Active Outcomes 1 & CD-ROM
Active Outcomes 1 & CD-ROM
ISBN: 978-0-7314-0180-2
RRP: $56.95
Active Outcomes 1 Worksheets
ISBN: 978-0-7314-0188-8
RRP: $89.95
Active Outcomes 2 & CD-ROM
ISBN: 978-0-7314-0137-6
RRP: $56.95
Active Outcomes 2 Worksheets
ISBN: 978-0-7314-0167-3
RRP: $89.95
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SAMPLE UNIT OF WORK “Risky Business” Stage 4, PDHPE
Using page references and examples from Active Outcomes 1 (978-0-7314-0180-2)
Sample Work Program PDHPE
Page
1
Strand 3: Individual and Community Health – Risky Business
FOCUS:
Timing: 4 weeks
Students identify the consequences of risk behaviours and describe strategies to minimise harm
Syllabus outcomes
A student:
Major Outcome:
4.7:
A student identifies the consequences of risk behaviours and describes strategies to minimize harm
Contributing Outcomes:
4.3: Describe the qualities of positive relationships and strategies to address the abuse of power
4.6: Describe the nature of health and analyse how health issues may impact on young people
Skill Outcomes:
4.11: COMMUNICATING – selects and uses communication skills and strategies clearly and coherently in a range of new and
challenging situations
4.12:
DECISION MAKING – Assesses risk and social influences, and reflect on personal experiences to make informed decisions
4.13: INTERACTING – demonstrates cooperation and support of others in social, recreational and other group contexts
4.15
PLANNING – Devise, apply and monitor plans to achieve short-term and long-term goals.
Values and attitudes objectives
-
Value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles
-
Develop a willingness to participate in creating and promoting healthy and supportive communities and environments
Resources: Active Outcomes 1, Ruskin & Proctor
Sample Work Program PDHPE
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2
Risky Business
Students learn about:
MANAGING RISK
 Exploring risk
Students learn to:

-
-
settings or circumstances
in which risk-taking
occurs
-
factors influencing risktaking
Explore the concept of risk by
investigating the following:
What is a reasonable degree of
risk?
Teaching/Learning Activities
- Discuss ‘what does it mean to be safe?’
- Students to take a walk around the school and create a list of potential safety
hazards eg food on stairs, uncovered drains, slippery steps. Return to
classroom and create a list of prevention strategies to match each hazard.
-
Why do people take risks?
- Brainstorm reasons why young people take risks
-
influence of gender on risk
behaviour
-
‘Males are at greater risk of injury than females because they are more
likely to be involved in risk-taking behaviour that leads to injury’. Discuss
this statement.
- Create a list of risks that young people take
- For each risk, identify the possible outcomes to determine if the risk is
reasonable or too risky.
-
Outcomes of risk
behaviour
-
Create a ‘Risk Storyboard’ that involves a character taking a risk. The
reasons why they are taking the risk needs to be clear and include the
consequences of risk taking.
Eg Jenny misses her bus and is late for her piano lesson
She gets in the car with her brother even thought there are no seatbelts left
Jenny lies across the people on the back seat
Jenny is thrown from the seat when her brother brakes suddenly
Choose one of the following to be your main character: Dancin Dan, Oh Oh
Owen, Jumpin Jill, Nervous Ned, Skatin Sam, Which Way Wendy
-
Sample Work Program PDHPE
Present storyboard as written story or a comic strip.
Page
3
-
positive and negative risk

debate the positive and
negative outcomes of engaging
in risk behaviours

Strategies to minimize
harm

Describe strategies to
minimize harm in each of the
following real life situations
when:
-
-
safe attitudes, eg concern
for others, impunity,
responsibility
developing personal
skills, eg conflict
resolution, assertive
behaviour, problemsolving, refusal skills
-
Safe and supportive
environments, eg school,
community, family and
peer support networks
-
acquiring knowledge
-
-
Sample Work Program PDHPE
- Conduct a class debate on the positive and negative outcomes of engaging
in risk taking
-
Discuss the term ‘harm minimisation’
-
Read skillbooster ‘Reducing the risk through smart decisions’
Active Outcomes 1, p 204 (decision making) and answer questions 1 – 5.
-
Devise a list of places you feel safe and the reasons why you do feel safe
there.
-
Read skillbooster ‘Strategies to minimise harm’
Active Outcomes 1, p 206 (interacting) and answer questions 1 – 2.
in water environments
feeling depressed
being offered or using drugs
experiencing unwanted sexual
contact
Page
4
-
-
Recognizing, assessing
and responding to risk
situations
-

-

exposed to the sun
at a party
travelling alone at night
Recognise potentially unsafe
situations and respond by
demonstrating personal skills:
to counteract the influence of
others
to influence others to modify their
behaviour
Personal safety
- going out
- strategies to keep safe
- seeking further assistance


Sample Work Program PDHPE
Identify strategies and
develop plans to keep
themselves safe when going
out
explain how potential for harm
can be increased as a result of
an interaction of factors, eg
peers, alcohol use and road
safety
Discuss the three steps to minimising risk
a) recognising, b) assessing, c) responding
-
Read skillbooster ‘Developing strategies’
Active Outcomes 1, p 208 (planning) and answer questions 1 – 2.
-
Role play some methods you may use to influence others to modify a high
risk behaviour or to reduce the risk in an environment.
Eg. Encouraging friends not to swim in the beach at night
-
-
You and your friends are going into the city on Saturday night to go to a
concert. Devise a plan to keep safe on Saturday night.
- Discuss what type of events that may occur in the city on Saturday night
would lead you to seeking help.
-
Discuss how the potential for harm can be increased with the interaction of
factors.
Eg. Peers, alcohol use
Peers, alcohol use, road safety
Peers, drug use, water safety
Peers, drug use, unwanted sexual contact
Page
5
-
as a pedestrian, passenger and
user of wheeled devices
-
ROAD SAFETY STUDY :
-
Brainstorm words relating to Road Safety
-
Discuss: Do you know anyone who has been injured on a
bike/scooter/skateboard etc
-
Brainstorm and list the risks young people take as road users, that is,
a) pedestrians, b) passengers, c) wheeled road users (scooter/bike etc)
- Highlight the risks you have taken in the above list
- Discuss when you would/would not take this risk
- Choose 1 risk you have taken, consider the consequences and rate the risk
on a ‘harmometer’ (1 equals minimal risk/10 equals extreme risk)
- Compare your responses as a group
- Discuss the following facts:
‘During school travel times 4 or 5 young high school students are injured each
week’
‘In country NSW most of those injured are passengers, while in city areas they
are more likely to be pedestrians’
‘The number of transport related casualties during school travel times
increases during the first years of high school’
‘Young high school children are more likely to be injured during school travel
times than in any other time period, including holidays and weekend’
- Visit www.youthsafe.org for current statistics/information
Sample Work Program PDHPE
-
Groupwork task. Distribute road user topics to groups.
-
Topics - Bicycle, rollerblade, skateboard, scooter, pedestrian, passenger
-
a) propose a list of safety strategies, rules and/or equipment to assist in
reducing harm
-
b) identify any barriers/influences that may stop young people from using
Page
6
the above strategies
-
DRABCD
basic first aid procedures
emergency assessment
Demonstrate management of
basic first aid situations
including:
- an unconscious person
- bleeding and shock
- asthma
- burns, bites and stings
poisonings and overdose

Sample Work Program PDHPE
-
c) create a health promotion strategy that addresses these
barriers/influences and encourages young people to minimise harm
-
d) Present health promotion as poem/jingle/tv advertisement or radio
segment. Present to class.
FIRST AID:
-
Brainstorm words relating to ‘First Aid’
-
Click on www.stjohn.org.au/quick_pdfs/DRABCD.pdf
-
Create a flow chart of the DRABCD Plan
-
Discuss when you would place someone in the recovery position
-
In pairs – place your partner in the lateral recovery position
-
Read skillbooster – CPR for infants and children
Active Outcomes 1, p 213 (communicating) and answer questions 1 – 2.
-
Practice emergency response on a manikin. Follow DRABCD flowchart.
Page
7
-
Groupwork. Delegate topics to groups.
-
Topics: bleeding, shock, asthma, snakebite, care of unconscious
-
Research:
-
a) what risky behaviours/situations may cause injury
-
b) treatment of injury/illness
-
Use www.stjohn.org.au for information
-
Create a role play to present information to the class.
-
Read ‘check and challenge’
Active Outcomes 1, p 217 and discuss questions 1 – 6 as a class & write a
point summary of information
.
Sample Work Program PDHPE
Page
8
Risk
Storyboard:
Sample
worksheet
1.
4.
Sample Work Program PDHPE
2.
5.
3.
6.
Page
9
GLOSSARY:
Assertiveness:
involves standing up for your rights while respecting the rights of others
Consequences:
the outcomes of a situation or action
Elevate:
raise part of the body so it is higher than the heart
Emergency Services: agencies that provide medical assistance
Personal Safety Plan:
a series of strategies to keep yourself free from harm
Potential harm:
the possibility that a person could be injured physically, emotionally or sexually
Refusal Skills:
skills that allow you to say ‘no’ when you do not want to do something
Risk Behaviour:
acting in a way that could damage or harm your own health or the health of someone else
Risk Factors:
behaviours or characteristics that make a person more at risk
Risk Situation:
a situation where there is a potential for harm
Risk-taking:
doing something when the consequences are unknown
Road Safety:
knowledge, attitudes and behaviour that keep people free from harm on the road
Sample Work Program PDHPE
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STAGE 4 PDHPE REGISTER
RISKY BUSINESS
AREAS OF STUDY:
Minimising Harm
Risk Behaviours
Teacher’s Name ______________________________
First Aid
Date commenced _________________
Content examined:
Date completed _______________
Outcomes achieved:
Teaching/Learning activities used
Flow chart
Discussion
Locating information
Accessing websites
ICT applications
Point summary
Individual research
Group research
Explanation
Brainstorm
Debate
Roleplay
Storyboard
Oral presentation
Literacy tasks
Reading
Comprehension
Case studies
Note taking
Text exercise
Topic summary
Interacting
Communicating
Planning
Problem solving
Analysing information
Lecturette
Statistics/Trends
Peer tutoring
Test item
Evaluation of program:
Additional resources:
Sample Work Program PDHPE
Page
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