Unit of Work: Safe Living – Hazardous Happenings !
Rationale: I have chosen this topic as it is extremely common for a situation to arise in which primary school aged children are
left at home alone or left in lower supervision areas. Being able to identify and manage hazards are important skills for students
to learn at a young age to help them remain alert and safe.
As a before and after school care educator I am part of multiple conversations between both, children and parents, and parent s
and staff. Students often request to no longer attend Before/After school care and appeal to gain the responsibility to remain at
home alone and catch public transport to and from school. Parents regularly ask our professional opinion on their child's
diminishing interest in Before/After school care and their maturity and ability to care for themselves; complete homework
independently etc. I also need to be able to make decisions on children’s abilities to run errands without teacher supervisio n
(paired students taking notes to other teachers).
I would like to increase my understanding to help me with these conversations and to apply to future teaching.
Stage/Year:
Aimed at Stage 1. Towards the end of Year 1 beginning of Year
2.
Prior Learning:
SLES1.13: Demonstrates an emerging awareness of the
concepts of safe and unsafe living.
-describes dangerous things they can see, reach and touch, eg
medicines
-describes safe places to play
-indicates a number of possible actions for safety, eg No-GoTell, always holding a grownup’s hand near the road
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Outcome:
SLS1.13- Recognises that their safety depends on the environment
and the behaviour of themselves and others.
Indicators:
-
-
role-plays what to do in an emergency, eg dial 000
describes dangerous things they can see, reach and touch
and ways of dealing with them, eg electrical appliances,
poisons, medications
identifies things needed to play safely, eg helmets for bike
riding, sun screen, taking turns on equipment
describes and practises what is needed to travel safely, eg do
not distract the driver, hold an adult’s hand when crossing the
road
No.
Lesson
Indicators of Learning
Teaching and Learning Experiences
Title
1
What is a
hazard ?
describes
dangerous things
they can see, reach
and touch and ways
of dealing with
them, eg electrical
appliances, poisons,
medications
Class will brainstorm a definition of a hazard. They will create a class mind
map on the smartboard showing examples of Hazards and how you may
manage the hazards.
Students, using the mind map or their own knowledge, will pick a hazard and
a prevention/management practice and create a sign/poster for the topic.
Eg
Frayed cord – never touch frayed cords, tell an adult
Assessment
Strategies
Resources/
Organisation
-Participation
-Smartboard
-Ability to
identify a hazard
and
management
technique
-Coloured
cardboard (A3
size)
-Textas/Crayons
-Appropriate
sign
Smashed glass – wear shoes, don’t touch, tell an adult
2
3
Spot the
hazard !
Emergen
cy ! Part
1
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describes
dangerous things
they can see, reach
and touch and ways
of dealing with
them, eg electrical
appliances, poisons,
medications
Watch Youtube video ‘Spot the Hazard’, students individually will list hazards.
Class will go through answers noting any hazards missed.
Class will roam the nominated area and identify hazards around the school.
Where posters apply, students will place the signs they created in the
designated area. Remaining posters can be displayed in the classroom.
role-plays what to
Class will discuss some emergency scenarios that may happen and way to
do in an emergency, manage them. Discuss what may happen when you ring emergency services.
eg dial 000
Class will watch a Youtube ‘The correct way to make an emergency 999 call’
& ‘calling an ambulance’ for an idea on emergency calls. Discuss the
emergency numbers you may have heard of and the correct Australian
number.
-Participation
-Ability to
identify a/some
hazards
-Match a sign to
a hazard
-Participation
-Team work
-Youtube: ‘How
many hazards
can you spot’
-Book or paper
-Pen
-Posters from
previous lesson
-Youtube: ‘The
correct way to
make an
emergency 999
call’ & ‘calling an
ambulance’
-Props
Students form groups and create, plan and practice their performance.
4
Emergen
cy ! Part
2
role-plays what to
Groups will perform their item. The class will Identify the hazard and the steps
do in an emergency, they take to manage it.
eg dial 000
The performances can be filmed and provided to the students in their online
class folder.
-Participation
-Props
-Team work
-Home brought
props/dress ups
-Correct
emergency
number
-Video Camera
- Ability to
identify hazard
5
6
When do
I
wear/use
this ?
How can
I be safe
?
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identifies things
needed to play
safely, eg helmets
for bike riding, sun
screen, taking turns
on equipment
describes and
practises what is
needed to travel
safely, eg do not
distract the driver,
hold an adult’s hand
when crossing the
road
In groups of 4/5, the group will collect a bag with 4/5 items that help manage
danger/hazards. The group will need to identify the items and how they help.
-Group
participation and
team work
All students will have an individual table to fill in during their group work and
as each group presents.
-Completion (or
attempt) of table
Item
How and what does it protect ?
Sunscreen
It goes on the skin to help prevent
burning
Helmet
Worn on the head to protect from
injury
The class will work through a presentation of pictures or videos of unsafe
scenarios. They will identify if (show of hands or green/red yes/no paddles)
why the scenario is unsafe and offer options to make the scenario safer.
To end the unit students will participate in a safety relay race. In groups of 4
students will form a line at the designated cone. When the race begins the
first student must put on both elbow guards, both knee guards and a hi
visibility vest and air-cycle around the opposite cone and back. They must
remove their elbow and knee guards and vest for the next person to put on
-Appropriate
management
techniques
-Participation
-Table
-20 items (one pp
if possible)
-Scenario pictures
Appendix 1
-x4 pairs of
elbows guards (or
something similar)
-x4 pairs of knee
guards (or
something similar)
-x4 Hi visibility
etc
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vests
Assessment
Lesson 1, Indicator: Describes dangerous things they can see, reach and touch and ways of
dealing with them, eg electrical appliances, poisons, medications

Diagnostic, Informal Assessment
Students meet this indicator by having a go and participating. Being diagnostic it is about
obtaining prior knowledge and scaffolding the basis of the topic.
Lesson 2, Indicator: Describes dangerous things they can see, reach and touch and ways of
dealing with them, eg electrical appliances, poisons, medications

Summative, Informal Assessment
Students meet this indicator through primarily participation and through a basic correct
identification of hazards. At this stage I would expect students should be able to identify at least
2-3 hazards after the previous lesson’s brainstorm.
Lesson 3, Indicator: Role-plays what to do in an emergency, eg dial 000

Formative, Diagnostic, Informal Assessment
In this lesson team work and co-operation is a must to meet this indicator. Through team work
they will design and plan a role play.
Lesson 4, Indicator: Role-plays what to do in an emergency, eg dial 000

Formative, Summative, Formal assessment
Again co-operation and team work is needed as students need to perform their role play.
Students will meet the indicator through participation and a correct portrayal of an emergency
number and a well thought out emergency scenario.
Lesson 5, Indicator: Identifies things needed to play safely, eg helmets for bike riding, sun
screen, taking turns on equipment

Formative, Summative, Formal assessment
This indicator can only be met if the class works co-operatively. Using the jigsaw process,
students will separate into groups and work on different items. Through a correct and well
expressed presentation of all the groups will each student have all the information to fill in their
table. To meet this indicator all groups need to work hard, present thoroughly and listen to one
another. The table should be completed but is not to determine the meeting of the indicator
alone.
Lesson 6, Indicator: Describes and practises what is needed to travel safely, eg do not distract
the driver, hold an adult’s hand when crossing the road

Formative, Summative, Informal assessment
Students will meet this indicator through correct identification or incorrect identification with a
follow up discussion. Students will be drawing on their past lessons knowledge to correct
identify hazards and management techniques. Participation is expected in this activity.
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References

Dorset Fire & Rescue Service (2011). The Correct Way to Make an Emergency
999 Call. YouTube.
http://www.youtube.com/watch?v=fTb_jCnbutk

NSW Board of Studies (1999). Personal Development Health and Physical
Education. Syllabus K-6.

St John Ambulance (2010). Calling an Ambulance. YouTube
http://www.youtube.com/watch?v=-4oti2CujQA
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Appendix 1 – Lesson Six
Scenario Pictures
Two hands on
handlebars
VS
VS
VS
Other Scenarios
-travelling between train carriages, then sitting correctly
-house without fence, then house with fence
-child walking without holding hand, then child holding parents hand
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