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Principle 2 - Vignettes: Early Years - Safety
Back to Principle 2 - Vignettes: Early Years
Example
Safety
Marie notices a number of her Year 1 students are ending up with bumps and scrapes during break-times. She aims to increase their knowledge of hazards, risks and safety measures; and develop sound attitudes and values about safety.
She develops a unit of work called ‘Slips, Trips and Falls’ that poses questions ‘What is safe in our school environment?’ ‘How can we look after ourselves at school?’ ‘How safe is our school?’
The children brainstorm their understanding of safe, search for dictionary definitions and develop a word wall about safety. In pairs they identify areas they think are ‘safe’ and ‘not so safe’ and mark them on enlarged maps of the school. Marie supports the students to share their opinions and rationale; and encourages the children to ask each other questions about their ideas.
As a class the students identify four key areas for investigation. They use ‘Spot the Hazard Checklist’ during a structured walk around the school and key areas; and identify things that are loose, broken, in the way, not where they are supposed to be; and any other hazards.
The discoveries from the investigation are mapped on a chart ‘Spot the hazard’ ‘Assess the risk’ and ‘Make the changes.’ Marie encourages the students to consider whether we can get rid of all risks at school. They discuss the idea of ‘thinking safe’ and lowering risks. A safety wall is developed in the classroom that depicts the observations, risk assessments and changes that are implemented. Safety and safe school becomes an ongoing topic for inclusion in class meetings.
For more information: Spot the Hazard checklist (http://www.safetyline.wa.gov.au/pagebin/edcnwssm0098.htm/)