficulty swimming to the river bank.
Students suggest strategies for responding to the situation. N.B. It is essential that the students understand that their own safety is a priority when it comes to helping others- injuring yourself prevents you from helping others.
Demonstrate reach and throw rescues using plastic buckets, ropes, plastic drink containers, rubber balls, umbrella handles, arms and legs. Teacher instructs students on the correct reaching and throwing techniques. Students suggest water safety skills that the friend in the water could use, eg tread water, float and signal for help, stay calm, air fill clothing as a floatation aid.
OR
In small groups, students create a simple PowerPoint that identifies items that could be used for dry rescues and how these items are used. Students complete their PowerPoint and present to the class.
Note: The most important factor in attempting a rescue is self-preservation.
Reach RescueA reach rescue should always be considered first in any emergency. It is particularly useful when the person in difficulty has fallen into the water near the edge or when a non-swimmer has to effect a rescue alone.
What you should do.
- Lie down with the chest on the ground, keeping the person under observation.
- Anchor firmly, either using an assistant or by grasping a fixed object such as a post.
- Reach out with an aid and instruct the person to hold it.
- Haul the person steadily to safety.
- If in danger of being pulled in, let go and try again when secure.
Extension of the Arm or LegIn the unusual case where no aid is available to extend the reach, the rescuer may reach directly with the arm. Alternatively, a leg may be extended if a firm hold on the edge or shore can be obtained.
Use of Rescue AidsThe use of aids can greatly increase the distance over which a rescue can be effective. Aids can be:
- Rigid, such as a branch, stick, umbrella or paddle
- Non-rigid, such as a towel, rope or clothing
A rigid aid should be the first choice of the rescuer. The rescuer should hold the rigid aid just in front of the person in difficulty, near enough for the aid to be grasped. If the person cannot hold the aid, the rescuer should attempt to hook it under the person’s armpit to provide support.
When using a non-rigid aid, the rescuer should throw the aid while retaining hold of one end. Two items of clothing can be tied together to further extend the reach. These rescue attempts may sometimes be unsuccessful because the person in trouble does not realise that help is being offered. In such cases, the rescue aid should be put into contact with the person in difficulty. If this does not work, alternative methods of rescue should be considered.
Throw RescueOther skills that do not require entry into the water make use of throwing aids. These can be used by weak or non-swimmers. The following aids may be used in throw rescues.
Buoyant AidA buoyant aid can be used when the person in difficulty is too far away to effect a reach rescue. The purpose of throwing a buoyant aid is to provide the swimmer in difficulty with support until removal from the danger area is possible.
What you should do:
- Choose a suitable aid, such as a kickboard or plastic container.
- Tell the person that something is to be thrown to them and how to use it.
- Stand well clear of the edge and throw the aid underarm or overarm, depending on the type of aid and distance from the person.
- Attempt to land the aid within arm’s reach of the person, remembering to take into account factors such as wind, current, tides and weight of the aid.
- Instruct the person to hold the aid to their chest and to kick to the edge.
- Assist the person out of the water.
Sun safety
Teacher brings the students to the understanding that life is a precious gift entrusted to us by God. We need to learn practices that will keep ourselves and others safe from harm. Students brainstorm ways to protect their skin from the sun. Teacher reviews the slogan ‘Slip, Slop, Slap, Wrap’.
Students read the poem ‘Everyone, everywhere is covered in skin’ (NSW Cancer Council Sunsafe Resource).
Everyone every where’s covered with skin
- the stuff that keeps the rest of you in.
Skin can be white, or olive, or black.
Skin can be spotty, or freckled or slack.
Skin can be hairy or bald as a bean.
When it gets dirty its easy to clean.
When you’re a baby, it’s just the right size.
Yet when you’re grown-up the same thing applies.
Isn’t it lucky we’re covered in skin.
The stuff that keeps the rest of us in?
Students create a cartoon character that advertises sun safety and protective clothing.
Students prepare text to accompany their cartoon. Students share their cartoon characters with the class and discuss how each character is affected by the sun’s harmful UV rays. Students need to state the practices needed to protect their character.
Teacher brings the students to the understanding that life is a precious gift entrusted to us by God. We need to learn practices that will keep ourselves and others safe from harm. Students brainstorm ways to protect their skin from the sun. Teacher reviews the slogan ‘Slip, Slop, Slap, Wrap’.
Students read the poem ‘Everyone, everywhere is covered in skin’ (NSW Cancer Council Sunsafe Resource).
Everyone every where’s covered with skin
- the stuff that keeps the rest of you in.
Skin can be white, or olive, or black.
Skin can be spotty, or freckled or slack.
Skin can be hairy or bald as a bean.
When it gets dirty its easy to clean.
When you’re a baby, it’s just the right size.
Yet when you’re grown-up the same thing applies.
Isn’t it lucky we’re covered in skin.
The stuff that keeps the rest of us in?
Students create a cartoon character that advertises sun safety and protective clothing.
Students prepare text to accompany their cartoon. Students share their cartoon characters with the class and discuss how each character is affected by the sun’s harmful UV rays. Students need to state the practices needed to protect their character.
This is a Menu…
Choose one or choose them all!
We are all different and we all have different coping styles. It is important that you choose and practice a range of strategies that suit you, and this might be different for each of the individual members of your family.
Choose one or choose them all!
We are all different and we all have different coping styles. It is important that you choose and practice a range of strategies that suit you, and this might be different for each of the individual members of your family.