Challenges and Choices Teaching and Learning Strategies

100852 C & C Blue Tabs 3/11/05 10:36 AM Page 1
LEARNING STRATEGIES
TEACHING AND
TEACHING
AND
LEARNING
STRATEGIES
Classroom
strategies
The classroom strategies have been further divided into the following sections and include a range of
strategies as shown below:
SECTION TEACHING AND LEARNING STRATEGIES PAGE
Classroom
strategies
• Before and after 338
• Graffiti 338
Tuning in • KWL 339
• Picture talk 339
• Shared reading 340
• Brainstorm 341
• Circle talk 342
• Four squares 342
Finding out • Guest speakers 343
• Head talk 345
• Maths investigations 345
• Trigger videos - viewing 346
• Arts ideas 347

• Design a game 348
• Mind maps 348
• Music and movement 349
• Puzzles and games 349
Sorting out
• Sequencing information 349
• Story map 350
• T and Y charts 350
• Text innovation 351
• Venn diagram 351
• Around the table 353

Developing values • Choose a corner 354
• Values continuum 354
• Brave talk 356

• Decision-making model 359
Making decisions • Placemat 364
• Planning 364
• Role-play 365
• Assertive communication 367

Speaking out • Barrier game 369
• Think-pair-share 369
• Journals 371
• Reflective questions 371
Reflecting • Sharing circle 372
• Unfinished sentences 372
• Thought shapes 373
Early childhood
Early childhood education
➤ This section of the resource identifies some of a wide range of teaching and learning
strategies used by early childhood teachers to support children’s learning and
development.
EARLY CHILDHOOD PEDAGOGY Successful group activities don’t occur automatically.

Adults need to pay attention to how groups are
formed, the roles of group members and the process
Early childhood pedagogy includes both the provision that allow groups to achieve their goals. Some
of a supportive learning environment and the considerations when forming groups are:
strategies adults use to motivate children and
Assign students to groups rather than allowing
support their learning and development. Adults
them to choose.
involved in early childhood education use a variety of
meaningful ‘hands on’ learning experiences to develop Often children choose to sit in their friendship groups.
children’s knowledge, skills and understandings across In many of the resilience promoting learning experiences
the curriculum. They use interactions, both verbal and in this resource, forming connections with students
non-verbal in apparently simple techniques that are outside friendship groups is crucial. Groups can be
powerful in shaping children’s learning. These randomly formed by children finding others who:
interactions are key to effective pedagogy. • have a matching piece of puzzle
• have the same coloured bead or block
SUPPORTIVE LEARNING ENVIRONMENT
• are the same height
Adults, in consultation with the children, manipulate
• have similar hair or eye colouring
both the indoor and outdoor environments to
challenge children and to help them consolidate their • have a name that starts with the same letter.
learning. Materials are placed to encourage children
to be curious, to solve problems, to make decisions,
to reflect and to interact with the materials, each
other and adults.
Adults ensure there is time for adult and child initiated
learning experiences while at the same time allow
sufficient flexibility to build on unpredictable ‘teachable
moments’ that can arise at any point during the day.
They ensure there is time to become deeply involved
in sustained shared thinking with children.
Adults consider the feeling of security that routines
give to young children, the teaching opportunities
they offer and continually reflect on the effectiveness
of the routines. How many children in a group?
STRATEGIES TO MOTIVATE AND This depends on the learning strategy or experience.

SUPPORT STUDENT LEARNING Pairs are usually appropriate for younger students and
older students can manage groups of three or four.
➤ Co-construction and sustained shared thinking
How long should groups stay together?
Co-construction and sustained shared thinking involves
adults and children as active constructors of knowledge. Working together successfully does take time, so it is
It involves two or more individuals working together best to leave groups together for at least two activities.
to solve a problem, clarify a concept, evaluate a Forming mixed-ability or similar ability groups.
learning experience, extend a narrative etc. All
contribute and through the process of expressing, This depends very much on the nature of the activity,
sharing and reflecting on their own and on each but it is a good idea occasionally to form mixed
others’ meanings and understandings, their thinking ability groups. Children will benefit from explaining
is developed and extended. and sharing their knowledge and skills with others.
Teaching and learning strategies 330

20
Forming groups based on students’ learning styles. ➤ Questioning

Groups can be formed based on learning styles so Questions can be open or closed. Open questions
that different children carry out roles they feel do not look for a right or wrong answer and children’s
comfortable with. answers can include their thoughts or feelings. They
Roles in groups. are useful in encouraging children to problem solve
and to talk through their conflicts with others. Closed
Older children can be assigned a role that is their questions are useful to encourage children to state
responsibility during a group task such as encouraging facts. They can help them to overcome shyness and
other students, keeping time, presenting the group develop confidence and help the development of
findings or collecting and returning material. Teachers early oral language skills.
may model each role to students as this will assist
understanding of their responsibility and increase It is useful when engaging in a group learning
cooperation among group members. experience to ask children what they already know
and what they want to learn before engaging in the
➤ Encouraging experience. Many of the Tuning in learning
experiences in this resource will provide examples of
Encouragement can be verbal or non-verbal. It supports these questions.
children learning new skills and builds dispositions
such as perseverance. Praise that is meaningful and During the learning experience, ask open-ended
focused can both encourage the child and help to questions to direct students to read, listen, view or
develop their self-assessment skills. think critically about a specific issue.
After the learning experience, ask questions to
➤ Explicit teaching
encourage students to justify their opinions or
Explicit teaching is usually associated with ‘traditional’ responses to a specific issue. Students can also use
teaching methods and sometimes not thought of as this time to reflect on their learning.
being appropriate for young children. However, adults
Strategies that will engage students in reflecting on
instruct children when they inform them about a
their learning have been suggested in the Reflecting
particular topic, when they show, or tell them how to
section of this resource. Teachers can use other
do things. When used in a balanced approach, it is
learning strategies included in this resource to
an effective early childhood teaching strategy.
involve students in reflecting on their learning (e.g. by
➤ Feedback completing the last column of a KWL table, students
will be required to consider changes in their
Feedback helps children to clarify what they are understanding and attitudes).
doing and to develop self-assessment skills in
relation to their actions, progress and achievement. The question cues describe in the Revised Bloom’s
Taxonomy (Anderson 1999) model can be used to
➤ Listening develop questions. It identifies six levels within the
cognitive domain, from simple recall to creating new
Adults listen to children to try to better understand
ideas and ways of thinking. By considering the
them. When adults really listen they focus on what
taxonomy, teachers can ensure questions within
the child is saying, interpret what is said in light of
discussions and assessment tasks will stimulate and
their knowledge of the child and often use it to plan
develop students’ thinking.
for future interactions and learning. Being listened to
helps children to feel valued and supports their
development of a positive self-image.
➤ Modelling
When adults model to children they are priming the
children to develop the attitudes, actions and
language that are valued by those around them.
Modelling shows children appropriate ways to
behave and positive dispositions to learning. By
‘thinking aloud’ teachers model their thinking skills to
support children’s metacognitive development. Many
of the learning experiences outlined in this resource
should be first modelled by adults.
331 Teaching and learning strategies

THE REVISED BLOOM’S TAXONOMY

SOME LEARNING
COGNITIVE LEVEL QUESTION CUES QUESTION EXAMPLES STRATEGIES IN THIS
RESOURCE
CREATING combine, write, change, Create a poster to tell others about • Blocks and
rearrange, construct, produce, the benefits of being smoke free. construction
Can the student generate
plan, create, design, invent, • Text innovation
new products, ideas or Design a bike helmet that everyone
compose, prepare… • Planning
ways of viewing things? will want to wear.
EVALUATING assess, check, decide, test, Choose which one of these responses • Around the table
measure, evaluate, recommend, you would use if someone was • Values continuum
Can the student justify a
select, rank, explain, conclude, smoking in a car with you. • Choose a corner
decision or course of
compare, choose, summarise,
action? Choose which of these responses you
estimate…
would use if you had to ride in a car
where there wasn’t a seatbelt for you.
ANALYSING analyse, order, explain, plan, What else do you need to know • Placemat
connect, classify, arrange, divide, about the people who can help you?
Can the student
discuss, compare, contrast,
differentiate between Compare the different types of
select, infer, organise, collate,
constituent parts? restraints to explain which one is
cluster, investigate…
best for you.
APPLYING apply, demonstrate, calculate, Which adult would you go to for • Maths investigations
complete, illustrate, solve, help in each of these situations? • Barrier games
Can the student use the
examine, manipulate, relate,
new knowledge? If we know that all cars don’t travel
change, classify, discover, use,
at the same speed, what does that
demonstrate, put into practice…
mean to pedestrians?
UNDERSTANDING describe, classify, compare, Explain to your partner why we • Mind map
explain, estimate, discuss, have rules about taking medicines. • Story map
Can the student explain
demonstrate, guess… • T and Y charts
ideas or concepts? Explain to your partner why you
• Venn diagram
should always cross the road with
an adult.
REMEMBERING describe, identify, name, show, Who helps you when you are sick? • Brainstorm
who, when, where, what, know, • Four squares
Can the student recall Tell me what happens when you go
list, tell… • Graffiti
information? for a ride in the car.
• Jigsaw
• Circle talk

➤ Reading ➤ Scaffolding
When an adult reads to individuals, small groups or a This strategy involves a more competent person
whole group of children and the book is matched to helping a less competent child. The younger the child,
children’s interests, it can support their social and the more likely it is that the more competent person
emotional development, stimulate their interests, will be an adult. The adult finds out what a child can
increase their general knowledge and extend their do with help and gradually withdraws the support as
understandings. Many of the Tuning in learning the child’s competence grows. Scaffolding demands
experiences in this resource are based on adults spending time with individuals or small groups
storybooks and the Early Childhood literature section of children. Many of the learning experiences in this
of this resource provides a list of suggested reading resource focus on using adult help or buddy classes.
that may help students achieve relevant outcomes. ➤ Singing
➤ Recalling Songs and rhymes are used to enhance learning across
the curriculum. Most children enjoy singing and apart
Much learning is dependent on a child’s ability to
from the content of a song supporting learning, their
memorise and recall. Games and questioning that
positive emotional response can help to consolidate
encourage recall support children’s development in
the learning and support the development of memory
language and problem solving. Children need time
and recall. The Challenges and Choices CD provides
and relevant activities to help them develop this skill. a range of songs, raps and rhymes. Learning
Many of the music and movement and games experiences using the CD are found in the Sorting
learning experiences in this resource focus on out section of many focus areas.
students’ recall.

Overview
Overview of teaching and learning strategies
➤ The strategies described in this resource represent well-recognised and effective teaching
practices for early childhood education. They promote critical and reflective thinking, research,
evaluation, collaborative learning and focus on literacy and play. The strategies have been
designed to accommodate differences in learning styles and reflect contemporary learning
theory including Gardner’s Multiple Intelligence Theory and the revised Bloom’s Taxonomy.
TEACHING AND LEARNING and independent learning about key health and
physical education concepts.
STRATEGY SECTIONS
Sorting out: The strategies encourage the analysis,
The strategies have been organised as follows: organisation, review and reflection of information.
Developing values: The strategies allow students to
LEARNING STRATEGIES
identify, discuss and develop positive attitudes towards

TEACHING AND
safer and healthy lifestyles.

Making decisions: The strategies provide opportunities
for students to develop decision-making skills to
TEACHING
enable them to make safer and healthier choices.
Classroom
strategies
Speaking out: The strategies provide opportunities

AND for students to develop the communication and
negotiation skills required for safer healthier lifestyles.
LEARNING
Real-world
strategies
Reflecting: The strategies allow students to identify,

STRATEGIES discuss and consider changes in understandings,
attitudes and values.
strategies
Simulated
REAL WORLD STRATEGIES
Skills related to health and physical education, are

best developed through practice in real-life situations.
Students can begin to develop related skills by
observing, discussing and practising healthy, safer
behaviours with the supervision of adults in a real-
world setting.
The strategies in this section will provide
opportunities for students to observe safer and
healthier skills, plan how they can become safer and
CLASSROOM STRATEGIES healthier, and form positive and healthy attitudes.
The classroom strategies have been further divided SIMULATED STRATEGIES

according to the basic elements of an inquiry process.
These elements are also fundamental to the decision-
making process in the Self-management skills outcome. The simulated learning strategies will support students
The sections and focus of each are as follows: to experience a range of situations; develop
Tuning in: The strategies can determine students’ interpersonal (communication and negotiation skills)
current knowledge, skills and attitudes prior to planning and self-management (decision-making and planning)
a health education program. They will engage and skills; observe key health and physical education
focus students in the learning experiences and content. concepts and develop positive health and safety
attitudes.
Finding out: The strategies encourage investigation

Overview of teaching and learning strategies
The classroom, real world and simulated sections have been further divided and include the teaching and learning
strategies as shown in the table below.

• Graffiti 338
• Brainstorm 341
• Circle talk 342
• Head talk 345
• Arts ideas 347

• Mind maps 348
Sorting out
• Story map 350
CLASSROOM • T and Y charts 350

Developing
values • Choose a corner 354
• Brave talk 356

• Planning 364
• Role-play 365

• Journals 371
• Out and about 375

REAL WORLD
• Parent information and at home activities 376
• Home corner 378
• Interactive CD ROMs and websites 379
SIMULATED
• Replicating the real world 379
• Technology challenges 380
Every effort has been made to contact the authors of the original material of the above strategies.

Selecting
Selecting teaching and learning strategies
➤ Teachers are encouraged to use their professional judgment to review the suggested
strategies and then decide on the most appropriate for meeting the needs of their
students and allow delivery of the essential content in either a drug or road safety context.
➤ Teachers should also consider the appropriateness of the strategies for students after
reading the Scope section (pp. 29–30) and the Principles of Learning, Teaching and
Assessment (pp. 134–9) of the Curriculum Framework.
EFFECTIVE HEALTH AND The strategies and experiences in the Challenges and
Choices resource have been designed with an emphasis
PHYSICAL EDUCATION PROGRAMS on different learning styles, intelligences and levels of
student thinking.
After considering students’ needs, learning styles
and levels of achievement in relation to the learning BEING INCLUSIVE OF ALL
outcomes, it is important to select strategies: STUDENTS
• from the classroom, real world and simulated
sections
All students are able to learn. However, for students
• focusing on the development of knowledge, with disabilities or severe learning difficulties, their
skills and attitudes learning rate may be influenced by nature, the severity
• that will support and extend learning of their disability or their access and interaction with
the environment. Individualised educational programs
• that will enable students to make progress in may be needed in order for these students to
their achievement and maximise their demonstrate particular outcomes.
accomplishment of the learning outcomes
• that will assist students to engage in the
essential content. HANDLING SENSITIVE ISSUES
ADDRESSING STUDENTS’ It is important for teachers to recognise that there may

LEARNING STYLES AND NEEDS be students within any group that have been directly
or indirectly involved in drug or road-related trauma
and its consequences. Talking about drug and road
When teachers are asked to cater for individual user issues and road trauma with young children can
differences it does not mean that every student must raise a range of issues, concerns and/or emotions.
be given an individual work program or that Students may disclose information about:
instruction must be on a one-to-one basis. When
• personal problems or experiences with drugs
teaching and learning is individualised it is reflected
and road trauma
in classroom organisation, curriculum and instruction.
• the need for trauma counselling and support
Teaching and learning strategies and experiences can services
include a range of whole class, group and individual
• dangerous or harmful situations they have
activities to accommodate different abilities, skills,
been exposed to or involved in.
learning rates and styles that allow every student to
participate and to achieve some degree of success. When dealing with sensitive issues, teachers need to be
proactive and know their students backgrounds and
Approaches to teaching and learning such as open-
experiences. They should also be reactive and
ended, student-focused learning, Gardner’s Multiple
protectively interrupt students who are about to disclose
Intelligence Theory and the revised Bloom’s Taxonomy
this information and divert attention from the student
need to be considered in the selection or design of
by using redirecting statements. If issues arise that are
learning strategies and experiences for a health
beyond the teacher’s knowledge or level of expertise,
education program.
they can refer students to appropriate professionals.

Classroom
strategies
The classroom strategies have been further divided into the following sections and include a range of
strategies as shown below:
Classroom
strategies
• Graffiti 338
• Brainstorm 341
• Circle talk 342
• Head talk 345
• Arts ideas 347

• Mind maps 348
Sorting out
• Story map 350
• T and Y charts 350

Developing values • Choose a corner 354
• Brave talk 356

• Planning 364
• Role-play 365

• Journals 371
Tuning in
Tuning in
Tuning in
The strategies included in this section are:
➤ Before and after

➤ Graffiti
➤ KWL
➤ Picture talk
➤ Shared reading
What is tuning in?
‘Tuning in’ strategies provide the opportunity for students to explore their current knowledge,
attitudes and values about health and safety issues. While working independently or collaboratively,
students can use suggested graphic organisers to record and share information.
Teachers will be able to use evidence gathered from students’ responses to plan a health and
physical education program to cater for the needs of all students.
BEFORE AND AFTER • work collaboratively to learn from and share

with others.
➤ This strategy will help students to:

• consider and reflect on their own and others’
current knowledge, skills, beliefs and attitudes
• identify changes in their own knowledge, skills,
beliefs and attitudes.
➤ How is it implemented?
1. Devise a set of statements or a questionnaire that will
identify students’ understanding, beliefs and
attitudes towards health issues. The focus may be on
one issue (e.g. smoking or restraint use) or a range of
issues (see the example provided below).
2. Ask students to respond to each
statement/question before and after one or 1. Divide class into small groups. Give each group a
several learning experiences. large sheet of paper and different coloured felt
3. In pairs or small groups, ask students to reflect on pens (a different colour for each group member
any changes in their understanding or thinking. allows for individual contributions to be tracked).
2. Provide each group with a different question, issue or
BEFORE STATEMENTS AFTER statement, which can be written on the paper.
Adults should decide what 3. Within a designated time, groups ‘graffiti’ their
little kids eat. paper with words, phrases or drawings related to
their question, issue or statement. Advise
Exercise is only for little kids.
students that they ‘own’ the
There are safe levels of word/comments/drawings they record. This
smoking. means that they could be asked to explain or
Advertising influences the clarify information where necessary.
type of foods you eat. 4. The graffiti sheets are then passed to another
group. Instruct students to avoid repetition of
ideas by ticking the comments they agree with,
GRAFFITI writing comments next to ideas and writing their
own new ideas.
5. The process is repeated until the group’s original
➤ This strategy will help students to: sheet is returned.
• generate ideas and cover several issues or 6. Groups read, discuss and summarise the graffiti
aspects efficiently sheets. Comments may be categorised in order
Classroom strategies 338

Tuning in
to draw conclusions or present a brief summary 2. Pose a question, statement or issue for the
presentation to the class. Use the responses to students to consider.
identify further learning required by the students. 3. Brainstorm with the class what they know about the
question, statement or issue and fill in the ‘What I
Variation know’ column to show students the wide range of
Graffiti walk knowledge already shared as a group.
4. Let students think about what they want to know.
A variation of the graffiti strategy is a Graffiti walk. This can be done individually, with a partner or
The graffiti sheets can be displayed around the small group.
room, or after Step 4, groups leave their graffiti sheet 5. Complete the ‘What I want to know’ column to
behind and walk around the room, adding their show the group’s areas of interest. It may help to
comments to other graffiti sheets. Remind groups model making a contribution to this column of the
that they cannot return to their original sheet unless KWL table.
consideration has been given to all other sheets. 6. Keep the KWL table, then at the conclusion of
one or several learning experiences, complete the
After a given time, students return to their original
last column to identify what students have learnt,
graffiti sheet. Groups read, discuss, summarise and
if there have been any changes in attitudes, and
present their graffiti sheets to the class (as per step 6). determine if further planning of learning
(Every effort has been made to contact the author of the original material.) experiences is required for students to achieve
the outcomes.
What I know What I want to What I learnt

know
Students recall Students Students identify
what they know determine what what they have
they want to learnt.
know.
Variation
The first two columns of the KWL can be completed
either individually, with a partner of in a small group.
Students can join with another person, pair or small
group to compare notes and circle similar ideas.
PICTURE TALK

• identify and discuss health information through
viewing photographs and posters.
KWL (KNOW, WANT TO KNOW, Before
LEARNT) 1. Give students one or two minutes to work with a
partner and share all the things they notice in a
poster or picture.
During
• recall and record prior knowledge and identify
future learning needs 1. Ask students questions to focus the discussion.
The discussion photos included in this kit provide
• reflect on changes in their understanding, skills questions.
and attitudes.
2. Ensure that the questions prompt students to
➤ How is it implemented? think beyond the here and now. For example:
1. Explain to students that this strategy will help Why do you think...?
them to record what they already know, identify What might happen...?
What would you do if …?
issues they would like to learn more about and
Who might help you if this happened?
plan the direction of their program.
339 Classroom strategies

Tuning in
3. Write questions that students generate to promote student’s understanding of the story prior to
future discussions or research activities. reading.
After If students have read the story before:
1. Involve students in learning experiences that 1. Brainstorm to activate background knowledge
support the learning gained during the picture students have retained from previous reading of
talk. For example: the story.
• explain the information provided in 2. Discuss the content and ask students to retell
the picture to another class member parts of the story that they enjoyed or provide
• redraw the picture then add speech information related to a discussion or inquiry.
or thought bubbles to characters 3. Explain to students the purpose for rereading the
• create an acrostic poem using information text.
gained during the picture talk. An example is
given below. During the story
Hold a grown up’s hand to walk to school 1. Read the story encouraging students to join in,
Always hold hands to cross the road predict, use picture cues and look for information.
Never walk alone Identify situations that students can relate to in the
Do the right thing – hold hands together. story. Ask questions such as:
What do you think will happen next?
Variation
Why do you think that happened?
When discussion of the picture has commenced,
move away from the group to allow students to What have you found out from this part of the
continue talking, pointing out details and creating story?
stories related to the picture. How would you feel if that happened to you?
What would you do?
How do you think this story might end?
SHARED READING
2. Reread the story or parts of the text to clarify
meaning or further discussion.
➤ This strategy will help students to: After the story
• identify health related information through a 1. Discuss the information gained through reading
written text the text. Ask questions such as:
• develop skills in speaking and listening in a Why do you think we read this story?
variety of situations. What are some of the important things you have
➤ How is it implemented? learnt from this story?
Who might you tell about the things you learnt
Before the story
from this story?
Display the book where all students can see it. Keep 2. Provide opportunities for students to demonstrate
this pre-reading discussion brief and stimulating to make their understanding such as:
sure students are keen to listen to the story that follows.
• drawing a picture or cartoon strip
If students have not read the story before: • writing two or three dot points
1. Show the cover of the book and discuss the • talking with a partner
cover, illustration and title. • dramatising parts of the story
2. Brainstorm to activate and identify background • retelling the story in their own words
knowledge that will help students relate to the
story. • innovating the story (e.g. change characters’
names, places, feelings or the ending) to make
3. Ask students to predict what the story may be
a big book.
about or what might happen. Ask questions such
as: Variation
Why do you think there is a person’s name in the Follow the steps above using the audio recordings
title? included on the CD in the Challenges and choices kit.
What do you think might happen in this story?
Who do you think will be in the story?
4. Accept all suggestions and ask students to see if
their ideas come true.
5. Provide any essential knowledge that will assist

Finding
Finding out
out
Finding out
➤ Brainstorm
➤ Circle talk
➤ Four squares
➤ Guest speakers
➤ Maths investigations
➤ Head talk
➤ Trigger videos – viewing
What is finding out?
‘Finding out’ strategies provide the opportunity for students to develop and demonstrate the
Health and Physical Education Knowledge and Understandings Outcome. They can identify
gaps in their existing knowledge and understanding, and work collaboratively to gather
information through self-directed investigation.
Students will be able to use the information gathered to generate and communicate ideas
and record responses.
BRAINSTORM Variation
Guided brainstorming
➤ This strategy will help students to: Include headings to assist children in generating ideas.
• recall existing knowledge and organise ideas
If I found a needle and syringe
• consider others’ views and ideas
I wouldn’t … I would…
• develop creative thinking processes and
problem solving skills. • •
➤ How is it implemented? • •
1. Select a topic for the brainstorm and write it on
the board.
Pedestrians
2. Students consider the topic and respond. Ideas can
be written randomly on a board or you may choose can can’t
to write the responses on post-it notes, so that • •
students can later cluster the responses.
• •
3. The rules for brainstorms are:
• share whatever comes to mind
➤ Brainstorming questions
• the more ideas the better
Begin by brainstorming content related questions using
• every idea counts – no put downs or criticisms the framework below. An example has been provided
• build on others’ ideas below for pedestrian rules and laws. Individually, in
pairs or in groups, students can research questions
• write ideas as said – no paraphrasing.
then report to the class. Forms of inquiry include
4. Reflect and discuss the ideas, clarifying researching websites through online learning, guest
responses where necessary. speakers and interviews.
5. Determine how the information can be further used.

Finding out
Brainstorming questions circle talk and list questions that were identified,
Who? to generate further learning.
…who makes up the rules for pedestrians? Variations
…who makes sure pedestrians are following the rules? If you have more than one group, vary the strategy
How? by swapping the outside circles from each group.
…how are pedestrian rules made? To avoid pairing students who will not talk or will argue,
…how do children learn the rules? change the move on instruction so that these students
When? do not face each other. This intervention will not single
…when do pedestrians forget the rules? the students out.
If? If you have an uneven number of students, place two
…if all states and territories in Australia have the students together in an outside circle to act as one
same rules? person. This works well if you have a special needs
Where? student as they can be paired with a more capable
student.
…where can we find pedestrian rules?
What?
…what happens when people break the rules?
…what would happen if pedestrians didn’t have rules?
Why?
…why do we have pedestrian rules?
…why do some people break the rules?
CIRCLE TALK

• share ideas and opinions and develop respect
for others’ opinions.
FOUR SQUARES
1. Using groups of six or more, place students in
two concentric circles (one circle within the other). ➤ This strategy will help students to:
This structure facilitates dialogue between • gather a range of information and be exposed
students. to different attitudes relating to a topic or issue.
2. Sit students facing each other (knees to knees) to
encourage active listening between partners. ➤ How is it implemented?
3. Pose a scenario, question or issue to the groups. 1. Each student folds a large sheet of paper into
4. Allow thinking time of approx 15 to 30 seconds. four squares and circulates the room to find four
people who can give them information or opinions
5. Now say ‘Person on the inside, tell the person on
relating to a topic or issue. For example: How would
the outside your thoughts. When you are finished
you avoid passive smoke? What would you do if
sharing, say ‘pass’ and then the outside person
you had a headache?
will share their thoughts with the person on the
inside.’ 2. Each person who adds information or an opinion
to a square signs their name against their
6. The student sharing their ideas can hold a small
contribution.
beanbag to indicate that it is their turn to speak.
The beanbag is then passed to their partner who 3. To debrief, common findings could be collated on
shares their ideas. the blackboard or shared with another group.
7. When finished, have the outside people rotate Variation
one or two places to the left or right. The
Sit younger students in groups of four. Each student
discussion process is then repeated.
passes their paper around the group for other
8. To debrief, discuss the ideas produced during the members to add information.

Finding out
6. Refer to the appendix for a list of agencies and

contact details, and websites that will support
health education programs.
For students
1. Invite a guest speaker to present information to
the class either through a written invitation, email
or phone call.
2. Identify information required from the guest
speaker and devise questions.
3. Rehearse the interview process in a role-play
situation, prior to the presentation.
GUEST SPEAKERS 4. Record information gained during the interview by
taping, video recording or taking notes.

• develop awareness and stimulate interest of
health issues
• listen to different perspectives on health issues
• develop written, oral and active listening skills.
For teachers
1. Identify the purpose and benefits for the guest
speaker presentation using the Resource Sheet 1:
Guidelines for engaging a guest speaker.
2. Determine how the guest speaker will ensure that
the content is relevant and aimed at the student
level.
3. Seek clarification of the guest speaker’s expertise
and request testimonies regarding presentations
made to other schools.
4. Invite the guest speaker acknowledging their
expertise and how they will complement the class
program.
5. Plan activities or information for students prior to
the guest speaker visit and consolidation
activities for students to complete after the
presentation. ‘One-off’ presentations that are not
part of a comprehensive school or class
education program are not recommended.
For further guidelines on the use of guest speakers in
schools, refer to:
• A Checklist for the Use of Guest Speakers in
Catholic Schools for Health Related Issues
(Catholic Education Office, WA)
• Visitors on School Premises Policy
(Department of Education and Training).

Guidelines for engaging
a guest speaker Resource Sheet 1
❑ Read relevant system, sector or school guidelines and policies in relation to engaging
guest speakers.
❑ Consider the list of agencies included in the appendix and decide which
presentation/s best meet student needs and helps to achieve the program aim.
Ensure the guest speaker will promote the focus of your health program in their
presentation.
❑ Contact the guest speaker to determine details of their presentation.
❑ Ensure the guest speaker is aware of the health program being implemented for
students. Discuss relevant learning experiences that will be implemented before and
after the presentation to ensure it complements the health program.
❑ Suggest to the guest speaker that students will be more likely to be engaged when
the presentation:
- is interactive and entertaining
- includes up-to-date information and uses practical examples
- is relevant to students’ interests
- covers issues relevant to students’ local communities.
❑ Ask the guest speaker if there will be any associated costs and inform students and
parents/carers.
❑ Ensure the guest speaker receives a copy of the school’s health policy, if available.
❑ View the guest speaker’s resources and information prior to the presentation to
ensure they are relevant and appropriate to the developmental level of all students.
❑ Inform parents/carers of the presentation and

invite them to attend.
❑ Focus students prior to the presentation by

involving them in relevant learning experiences
and discussions.
❑ Conduct follow-up learning experiences to

reinforce the health messages provided during
the presentation.
Focus Area 1: Promoting Resilience 344

Finding out
HEAD TALK MATHS INVESTIGATIONS
➤ This strategy will help students to: ➤ This strategy will help students to:
• develop cooperation through problem solving • develop understandings of health concepts by
a shared task quantifying certain aspects through
measurement and calculations.
• accept responsibility for own learning.
1. Place students in groups and give each member
a different number.
2. If the groups are uneven in number, one of the
group members may have more than one number.
3. Pose a question that encourages students’
involvement. For example instead of asking,
‘What should you wear in a car?’ say, ‘Put your
heads together and decide what you should wear
in a car to keep you safer’.
4. Students put their heads together and discuss the
question.
5. Let students know when the discussion time is
nearly finished by ringing a bell or clapping your
hands.
6. Groups check that all group members know the ➤ How is it implemented?
decided response. A maths investigation may be defined as a situation
7. Call out a number and the student from each originating in mathematics or the real world that
group with that number provides their group’s lends itself to inquiry. Investigations require students
response. to use mathematical processes such as following
and extending patterns, data collection, estimating,
8. If more information needs to be given, invite predicting, classifying and communicating to
students from the group to elaborate. understand a problem.
Variation 1. Identify the issue to be investigated.
A spinner or die may be used to select the number. 2. Allow students time to read and understand the
investigation.
3. Encourage students to predict or guess the
outcome of the investigation.
4. Make sure students have access to resources
that will assist the investigation such as graph
paper, cubes, measuring devices (e.g. trundle
wheels, rulers, tape measures and stopwatches).
5. Allow time for students to test their prediction a
number of times.
6. Record findings appropriately (e.g. tables, reports,
pictographs and bar graphs).
7. Students present their findings and discuss as a
class.

Finding out
TRIGGER VIDEOS – VIEWING

• gather information and obtain different
perspectives on an issue by viewing and
analysing a range of film or television materials.
Selecting viewing material
1. When selecting viewing material, have a clear
understanding of the learning outcomes to be
achieved.
2. Preview the material to ensure it is age
appropriate and relevant to health and physical
education outcomes.
3. Consider the production date, as students may
not respond or relate to material that is clearly
‘old-fashioned’ or presents statistics and
information that is no longer accurate.
Prior to viewing
4. Prior to students viewing the material, direct them to
look for particular aspects, concepts or topics being
portrayed by posing one or several questions
such as:
• In this video you will see… try to think of how
you could solve their problem.
• What would you do?
• Who would you ask for help?
• If you met…what questions would you ask
them?
• Explain the feelings of …
• Why do you think / believe …
5. Encourage students to engage in critical and
evaluative thinking when viewing.
After viewing
6. Engage students in follow-up learning
experiences related directly to the viewing
material to consolidate and share their learning.
For example:
• draw or paint a picture with speech bubbles
• design a postcard and write to one of the
characters
• identify emotions of characters from the video
(relate to own possible emotions and feelings)
• talk about the reasons for …
• use a story map to show events or situations
• discuss the different attitudes, behaviours or
choices of characters
• role-play different ways to deal with situations
identified in the material.

Sorting
Sorting out
out
Sorting out
➤ Arts ideas
➤ Design a game
➤ Mind maps
➤ Music and movement
➤ Puzzles and games
➤ Sequencing information
➤ Story map
➤ T and Y chart
➤ Text innovation
➤ Venn diagram
What is sorting out?
‘Sorting out’ strategies provide the opportunity for students to sort, analyse, prioritise,
compare and contrast information to further develop and consolidate their knowledge, skills
and attitudes.
Summarising key information and clarifying relationships or associations between information
and ideas will assist students to draw conclusions and apply their understanding.
1. After students have been involved in a learning
experience or series of learning experiences,
provide opportunity for students to communicate
their understanding of a specific issue or concept
in art works.
2. Some suggestions include:
• painting or drawing pictures to form a shared
book
• using blocks, cardboard, boxes and other
recycled materials to make specific items, e.g.
bike helmets, ambulance, fire engine and
human bodies
• cutting and pasting appropriate pictures from
magazines, pamphlets and posters to form a
collage
• making postcards and writing or drawing on
the flip side
• using butcher’s paper to make a class mural
ARTS IDEAS • making models using play dough or modelling
clay.
3. When art works have been completed, encourage
students to:
• identify and visually record current • write accompanying key messages promoting
understandings health and safety concepts
• share understandings with others through • share their work with others
generated art works.

Sorting out
• take photographs to take home and talk about MIND MAPS

with their family.
DESIGN A GAME ➤ This strategy will help students to:

• identify and visually record current
understandings
• summarise key information, clarify
• identify key health and safety issues and relationships or associations between
categorise information information and ideas and draw conclusions.
• generate ideas to inform others of health and ➤ How is it implemented?
safety issues.
1. Explain the strategy and ensure that students
➤ How is it implemented? understand that mind maps are personal
1. Talk about the elements of board games such as representations and as such they are not ‘right’ or
Snakes and Ladders, Monopoly, Trivial Pursuit or ‘wrong’.
card games such as Snap, Concentration and 2. Select a topic and write this in the centre of a
Fish. page or blackboard.
2. Discuss the purpose of the game, the rules, 3. Students then identify connected key words or
layout and equipment each game may use. phrases and write these around the topic,
progressively moving to less directly related
3. Ensure that students have researched or been
words. Remind students to write what it is
given accurate and relevant information that will
important as excess words ‘clutter’ mind maps
assist them to make a game about a health issue and take time to record.
or topic.
4. Provide students with a set of criteria for the
game. For example: ‘This game will help others
learn about…’ or ‘ This game will help others
decide ways to deal with…’
5. Make sure students have materials and
equipment to make the game (e.g. cardboard,
small cards, felt markers, rulers, glue and
scissors).
6. Allocate roles within the group to ensure students
work collaboratively and cooperatively.
7. Provide time for students to test the game to
make sure that the rules and instructions are clear.
8. Groups play the games and give feedback to the
‘designers’.
4. Identify links between different ideas and draw
lines to highlight connecting ideas.
5. The structure of each mind map is unique. A
completed mind map may have lines radiating in
all directions with sub topics and facts branching
off the main topic.
Some tips for creating effective mind maps
Mind maps can include:
• drawings, wavy lines, bubbles, arrows and
colour to add to the visual appeal
• colours to separate and organise ideas for
easier recall

Sorting out
• pictures or symbols which help with the recall experience or series of learning experiences,
of information provide opportunity for students to use puzzles or
play a game to consolidate their learning.
• bubbles, shapes and circles to group similar
information and ideas 2. Some suggestions include:
• arrows to indicate cause and effect. • cutting generated art works, photographs or
magazine pictures (related to the health or
This strategy has been adapted from Bennett, B. Rolheiser, C &
safety concept) into jigsaw puzzle pieces for
Stevhan, L. 1991, Cooperative learning: Where Hearts Meets Mind,
students to solve
Educational Connections, Ontario, Canada.
• writing descriptions of objects for others to
solve:
MUSIC AND MOVEMENT What am I?
I have two wheels.
➤ This strategy will help students to: I can travel on the road or cycleway.
I have a bell and lights.
• identify and visually record current My rider wears a helmet,
understandings What am I?
• share understandings with others through • using commercially produced jigsaw puzzles
music, drama and movement. related to the topic
➤ How is it implemented? • playing listening games such as I spy or Freeze.
experience or series of learning experiences,
provide opportunity for students to participate in SEQUENCING INFORMATION
music and movement activities.
2. Some suggestions include:
• singing songs related to health and safety ➤ This strategy will help students to:
concepts • sort and sequence information
• playing movement games to develop auditory • clarify their own understanding of a topic or issue.
skills and reinforce concepts
• move to music or create a dance to represent
feelings 1. Students research, or are provided with,
• write additional verses to known songs information about an issue or health concept.
• use musical instruments to accompany songs 2. Students analyse the information and present it in
and raps. a sequence using graphic organisers such as a
flow chart or sequence chart. See the examples
3. After participating in music and movement
provided.
learning experiences, students can:
3. Share sequenced information discussing reasons
• perform music to other classes or at school
for placement.
assemblies
4. Decide if sequence in accurate.
• invite parents to come to school for a class
performance
Flow chart
• record the performance and take home to
share with their family.
PUZZLES AND GAMES

• sort and sequence information
• clarify their own understanding of a topic or issue.

Sorting out
Sequence chart • identify and focus on what they already know,

understand, value and are able to do
• compare and contrast ideas, feelings and
information.
1. T and Y charts can be used to record and
categorise information in many different ways.
See some of the examples given below.
2. Pose a question, situation or issue for students to
brainstorm and record their responses in either a
T or Y chart. This can be done as a whole group
STORY MAP or in small groups and responses may be drawn
or written.
3. All responses should be accepted and recorded.
4. If the strategy is used with small groups,
• sequence events or steps provided in a text or encourage students to share their group’s
visual material findings and compare charts with others.
• summarise and retell information. 5. New ideas can be added after the discussion or
➤ How is it implemented? program has been completed.
1. Students participate in a learning experience to Example of T chart

gain information such as shared reading with a Students brainstorm what they know about ‘being
big book, listening to a poem or watching a video. safer’, before and after a learning experience.
2. Model how to draw a map that captures and
sequences the main points or events. The map
should show important events, characters and
different settings identified from the original
source.
3. Ask students to work individually or in groups to
make their own story map by writing or drawing
pictures to represent information.
4. The information can be presented using graphic
organisers such as the examples below.
Example of Y chart
Students brainstorm how a ‘safe person’ would look,
feel and sound.
T AND Y CHARTS

• graphically organise and record ideas, feelings (Every effort has been made to contact the author of the original
material relating to T and Y charts.)
and information

Sorting out
TEXT INNOVATION 2. Students list the similarities in the overlapping

parts of the circles and the differences in the
areas that do not overlap. An example is provided
➤ This strategy will help students to: below:
• understand health related information from a
written text Types of medicines
• alter original information without losing the focus
• work cooperatively with others.
1. Read a story that has predictable text that
features rhyme or repetition. This will help when
innovating the original text. An example is given
below.
2. Model text innovation by changing words and re-
reading the story. Stick post-it notes over the
words that are to be changed. Ensure students
understand that the story must still make sense.
3. Place students in groups to work on their own
text innovation.
3. This information can then be used to help
4. Groups then share the new stories. Discuss as a make generalisations about an object or
class if the story has remained the same or a decision about an idea.
different meaning has evolved through innovating
the text.
Meg was sick. She went to the doctor.
Her Mum talked to the doctor
Her Mum gave her the medicine.
Then she put it in the ……..
VENN DIAGRAM

• represent information and thinking in a graphic
organiser
• determine similarities and differences between
concepts or ideas.
A Venn diagram is a graphic organiser that can be
used to group and separate concepts and ideas.
1. After receiving or collecting information about
objects or ideas, ask students how things are the
same and how are they different. *

Developing values
Developing values

➤ Around the table
➤ Choose a corner
➤ Values continuum
What is values education?

The ‘developing values’ strategies will assist students to develop an awareness of their own
attitudes towards particular outcomes and ideals that are associated with a healthy, active lifestyle.
Learning and teaching programs in the Health and Physical Education Learning Area
encourage students to develop a positive attitude towards the following values:
➤ active, healthy lifestyle, by participating regularly in a variety of movement forms and
acknowledging the contribution of the Learning Area to physical, mental, emotional and
social health
➤ personal responsibility, by being accountable for health and physical activity
➤ social justice, by being inclusive and respecting the rights of others
➤ personal excellence and the achievements of others, by striving for their personal best
and acknowledging the achievements of others
➤ collaboration, cooperation and teamwork, by working cohesively in groups and activities
➤ conflict resolution, by pursuing compromise and understanding
➤ fair play, by abiding by rules and respecting umpires’ decisions
➤ prevention and safety, by exhibiting safe practices and developing safe environments in
the classroom, in play, in games and expeditions
➤ the environment, by demonstrating conservation practices and using minimal impact techniques.
VALUES EDUCATION
Health and physical education issues require students to consider beliefs, values, attitudes and behaviours. The
relationship between these is described below:
Beliefs… …determine values… …which underlie attitudes… …and are reflected in behaviours.
Beliefs are an underlying Values are something Attitudes are feelings and Behaviours are actions that reflect
conviction about an issue or believed to be worthwhile. inclinations towards actions, beliefs, values and attitudes.
concept. situations, people or things.
RECOGNISING AND DEVELOPING VALUES

An effective health and physical education program will support students to think, feel, decide, act and evaluate
their values. This is described in the table below:
Think Feel Decide Act Evaluate

• Be aware that values exist • Express feelings and • Decide what they value • Act in a way • Review values
• Clarify the origins of attitudes toward a and as a consequence that reflects considering
range of situations make choices and the value consequences
values
and/or issues decisions about and new
• Know that an individual’s behaviours they will adopt
• Decide personal information
commitment to values • Explore and justify
may vary degree of • Justify values
reasons underlying their
commitment to a • Compromise
• Know that values feelings and attitudes
value and/or change
determine behaviour • Choose freely from
• Actively listen and alternatives values
• Be aware of the
appreciate the • Repeat the
consequences of actions • Appreciate the value
values of others behaviour

Developing values
Early childhood students should be encouraged to

explain how they think and feel about certain issues situation
and also to practise simple decision making.
FACILITATING VALUES EDUCATION

attitudes values behaviour
Teachers implementing a program should act as the
‘facilitator’ in values learning experiences and remain What I think I value and In this
non-judgmental of students who display beliefs that and feel is … intend to …. situation I
may not agree with their particular stance on an issue. would …
Teachers should also make students aware that:

• sometimes people form opinions without being
well-informed
• personal experiences often contribute to Influences Influences
opinions Who and what has influenced Who and what would
my thoughts and opinions? influence my
• there will usually be a cross-section of (e.g. experience, personality, behaviour? (e.g. family,
opinions within any group family, media, peers, culture mood, time, friends,
and society) convenience, skills)
• peers, family, society and culture will influence
values.
Debrief immediately after a values learning experience AROUND THE TABLE
to allow students to share feelings generated from the
activity, summarise the important points learned, and
personalise the issues/dilemmas to real-life situations. ➤ This strategy will help students to:
• demonstrate their prior knowledge through
oral or written contributions
• review and analyse opinions and information
gathered.
1. Sit students around a desk with one sheet of
paper and a pen.
2. Pose an issue for students to consider.
3. Each student writes what they know about the
issue and then passes the paper and pen to the
next student who does the same.
4. Monitor the time to ensure that each group has
sufficient time to generate answers.
5. Repeat Steps 1 to 4 asking students to write how
they feel about the issue.
6. Repeat Steps 1 to 4 asking students to write what
action they would take in response to the issue.
USING SCENARIOS
7. Allow time for groups to reflect on the responses.
It is important to provide opportunities for students to
8. Discuss the links between knowledge, attitudes
consider situations that may arise in real life. In these
and behaviour (actions).
situations, students’ intention to behave (determined
by their attitudes and values) may alter in response to Variation
other influences. The following model describes this.
Students can verbally share their ideas or opinions,
taking turns around the table.

Developing values
CHOOSE A CORNER confused). Give the students a scenario and ask them
how someone may feel in this scenario. Students move
to the corner that would best describe how someone
may feel in this instance. Students can suggest both
the feelings and the scenarios.
• identify and clarify attitudes using hypothetical Use the feeling signs as describe in Steps 3 and 4.
issues
Character signs
• consider information and others’ ideas and views
Download pictures of characters of well-known stories
• share reasons for making a decision with others. or films (e.g. Winnie the Pooh, Tigger, Piglet and Eeyore
➤ How is it implemented? from Disney.go.com/characters/) and enlarge to A3
size. Place them in each corner of the room. Explain
1. Prepare four signs, each one numbered with the characteristics of each character, such as:
either 1, 2, 3 or 4. Winnie: usually very easy going; follows whatever
2. Place a number sign in each corner of the room. the rest of the group thinks
Tigger: always excited, jumps into things before
3. To help students understand how to use the thinking them through
signs, start with a topic students would be
Piglet: very cautious, thinks things through, asks
familiar with such as:
questions before deciding
On the weekend, the thing I like to do most is: Eeyore: very negative, always thinks new ideas
• watch TV won’t work well
Give students a scenario and ask them to go to the
• play with my friends
character who best describes how they would feel in
• play with my pets thi ssituation
• read a book.
4. Students move to the corner that best describes
their opinion and share their reasons for choosing
VALUES CONTINUUM
the corner.
5. Share opinions between corners and then move ➤ This strategy will help students to:
onto a topic or issue that students may not have • identify and clarify attitudes about issues
shared their opinions about. For example:
• consider others’ thoughts and attitude.
If I was exposed to passive smoke, I could
• walk away
1. Prepare signs with opposing responses and place
• ask the smoker to smoke somewhere else these at opposite ends of the room. Some
• tell my mum or dad to say something to the examples are:
smoker
Happy Unhappy
• do nothing about it.
Safer Unsafe
6. Repeat using different statements.
Very important Unimportant
Agree Disagree
2. It may help to place a piece of masking tape on
the floor between the two signs.
Variations
Feeling signs
Instead of numbers in each corner, place pictures of
faces depicting feelings (e.g. happy, sad, excited and

Developing values
3. Explain to students that there are many places Was it easy to choose the position on the
along the continuum that may represent an continuum? Why or why not?
opinion about a given statement.
Variation
4. Model this by giving a statement such as
‘Everyone should wear a hat when they go All of the following variations are processed with
outside’ then placing yourself along the questions in Step 9.
continuum. Tell students why teachers might have Sign your name
placed themselves at that position.
Use a piece of masking tape for the values
5. Select a statement and read to the group. continuum and ask students to sign their name on
6. Ask students to move to the point on the the spot where they are standing. After the
continuum that best represents the opinion of discussion, students return to the values continuum
various groups (i.e. young children, parents, and sign their name again where they are standing.
grandparents, friends etc.) This will prompt discussion on why they have or
haven’t moved along the continuum.
7. Discuss the statement as a class. Provide
students with the option to pass or reconsider Thumbs up, thumbs down
their placement after the discussion and move to Students may use a ‘thumbs up’ gesture to suggest
another position along the continuum. ‘agree’; a ‘thumbs down’ gesture to suggest
8. Have the group summarise their opinions and ‘disagree’ and a ‘flat palm’ gesture to suggest
identify actions that should be taken. ‘unsure’ (or similar opposing responses).
9. Examples of questions to ask students during this Ruler continuum

strategy are: Students blue-tac a smiley face to one end of their
Why would someone place themselves in that ruler and a frowning face to the other end of their
position on the continuum? ruler. Presuming that the smiley face suggests
‘agree’ and the frowning face suggests ‘disagree’,
What experiences would have brought them to
they respond to the statements the same way they
that conclusion?
would in the values continuum outlined above.
Would they feel differently if they had more
information about this?

Making decisions
Making decisions
Making decisions
➤ Brave talk
➤ Decision-making model
➤ Placemat
➤ Planning
➤ Role-play
➤ Telephone role-play
What is making decisions?
Being able to make informed decisions by considering the positive and negative
consequences of actions and selecting the most appropriate option is an important skill for
maintaining personal health and safety.
‘Making decisions’ strategies provide the opportunity for students to develop, practise and
demonstrate the Health and Physical Education Interpersonal Skills and Self-management
Skills Outcome. They can examine ‘brave talk’ and how it impacts on decision making;
examine alternatives; record and analyse information; use different decision-making models;
select a course of action and reflect on the consequences of their actions.
BRAVE TALK recognise positive and negative self-talk and also

practise brave talk with adult assistance.
Shark and dolphin thoughts
Students classify thoughts by using shark (they will
• understand the link between feelings and
not make you feel good or solve a problem) and
decision making
dolphin (they will make you feel better and perhaps
• practise positive self-talk and identify negative solve a problem) categories.
self-talk Adapted from Fuller, A., Bellhouse, B. & Johnston, G. 2001, The Heart
Masters – Middle to Senior Primary, Ridgway, London, 2005.
• understand the importance of managing their
feelings before undertaking any decision making.
➤ How is it implemented? Shark thoughts
1. Explain to students that ‘brave talk’ is what we
say to ourselves to help us when we are worried,
under stress, feeling frightened, being bullied. We
talk and listen to ourselves inside our heads not
out loud. Explain that what we say to ourselves
affects how we feel and how we act in these
situations. For example: If a student is ignored in
the playground by classmates, brave talk may
sound like ‘I feel lonely and I think my friends are
being mean but I can go and play with some
other friends or talk to Mrs Davies’.
2. It may take many learning experiences for
students to fully understand the concept of brave
talk. The following ideas will help students

Making decisions
Dolphin thoughts Photo talk

Give students a scenario that may cause distress and
a selection of pictures taken from magazines such as
National Geographic (alternatively use the St Luke’s
Innovative Resources Bear Cards).
Each student chooses a picture that best describes
how the person in the scenario would be feeling. In
pairs, students explain why they have chosen the
picture and then think of two ‘brave talk’ things this
person could say to themselves.
Puppet talk
Give students a scenario that may cause distress.
Students use puppets to practise brave talk out loud
and talk about other brave talk ideas.
Thought bubbles
I feel, I think, I can Give students a scenario that may cause distress.
Brainstorm some brave talk ideas that students
Photocopy enough of the cards on Resource Sheet could say to themselves in situations. Write these on
1: I feel, I think, I can to give one set to each pair of the board, simplifying language if necessary.
students in the class.
Students draw a picture showing a child involved in the
Give students a scenario that may cause distress (e.g. scenario then choose a brave talk idea from the board
being left out of a game, being asked to break a rule to write in a thought bubble. Explain to students that the
or being shouted at). Model the use of the cards as brave talk would make the child feel better in this situation.
highlighted above in the shark/dolphin activity. Ask
students to discuss how they would feel and think in
this situation and what they can do.

I feel, I think, I can Resource Sheet 1

Making decisions
DECISION-MAKING MODEL Resource Sheet 4 and 5 show the decision-making

process.
1. Provide your students with a model to use in the
➤ This strategy will help students to: decision-making process.
• consider their own beliefs about their ability to 2. Ask students to identify the problem and write
view situations and events and solve problems this in the model.
• explore a series of steps in making decisions 3. Ask students to identify and manage their feelings
in relation to positive healthy behaviours about the problem.
• share reasons for making a decision with others. 4. Students then gather information to identify the
range of possible options.
5. Remind students that going to others for
As a facilitator in decision-making explain to information can assist their decision-making,
students: especially when a difficult decision is to be made
1. There is the potential for a decision to have (however, they need to balance their own views
positive and negative outcomes and that with the views of others).
predicting outcomes can be difficult. 6. Students write the options they have identified
2. Learning how to make more accurate predictions (extending the model above if more than two
only comes with practice. options are identified).
3. They need to collect accurate information from 7. Students consider the consequences (both
many sources to inform their decisions. positive and negative) to evaluate each option.
When considering the consequences ensure
4. They need to identify their feelings and values as
students look at the different types (physical,
these can influence options and choices before
social, emotional, financial and legislative). The
accurate assessment of a situation can be made.
impact of the consequences on self, family,
5. They are responsible for their actions before a friends and the community in the short term and
choice is made. long term also need to be examined.
6. They need to re-evaluate the decision they make 8. Students discuss the feelings associated with
and adapt them to new situations. these consequences and then justify their
➤ What is a problem, choice and decision? choices.
Prior to using a decision-making model, students will Variations

need to understand the idea of ‘problem’, ‘choices’ Helpful and harmful choices
and ‘decisions’. Younger students may find it difficult
to identify the problem in a decision-making scenario. Explain some choices are ‘helpful’ choices and some
are ‘harmful’ choices. Ask students to consider the
Resource Sheets 2 and 3: Think about your choices following scenarios. If they are helpful, students put
and Choose the one you like best may be a useful their thumbs up and if they are harmful, students put
way to introduce decision making. Students think their thumbs down. Use examples such as:
about the choices available in a given scenario and
then choose the best option. • playing with matches
• playing with a ball in the backyard
Explain to students that they make decisions
everyday by looking at the choices they have • putting on a seat belt
available, for example: • not putting on a seat belt
• Which pair of shoes to wear? • being friendly to a new girl/boy at school
• What snack to have for play lunch? • ignoring a new boy/girl at school.
• Which fruit to eat at fruit time?
• Where to sit at lunchtime/mat time?
• Who to play with at lunch time?
• What to play at recess/outdoor play time?
➤ Decision-making models
Decision-making models will allow students to
consider and explore a range of alternatives before
making a decision. The models provided on

Think about your choices Resource Sheet 2
Think about your choices

Choose the one you like best Resource Sheet 3
Choose the one you like best

Problem Choices? Positive things that might Negative things that might
What is the problem and happen? happen?
how do I feel?
Decision-making model
I would
Resource Sheet
4
Classroom strategies
362
If this were the problem
PROBLEM

And you did this And you did this
CHOICES
Decision-making model
This might happen This might happen This might happen This might happen
CONSEQUENCES
I would feel I would feel I would feel I would feel
FEELINGS
Resource Sheet
I would
DECISION
5
Making decisions
PLACEMAT PLANNING

• initiate and undertake decision making to
develop a course of action to achieve a goal
• develop strategies to enable change or
improvement in current behaviours and
practices.
1. In all planning, students need to consider the
following:
• What is the goal to be achieved?
• review ideas and work collaboratively to reach • When do I need to achieve the goal?
a consensus
• Who can help achieve the goal?
• increase accountability and involvement in
own learning. • What steps do I need to take and in what
order?
• How will I know if I have been successful?
1. A large piece of paper is divided into sections
based on the number of students in the group 2. Students can use a planning model (an example is
(ideally groups of two to four). Include a central provided below) to assist them. They can either
square or circle. draw or write under these headings.
3. Encourage students to share their plan with others in
the class. This sharing may provide other
students with strategies to use in their plan.
BEFORE DURING AFTER
• Talk about safe • Don’t talk to • I will know the

ways to walk to strangers. safe route to
Examples of placemat designs for four students. school with my • Get help from an walk with my
2. Pose a question, statement or dilemma for the parents. adult I can trust parents.
students to consider. • Practise walking if I feel worried • I will know
to school with or am hurt. where the
3. Each student writes their ideas or decisions about my parents. • Don’t pick up safety houses
the question, statement or dilemma in the space in • Make sure I syringes, broken are on the way
front of them. Make sure you give the students time know who can glass or anything to school.
to think and work alone. By using different coloured help me if I get dangerous.
markers, students’ ideas can be clearly identified. lost or hurt. • Stay on the safe
• Know my route to school.
4. Students discuss and clarify ideas they have address and • Walk with an
written. Give students the option to pass, phone number. adult.
especially if they do not know each other well or it
is their first attempt at a placemat.
5. The group reviews all ideas from the brainstorm to
reach a consensus on one set of key ideas.
6. The key ideas are written in the middle section of
the placemat.
7. Groups share their key ideas to discuss the issue
further.
Variation
To continue the decision making process, students
cut out their section of the placemat then join with
two or three others from another group.
(This strategy has been adapted from Barrie Bennett/Carol Roheiser’s
book, Beyond Monet.)

Making decisions
ROLE-PLAY the role-play starts to deteriorate, stop it quickly,

discuss what is happening and re-focus the action.
8. If students become angry, switch roles so they argue
➤ This strategy will help students to: the opposing view. This may help them to develop
• develop interpersonal skills including assertive understanding and empathy for the views of others.
communication and negotiation within a range Make a point of taking students out of their role
of contexts (this can be done by removing props or costumes).
• build empathy and experience a variety of 9. Facilitate the role-play by allowing students to
perspectives by adopting different roles direct the action. Wait until the end of a scenario
• plan effective strategies for managing ‘real life’ to make any comments. Do not judge the actions
situations. of a student in any given scenario as right or
wrong. Instead focus attention on alternatives
➤ How is it implemented? and/or consequences of actions.
Before After
1. To ensure effective role-plays, a supportive 10. Use open-ended questions that focus on the
classroom environment must exist. Establish rules feelings of the role-play characters, attitudes
for role-playing including: expressed, consequences of actions, alternatives
• one person speaks at a time to decisions/actions, and what students have
learned about the characters portrayed, to
• everyone’s responses and feelings are to be debrief the role-play. Remember to include the
treated with respect observers in the debrief time. Allow plenty of time
• everyone is entitled to express their opinion or for de-briefing and provide positive feedback for
pass. effort and participation.
2. Ensure that students have a clear understanding of 11. As a result of the role-play, ask students to
the purpose of the role-play (e.g. to demonstrate personalise the content by considering what they
assertive communication and to practise negotiating would do in a similar real-life situation. Ensure
when there is conflict). Refer to the learning strategies they reflect on their learning and consider its
in the Speaking out section for more information on application to future experiences. The role-play
assertive communication (brave talk) and negotiation. can be re-enacted by switching roles to
demonstrate other courses of action.
3. If there is an audience, prepare them for the role-play
by giving a specific role to encourage their active Variation
involvement. Audience members can also be involved Puppets
by identifying the feelings of the role-play characters,
commenting on appropriateness of actions and Instead of role-playing a scenario themselves, the
providing relevant feedback. students can use puppets (hand made or bought) to
act out the scenarios. This can be a home corner
4. Design the role-play so that it encourages students to activity, a more structured group activity or one that
model appropriate behaviour. If a character is required is modelled by the teacher.
to depict a negative behaviour such as acting
aggressively, the teacher should take on this role.
5. Set the scene by choosing a relevant scenario or
have students select their own. Avoid using extreme
stereotypes or allowing the issues to become
exaggerated. Use character names rather than
student names.
During
6. Try not to allow the role-play to arouse anxiety as
learning will decrease. Give the students enough
time to practise the role-play before they perform in
front of others. If students feel uncomfortable with
the scenario of the role-play, allow them to withdraw.
These students can take on an observer’s role.
7. Start the role-play by reminding students to keep
the action brief (a few minutes is usually sufficient). If

Making decisions
TELEPHONE ROLE-PLAY During

8. Callers ring their receivers, with each playing out
the role specified on the card.
9. As the role-play occurs, the observer makes an
• increase understanding and control of assessment of the conversation used.
conventions and skills associated with using
the telephone After
• develop collaborative group work skills. 10. The observer provides feedback to the caller and
receiver at the end of the role-play.
11. Students swap roles and continue the role-play.
Before
12. When all students have had a turn, bring the groups
1. Prepare several pairs of telephone role-play together to discuss what they found, any tips
cards. One card of each pair is for the caller and and interesting things they would like to talk
the other is for the receiver. about.
2. Caller’s cards should specify the audience, Variations
purpose and any background information for
Provide telephones for students to use during the
making the call. For example: You need to call
role-play.
the police because there has been an accident
outside your house. The accident happened Set up one group to role-play the telephone
when your friend ran out onto the road chasing conversation, with others in the class sitting around
the footy. Your friend is crying and can’t move his them to observe and offer feedback.
leg. Deadly Ideas 2000, Education Department of Western Australia,
Catholic Education Office of WA and Association of Independent
3. Receiver’s cards should specify their role such as Schools of WA.
a police officer, a busy doctor, answering
machine or wrong number.
4. Introduce this activity as a whole class to alert
students to the sorts of decisions they will need
to make and the options available to them.
5. Place students in groups of three and nominate
the caller, receiver and observer. These roles
should be swapped during the role-play.
6 The caller and receiver read their card and do not
swap information.
7. Allow one minute thinking time for each to
rehearse what they will say, the language they
will use and the tone they will adopt.

Speaking
Speaking out
out
Speaking out
➤ Assertive communication
➤ Barrier game
➤ Think-pair-share
What is speaking out?
‘Speaking out’ strategies provide the opportunity for students to develop, practise and
demonstrate the Health and Physical Education Interpersonal Skills Outcome. They can refine
the skills of active listening, assertive communication and negotiation.
By analysing situations where two or more people are communicating, students will be able
to determine ways to communicate effectively individual needs, preferences or beliefs without
causing conflict. Understanding basic negotiating skills will contribute to students becoming
safer and healthier.
ASSERTIVE COMMUNICATION • stating a point of view

• disagreeing with someone in an agreeable way.
2. Assertive communication is a difficult concept for
young children to grasp. It is sometimes easier to
• recognise effective ways to communicate explain to young children what aggressive and
assertively passive communication looks and sounds like
• recognise passive and aggressive before describing what assertive communication
communication and ways to deal with both looks and sounds like. The terms, King Kong
forms of communication (aggressive); Sleepy Puppy (passive) and Cool
• practise assertive communication. Cat (assertive) may also be useful or ask students
to develop similar names themselves.
3. Have an adult model all three types of
1. Explain that assertive communication includes a communication while students observe. Help
range of behaviours: students to develop T charts similar to those
• asking a favour represented below:
• refusing to do something
PASSIVE COMMUNICATION
SEE (LOOKS LIKE) HEAR ( SOUNDS LIKE)
• No eye contact. • OK let’s do what you want, it doesn’t really matter what I
want to do.
• Looking scared or guilty.
• Don’t worry what I think, just do it your way.
• Only listening to the other person’s point of view, you’re not
speaking. • Sorry, that must have been my fault, I’m stupid (even when
it’s not).
• Head down, shoulders hunched.
• Whispered voice.
• Very quiet.
• Saying sorry.

Speaking out
AGGRESSIVE COMMUNICATION
• Too strong. • You are stupid for thinking that.
• Frightening. • Don’t be such a sook, it’s not even scary!
• Like a bully. • I don’t care what you want to do, I’m…
• Too close to the other person. • Very loud.
• Angry or loud voice.
• Not listening to the other person.
ASSERTIVE COMMUNICATION
• Eye contact. • I understand what you are saying but I would like to…
• Smiling when you talk. • We might need to think about this together…
• Listening carefully to one another’s ideas before saying • I know you are angry about this but…
anything.
• I think…
• Standing strong and confident.
• I feel…
• Calm.
• Strong, calm voice.
• Saying how you feel.
The following ideas will help students recognise

assertive communication and also practise this form
of communication with adult assistance.
➤ Collage communication
Students cut pictures from magazines that look like
‘passive’, aggressive’ and ‘assertive’ forms of
communication and form a group/class collage.
➤ Film analysis
Students watch excerpts of Shrek or similar
animated video and identify characters that look or
sound aggressive, passive or assertive.
➤ Story analysis
Teacher reads traditional stories such as Goldilocks
and the Three Bears, The Three Billy Goats Gruff,
Little Red Riding Hood and substitutes obviously
aggressive or passive responses in the book with an
assertive response. Students can suggest other
assertive responses.
It is important for young children to understand that
assertive communication is something that takes years ➤ Puppets
to master and that an assertive response is not always
Teacher models passive, aggressive and assertive
the safest response (e.g. around an aggressive adult it
communication in response to a student-generated
may be safer to do something passive like walk away).
scenario using puppets or toys. Individual students
It will take many learning experiences for students to may then take turns to practise an assertive
understand fully the concept of assertive communication. response with the teacher’s puppet.

Speaking out
➤ Telephone conversations clarify the instruction and then say ready when
Students role-play assertive responses to student they are ready to continue.
generated scenarios using telephones (this allows 7. When the speaker has finished giving all the
students to focus on what assertive communication instructions, the barrier is removed.
sounds like).
8. The players compare boards to see whether the
➤ Miming instructions have been followed correctly. This
Students mime assertive responses to student- part of the barrier game is important as the
generated scenarios behind a sheet with a bright players need to reflect on how effective their
light shining on them (this allows students to focus instructions were, or how well the listener used
on what assertive communication looks like). questions to clarify meaning.
Barrier games are easy to produce using a wide
variety of materials such as:
BARRIER GAME • wrapping paper • blocks and beads
• magazines • people
• posters • cars
• maps • Lego/duplo
➤ Types of barrier games
• Matching pairs
Take turns to describe pictures or objects. One
player describes an item until the other locates
and displays its matching pair. Repeat the
process until all items are paired.
• Construction and assembly
Describe the steps to assemble or build a
picture, object or construction. For example,
➤ This strategy will help students to: make a face, build a safe playground or house.
• give clear and concise instructions • Location

Choose and place items in relation to each
• listen carefully and follow instructions other on a picture or scene.
• ask questions through a need to clarify • Spot the difference
instructions, or ask for an instruction to be Provide two copies of one picture with
repeated differences between each. Players describe
• develop sharing and cooperation skills. items on their picture to determine if they are
the same or different.
1. A barrier game usually involves two players.
2. A barrier is placed between the players so they
THINK–PAIR–SHARE
cannot see one another’s board or game. Sit the
players next to each other, facing the same way
to prevent left-right confusion. ➤ This strategy will help students to:
3. A barrier can be a large file stood on its end, a • formulate and share individual ideas through
large hardback book, a large piece of hard focussed, short-term, purposeful talk with peers
cardboard folded in half. • develop the ability to filter information and draw
4. This strategy requires collaboration between the conclusions
players. One player has the speaker role while the • consider other points of view when making
other is the listener. decisions.
5. The speaker gives clear, concise instructions for ➤ How is it implemented?
the other player to follow.
1. Pose a question, issue or scenario that involves
6. The listener may ask the speaker a question to making a decision. Ask students to think about

Speaking out
their response. Students can write down their

responses during this time.
2. After giving sufficient thinking time, instruct the
students to form pairs and share their ideas. This
will allow students to consider others’ ideas and
perspectives.
3. If time allows, one pair of students may share
ideas with another pair, making groups of four.
Sufficient time for discussion should be allowed.
4. The discussion can then become a whole-class
activity where all ideas are considered.
Frank Lyman developed Think-pair-share. It is described in Cooperative
Learning by Kagan and in more detail on the Think-pair-share
SmartCard published by Kagan Publishing. www.KaganOnline.com
(949) 369-6310
Variations
Think-pair-share-write
Think-pair-share-write is an extension of Steps 1 to
3. Once students have discussed their thoughts with
a partner, they then reflect on the discussion and
continue their thought process through writing.
Think-ink-pair-share
Ask students to think then ‘ink’ their own ideas,
knowledge or attitudes to a given statement. In ‘ink’
time students choose to write or draw. Partners then
listen and share what they have written or drawn.
As with all the Think–pair–share strategies, students
can be given the opportunity to reflect on what they
have written, heard and discussed. Ask students to
consider what influenced their thinking and/or
decision.

Reflecting
Reflecting
Reflecting
➤ Journals
➤ Reflective questions
➤ Sharing circle
➤ Unfinished sentences
➤ Thought shapes
What is reflective learning?
‘Reflecting’ strategies provide students with the opportunity to reflect individually on their
learning in relation to understandings, skills, attitudes and values.
A variety of strategies can be used to facilitate student reflection such as journals both
individual and team, reports, discussions and portfolios.
JOURNALS Variations
Team journals
➤ This strategy will help students to: Use a team journal to promote interaction between team
members on project-related issues and to introduce
• reflect individually on their learning in relation students to different perspectives. Students can take
to understandings, skills, attitudes and values. turns recording shared and individual experiences,
➤ How is it implemented? reactions and observations, and responses to each
other’s entries.
Reflecting by writing in a personal journal will prompt
students to consider and record their skills and attitudes Portfolios
regarding safer healthier behaviours. A journal also Ask students to select and organise evidence related
provides opportunity to revisit initial perceptions and to accomplishments and specific learning outcomes in
chart the progression of attitude development and a portfolio. Portfolios can include samples of students’
decision-making skills. involvement in the learning program (e.g. writing
1. Explain the purpose and benefits of journals to samples, drawings, photographs, diagrams and
students such as enhancing observational skills, paintings). Discuss with the student (and parent) their
exploring feelings, assessing progress and portfolio to recognise achievement, identify needs
enhancing communication skills. and plan future learning experiences.
2. Talk about what might be recorded in the journal (e.g.

thoughts, observations, feelings and questions). REFLECTIVE QUESTIONS
3. After a learning experience, model the process of
writing in a journal. During the modelling session
verbalise your thought processes. The following ➤ This strategy will help students to:
questions may help students.
• reflect individually on their learning experiences
What did I learn? and how these can be applied to their lives
Who can I share this information with? • generalise skills and knowledge to other situations
What might I do differently now that I know this? • monitor and evaluate a decision making process.
What might stop me from doing things differently now? ➤ How is it implemented?
4. Students write or draw in their journal. 1. Following a learning experience or at the
conclusion of a program, students need to be
5. Provide feedback by responding to journals, class
given the opportunity to reflect.
discussions of issues or questions raised in
journals and plan further learning experiences. 2. The following questions may be used to guide the

Reflecting
reflective process (they are a suggestion only). ➤ This strategy will help students to:
• Description: What did I do? • reflect individually on their learning
experiences and how these activities can be
• Objective: What did I learn?
applied to their lives
• Feelings: How did I feel?
• develop independent oral-sharing skills.
• Values: Why did I feel like that?
• Application: How will I use the
skill/information? 1. After being involved in a learning experience or
series of learning experiences form a sharing circle.
2. Explain to students the aim of the sharing circle is
to talk about what they have learnt, discuss problems
that may have arisen and identify further information
required by individuals or the group. For example:
In our sharing circle, we are going to share ideas
about the people in the community who help us.
Think about what you are going to say. When you
want to share put your hand in the circle. This will
let me know you want a turn.
3. Give students ‘thinking’ time. This may need to
be modelled or discussed before the sharing
circle. A Y chart can be used to determine what
‘thinking’ might look, sound and feel like.
4. Support and extend oral sharing with questions
and comments. Encourage questions and
3. The questions may be permanently displayed for comments from other students.
regular reference or verbally asked, depending on
the student age and abilities.
4. Students respond to these questions verbally, in UNFINISHED SENTENCES
written form or with drawings.
Variation ➤ This strategy will help students to:
Students use a drawing or writing journal to • reflect individually on their learning
document their responses to these questions and experiences and how these activities can be
other personal reflection. applied to their lives
• generalise skills and knowledge to other
SHARING CIRCLE situations
• monitor and evaluate a decision-making
process
• understand and manage their emotions.
1. After being involved in a learning experience or
series of learning experiences students answer
the following questions either verbally, in written
form or with drawings.
• I learnt that…..
• I was surprised that…
• I was happy that…
• I was frustrated that…
• I felt today was…because…

Reflecting
2. Provide opportunities for students to share their 2. Explain what each shape signifies.
thoughts with others if they wish.
The most important thing I have learnt from
doing this unit/activity.
What I enjoyed most about this unit/activity.
How I feel about using the skills and ideas I

have learnt.
Thoughts still going around in my head
after this activity.
3. Students may talk or write about their responses
to these shapes.
Variation
• Make a class set of thought-shape cards.
• Give each student a different shaped card.
• Place students in groups of four with one set
of thought-shape cards. In turns, student
select a card and shares with the group.
• Use the thoughts generated from the circle
shape to plan further learning experiences.
THOUGHT SHAPES

• reflect individually on their learning
experiences and how these activities can be
applied to their lives
• generalise skills and knowledge to other
situations
• monitor and evaluate a decision-making
process
• understand and manage their emotions.
1. Display the following four shapes clearly around
the room and explain that these shapes will often
be used when they have completed an activity or
series of activities so they can reflect or think
about what they have just done.

Real-world
strategies
Real-world
strategies
Real-world Real-world
strategiesstrategies
Real-world strategies
➤ Out and about

➤ Parent information and at home activities
What is real-world learning?
‘Real-world’ strategies provide students with the opportunity to develop their knowledge,
skills and attitudes towards a safer healthy lifestyle by engaging, observing, discussing and
practising behaviours with adults in real-world settings.
OUT AND ABOUT 3. means of identifying excursion participants

4. information to be provided to parents/guardians
for their consent
5. communication strategies
• gain an understanding of how the world
functions 6. emergency response planning
• experience and practise health concepts in the 7. briefing for excursion participants.
real world. ➤ Parental permission
➤ How is it implemented? Teachers should provide parents or carers with clear
A health and physical education program would not and comprehensive details of the excursion and receive
be complete nor successful without an excursion a form of permission prior to the student leaving the
where students can discover and learn through first- school premises.
hand experience. The form should include:
A teacher organising an excursion or local area walk 1. clearly stated terms upon which parents/carers
must have approval from the principal and parental are giving permission
permission to allow students to leave the school
premises. If students are permitted to leave in these 2. the purpose for which the permission is given
circumstances, the school must be satisfied that no 3. the date and times during which the student will
foreseeable harm will come to them. be leaving the school premises
Teachers, and their principal must ensure that the 4. written acknowledgement that the school cannot
management plan for an excursion addresses the be held responsible for any injury that befalls the
risk factors that may exist for both students and student or misconduct on the part of the student.
supervisors.
An excursion management plan will provide an
account of:
1. risks relevant to the
• environment
• transport arrangements
• students’ capacity in relation to activities
• capabilities of the supervisor/supervisory team
• involvement of external providers
2. supervision strategies
Real-world strategies 375

Real-world strategies
➤ Planning an excursion PARENT INFORMATION AND AT

Excursions should contribute to students’ HOME ACTIVITIES
understanding and achievement of outcomes.
Consider the following questions before embarking
on an excursion. ➤ This strategy will help students to:
• What would you like the children to have • experience and practise health and safety
learned by the end of the excursion? concepts in the real world
• What would you like them to remember most • discuss and share health and safety
of all? knowledge with others.
• What aspects of health will you be able to ➤ How is it implemented?
teach/ reinforce on this excursion? Parents have a vital role to play in the education of
• What do you need to alert parents to regarding their children. It is important that parents themselves
this excursion? understand the issues relevant to their child so they
can:
• How will you evaluate the excursion?
• ensure their child’s health and safety
➤ During an excursion
• develop positive health and safety attitudes,
• Take photographs or a visual recording of the
behaviours and knowledge
excursion to use in follow up learning
experiences. • extend the teaching from the classroom by
reinforcing health and safety behaviours in
• Use language that supports students’
real-life situations.
understanding of health and safety concepts.
The At Home Activity Sheets will provide parents and
➤ After an excursion
carers with information pertaining to health and safety
Here are some suggestions for learning experiences issues. Accompanying at home activities will
that can be implemented after an excursion. encourage parents to support their child’s health and
safety program and promote practising skills in the
• Use photographs taken on the excursion to
real world.
write a big book, create a story map or add to
the school’s website. 1. Select the At Home Activity Sheet related to the
health or safety issue that students have been
• Write a recount to share with others or print in
involved in at school.
the school newsletter.
2. Before sending the resource sheet home,
• Write a letter of thanks to others involved in
encourage students to share the information and
the excursion.
complete the at home activity with their family.
• Design a poster including information gained
3. Discuss students’ experiences with the at home
during the excursion.
activity and continue to provide parents with
• Create a role-play to perform at assembly or in relevant health and safety information.
front of other classes.
The term parent is used throughout this resource
Schools should also refer to their system or sectors and refers to parents, carers and significant
policy: adults who have responsibility for a young child.
• Department of Education and Training –
Excursions: Off school site activities
• Catholic Education Office WA – School camps
and excursions
• Association of Independent Schools WA –
Excursions, incursions and camps.
376 Real-world strategies

Simulated
strategies
strategies
Simulated
Simulated strategies
➤ Home corner
➤ Interactive CD ROMs and websites
➤ Replicating the real world
➤ Technology challenges
What is simulated learning?
Simulated learning involves students observing key concepts, experiencing situations and
practising skills related to being a safer healthy person within controlled, recreated
environments.
Simulated learning is most effective in achieving behaviour change when delivered as part of
a balanced health and physical education program that includes real world and classroom
experiences.
When facilitating simulated learning experiences teachers should:
• ensure recreated situations are realistic and relevant to the students’ interests and
needs
• check that students are provided with opportunities to experience feelings actively and
practise skills
• focus on practising and role modelling safer and healthier skills and behaviours
• ensure that students reflect on their learning and consider its application to future
health and safety experiences
• allow students time to practise and develop skills.
HOME CORNER characters, occupations, cultures and seasons (e.g.

aprons, bags, hats, sunglasses, bags, raincoats, ties,
dresses and shoes).
➤ This strategy will help students to: The list above is not exhaustive and teachers should
• self-initiate play to review and use new health consider the program focus when selecting materials
and safety concepts and language and equipment for their students. For example, if
students are learning about people in the community
• interact with others through role-play providing health services include a large box for an
• develop understandings of health and safety ambulance, beds, blanket, stethoscope, pill
situations. containers, cotton wool, bandaids and bandages,
masks and a writing pad.
The list below suggests equipment and materials
that can be included in the home corner.
➤ General
Cardboard boxes both large and small, ropes, full-
length mirror, blanket, steering wheel, play money,
telephones, telephone book, car seat, puppet
theatre, puppets, writing materials.
➤ Clothing
A range of clothing suitable for male and female
Simulated strategies 378

1. Create a learning environment that supports the opportunity to be actively involved and to
student’s expression and development of ideas. observe others?
2. Allow time and space for students to develop 3. Students interact with the CD ROM or website.
their ideas.
4. Teachers can observe social interactions, and use
3. Encourage students to extend their ideas. social situations to help teach social-causal
reasoning. Ask questions such as, ‘Do you
4. Become involved at times but allow the students
understand why Mum was upset in the story when
to develop their own ideas.
she found that the children had crossed the road
5. Record details of students’ language and by themselves?’
behaviours observed.
5. Students reflect on their learning and consider its
How does the student use language? application to future health and safety experiences.
Using questions or unfinished sentences can prompt
What vocabulary does the student use related to
reflections. Refer to the Reflecting section of this
community awareness, people, roles of people and
resource.
social language (greetings, telephone language)?
How does the student interact with others
(cooperates, negotiates, shares)?
How does the student participate (individually,
alongside another, cooperatively)?
What does the student indicate (knowledge,
interpersonal skills such as conflict resolution and
self-management skills such as planning events or
organising materials)?
6. Consider strategies to extend understanding such
as changing equipment and materials, including
opportunities to work in other groups, setting up
situations requiring students to problem solve.
INTERACTIVE CD ROMS AND REPLICATING THE REAL WORLD

WEBSITES
➤ This strategy will help students to: • practise health and safety skills and behaviours in
a simulated experience.
• develop an understanding of and practise
skills related to health and safety in a range of ➤ How is it implemented?
simulated situations. 1. Select a space suitable for the learning
➤ How is it implemented? experience. For example, the school oval or
covered area may be needed if recreating
1. Review a range of websites or CD ROMs that traffic situations, whereas an area in the room
students can use to gain understanding of health may be adequate if a group is involved in
and road safety issues. recreating a doctor’s surgery.
2. Consider the following criteria when selecting a 2. Identify and discuss with students the key
website or CD ROM: issues or behaviours to be observed or
• Does it directly help students to achieve the practised during the learning experience.
outcomes? 3. Conduct the learning experience ensuring that
• Is it user friendly and accessible to all students? students demonstrate safer or healthier
behaviours.
• Is corrective feedback included?
4. At the completion discuss the learning
• Does it include consequences for making experience and identify how students can
incorrect skill, knowledge or attitudinal decisions? apply this knowledge to practice in ‘real-world’
• Does it ensure that all students have the situations.
379 Simulated strategies

Road network tablemat

The tablemat included in this kit, has been designed
for teachers to use with small groups of students. It
shows common areas within a traffic environment
such as roads both single and dual lane, car park,
shops, a school and recreational area.
Students can move toy models of people and traffic
on the tablemat while talking about hazards that may
exist, places to cross the road, how to get in and out
of a car using the kerb side rear door and how to
cross after a bus has driven off.
Commercially produced road mats or rugs, often
used in pre-primary and kindergarten centres, can
also be used when implementing the suggested road
network tablemat learning experiences.
TECHNOLOGY CHALLENGES

• develop an understanding of health and safety
issues through construction
• share ideas, solve problems and exchange
experiences.
The following flow chart shows the process students
should follow for engaging in a technology challenge.
INVESTIGATE
Students identify what they already
know before locating and selecting
materials to find out further
information. As part of this process,
students clarify what they are trying
to achieve (i.e. We need to make a
bus that has seats for passengers
and a front and back door to get in
and out).
EVALUATE DESIGN
Students review and evaluate Students devise ways of creating or
information, processes, ideas, skills modifying existing technology based
and techniques. They reflect on on their understandings (i.e. Let’s
individual and group decisions, change this egg carton into a bus
procedures utilised and any because it has lots of spaces for
accomplishments. (Now we’ve passengers). They need to visualise
finished, let’s think about our consequences, test ideas and
finished design and how we worked.) communicate the range of options
to others (i.e. If we don’t put four
wheels it won’t be able to move).
PRODUCE
Students organise and manage
production of their design, adapting
and adjusting the process where
necessary (i.e. The egg carton isn’t
strong enough. Let’s put some
more cardboard on the bottom)
Adapted from WA K–12 Curriculum Framework

1. Provide students with a problem to solve (e.g.

design a car that will safely transport an egg).
2. Make sure students have access to a range of
materials (e.g. scissors, glue, recycled containers
such as boxes, egg cartons and yoghurt
containers). Remind students of safety rules when
using cutting and gluing tools.
3. Place students in small groups and allocate roles
such as recorder, collector, encourager and
manager.
4. Interact with students during the ‘making’ time to
gain an understanding of the process they are
following and observe the way in which the
groups are working.
5. Groups share their findings, relate these to real-
life situations and discuss how the information
may change their behaviours.
6. Resource Sheets 6, 7 and 8: Investigating, My
design and Evaluation sheet can be used during a
technology challenge.

Investigating Resource Sheet 6
What we want to find out:
What we need:
What we did:
What we found out:
These people were in my group:

My design Resource Sheet 7
I am going to make a
I will use these materials:
This is what I need to do.
1. 2.
3. 4.
will look like this:
Next time I would:

Evaluation sheet Resource Sheet 8
Name Date
I made a …
It needed to be…
I worked safely. ☺
I worked well with my partner or group. ☺
I shared things. ☺
Next time I would …

100852 C + C Cover.indd 3 25/11/05 10:22:43 AM
Early childhood resource
for resilience, drug and road safety education
Challenges & Choices is a resilience, drug and road safety education
resource funded by the Drug and Alcohol Ofﬁce and Insurance
Commission of Western Australia.
SDERA is a collaborative initiative of the Association of Independent Schools of WA,

the Catholic Education Ofﬁce and the Department of Education and Training.
© Government of Western Australia 2005
School Drug Education and Road Aware

151 Royal Street, East Perth, Western Australia 6004
Telephone: (08) 9264 4743
Internet: www.sdera.wa.edu.au
100852 C + C Cover.indd 4 25/11/05 10:22:45 AM

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100852 C & C Blue Tabs 3/11/05 10:36 AM Page 1

SECTION TEACHING AND LEARNING STRATEGIES PAGE

• Arts ideas 347

• Around the table 353

• Brave talk 356

• Assertive communication 367

EARLY CHILDHOOD PEDAGOGY Successful group activities don’t occur automatically.

STRATEGIES TO MOTIVATE AND This depends on the learning strategy or experience.

Teaching and learning strategies 330

Forming groups based on students’ learning styles. ➤ Questioning

331 Teaching and learning strategies

THE REVISED BLOOM’S TAXONOMY

Teaching and learning strategies 332

333 Teaching and learning strategies

identify, discuss and develop positive attitudes towards

safer and healthy lifestyles.

Speaking out: The strategies provide opportunities

Reflecting: The strategies allow students to identify,

REAL WORLD STRATEGIES

Skills related to health and physical education, are

The classroom strategies have been further divided SIMULATED STRATEGIES

Teaching and learning strategies 334

SECTION TEACHING AND LEARNING STRATEGIES PAGE

• Before and after 338

• Arts ideas 347

• Around the table 353

• Brave talk 356

• Assertive communication 367

• Out and about 375

335 Teaching and learning strategies

ADDRESSING STUDENTS’ It is important for teachers to recognise that there may

Teaching and learning strategies 336

SECTION TEACHING AND LEARNING STRATEGIES PAGE

• Arts ideas 347

• Around the table 353

• Brave talk 356

• Assertive communication 367

➤ Before and after

What is tuning in?

BEFORE AND AFTER • work collaboratively to learn from and share

➤ This strategy will help students to:

Classroom strategies 338

What I know What I want to What I learnt

➤ This strategy will help students to:

339 Classroom strategies

Classroom strategies 340

What is finding out?

341 Classroom strategies

➤ This strategy will help students to:

Classroom strategies 342

6. Refer to the appendix for a list of agencies and

➤ This strategy will help students to:

343 Classroom strategies

❑ Contact the guest speaker to determine details of their presentation.

❑ Inform parents/carers of the presentation and

❑ Focus students prior to the presentation by

❑ Conduct follow-up learning experiences to

Focus Area 1: Promoting Resilience 344