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The experience of compiling the At safety school manual Teacher manual, For introducing the themes of safety and prevention into the teaching syllabus,

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Presentation on theme: "The experience of compiling the At safety school manual Teacher manual, For introducing the themes of safety and prevention into the teaching syllabus,"— Presentation transcript:

1 The experience of compiling the At safety school manual Teacher manual, For introducing the themes of safety and prevention into the teaching syllabus, For playschools, primary schools and 1st and 2nd grades in secondary schools, Re: safety at home, at school, on the street, throughout the territory.

2 The conceptual reference framework: REQUIRES A PROGRESSION FROM AN EDUCATIVE SETTING IN WHICH NOTIONS ARE TRANSMITTED TO ONE IN WHICH Values Life styles Abilities and skills ARE PROMOTED

3 The philosophy of health and safety as: A maturation and expression of protective abilities; Through a programme based on individual and collective experience. The model that globally expresses this inspiration is the so-called Michigan Model, and has been adapted to the context of the educational guidelines of the Italian school system.

4 THE MICHIGAN MODEL HEALTH EDUCATIVE AIM TO PURSUE WITH A SPIRAL PROCESS THROUGHOUT COMPULSORY SCHOOL LIFE OBJECTIVES COGNITIVE ATTITUDINAL CONCERNING VALUES BEHAVIOURAL YEAR after YEAR THEY ARE RE-TACKLED, STUDIED IN MORE DEPTH AND READAPTED TO SUIT THE SUBJECTS NEW PSYCHO- EMOTIONAL LEVEL (spiral process)

5 On this basis, in conjunction with Public Health experts, a group of teachers from Bergamos public schools drafted a MANUAL entitled At safety school!

6 For each school level and different topic (home, school, street, etc.) the manual includes the development of skills concerning: General educative objectives; Cognitive objectives: KNOWING; Attitudinal objectives : KNOWING HOW TO DO; Behavioural objectives : KNOWING HOW TO ACT.

7 KNOWING PROVIDING PUPILS WITH INFORMATION ACCORDING TO THEIR AGE BAND

8 KNOWING HOW TO DO ACQUIRING OPERATIVE SKILLS THROUGH POSITIVE PRACTICAL EXPERIENCES

9 KNOWING HOW TO ACT ACQUIRING A POSITIVE PERSONAL ATTITUDE

10 The method also includes the criteria for evaluating the efficacy of the teaching method applied.

11 HEALTH AND SAFETY EDUCATION ALL SCHOOL SUBJECTS INTERACT IN ACHIEVING THE GENERAL OBJECTIVES

12 A FEW EXAMPLES

13 Italian language IDENTIFYING THE CENTRAL POINT OF WHAT IS NARRATED OR TOLD Syllabus objective

14 Italian language Understanding the central topic and the information contained in demonstrative and regulation texts Domestic safety objective

15 Italian language The pupil defines the term MEDICINE and explains the rules for using medicines in a correct and safe way. Examples Examples:

16 Italian language The pupil defines what an EMERGENCY is and demonstrates the abilities required for asking for help by dialling 118 and giving accurate information in a calm way Examples:

17 Mathematics The child: Resolves a problem using concrete instruments Classifies data as probable, certain or uncertain Collects personal and collective data Syllabus objective

18 Mathematics The child: Recognises problematic situations Collects data using questionnaires Problems are posed and resolved in experiential contexts Domestic safety objective

19 Mathematics The child Knows his/her house, uses the spaces according to their function and puts into practice behavioural rules in the various spaces (kitchen, bathroom,etc.) Examples:

20 Mathematics The child Gathers data on domestic accidents and analyses it Indicates solutions and proposes improvements to be made Examples:

21 Science The child: Acquires general cognitive abilities (data analysis, connection to experience, etc.) Masters research techniques (observing, investigating, experimenting) and connects thinking to doing Syllabus objective

22 Science The child: explores the home connects causes with effects collects and selects information uses the computer as an instrument for processing data compares facts, collects reports Domestic safety objective

23 Science Examples: The child Lists and puts into practice useful behaviour for avoiding hearing and sight damage (use of PC, TV, etc.) Knows and performs some first aid procedures

24 Science Examples: The child Knows, respects and uses correctly furniture, technological equipment and the electric appliances present in the home

25 HISTORY, GEOGRAPHY & SOCIAL STUDIES STUDY OF MAN STUDY OF THE ENVIRONMENT ACQUISITION OF LIVING RULES AND NORMS REQUIRED FOR DEMOCRATIC COHABITATION Syllabus objective

26 HISTORY, GEOGRAPHY & SOCIAL STUDIES The child: ORIENTATES HIM/HERSELF WITHIN THE SPACE OF THE HOME SHARES TASKS AND RESPONSABILITIES WITH THE FAMILY RECOGNISES AND ACCEPTS FAMILY RULES Domestic safety objective

27 HISTORY, GEOGRAPHY & SOCIAL STUDIES Examples: The child TRANSMITS SAFETY TO ALL THOSE AROUND HIM/HER, IN THE KNOWLEDGE THAT INCORRECT BEHAVIOUR CAN BECOME A SOURCE OF DANGER TO HIM/HERSELF AND OTHERS

28 IMAGE-BASED EDUCATION The child learns and understands by touching and seeing The child knows how to read the environment and is able to recount what he/she has seen Syllabus objective

29 IMAGE-BASED EDUCATION The child: knows the domestic environment and describes it is able to read symbols and understand pictures of household objects concerning their correct use Domestic safety objective

30 IMAGE-BASED EDUCATION Examples: THE CHILD LISTS THE WAYS OF PREVENTING DOMESTIC ACCIDENTS CONCERNING: Poisoning Use of sharp objects Burns Use of electric appliances Harmful substances Poorly co-ordinated movements

31 PHYSICAL EDUCATION Perception, awareness and knowledge of ones own body General and spatial-temporal co- ordination Socialisation Syllabus objective

32 PHYSICAL EDUCATION The child: Organises movements in a co-ordinated way and according to the aim Co-ordinates movements in complex actions Domestic safety objective

33 PHYSICAL EDUCATION Examples: The child moves in a co-ordinated way according to the purpose, even in complex situations in order to avoid falls, slips, collisions with furniture, electrical appliances, doors, etc. knows how to perform basic first aid

34 TECHNOLOGY IDENTIFIES THE STRUCTURE AND FUNCTION OF OBJECTS USING OBJECTS COHERENTLY WITH SAFETY FUNCTIONS AND PRINCIPLES TO EVALUATE THE USE OF OBJECTS AND MATERIALS ACCORDING TO USAGE FOLLOWING FINALISED PROCEDURES AND PROCESSES Domestic safety objective

35 TECHNOLOGY Examples: The child IS ABLE TO READ AND UNDERSTAND THE INSTRUCTONS FOR CORRECT AND SAFE USE OF HOUSEHOLD OBJECTS KNOWS THE DIFFERENT MATERIALS AND USES THEM CORRECTLY IS AWARE THAT THE INCORRECT USE OF SPACES AND OBJECTS CAN BECOME A SOURCE OF DANGER TO HIM/HERSELF AND OTHERS

36 At the current state: The manual has been printed and was presented at schools in the Province of Bergamo in June 2002; Some schols have experimented it as a free choice; The manual has become part of the training options for the promotion of health in the shool community of the Bergamo Local Health Unit;

37 ISPESL has funded research through which: a training programme will be compiled to help teachers apply the method (and the manual); the efficiency of wide-scale application of the method will be evaluated; the education programme (for pupils) will be extended by enhancing it with proposals and experiences (practical activities); The documents available will be integrated;

38 The drafting of the At safety school! manual included the participation of the following: 2 playschool teachers 2 primary school teachers 3 first grade secondary school teachers 2 second grade secondary school teachers the Local Health Unit project group The teacher responsible for safety at the Provincial Superintendence for Education

39 FIRST GRADE SECONDARY SCHOOL Subject:Italian Language

40 Learning to recognise challenging behaviour Improving ones self knowledge Acquiring linguistic skills for conducting cognitive inquiries Getting to know the main sources of risk Getting to know the risk factors General aims

41 Subject:Italian Language Analysing challenging behaviour from adults Evaluating relationships with standards, people and the environment Compiling a questionnaire Identifying dangers and evaluating risks Finding solutions and defining priorities Specific aims

42 Subject: Italian language what is aggression, poor self- esteem, imitation, contamination what is a questionnaire what is an accident and a risk factor dynamics of an accident Contents

43 Subject: Italian language Classroom lesson with slides Guided discussion Relevant laws Glossary of most common terminology Tables with numbers relative to the phenomena studied Data processing with PC Materials and instruments

44 SECOND GRADE SECONDARY SCHOOL Subject:MATHEMATICS – PHYSICS – I.T.

45 Subject:mathematics, physics, I.T. Learning how to handle data concerning accidents at school, on the road and at home (COLLECTION, FILING, PROCESSING INTO TABLES AND CHARTS, PRESENTATION) Aims – instruments and methods

46 Learning to design and create multi- medial safety education tools Learning to apply the laws of physics and dynamics to evaluate a possible accident Aims – instruments and methods Subject:mathematics, physics, I.T.

47 speed feeling of danger inertia and dynamics decision times braking transformation of kinetic energy braking space braking circuits and adherence Exercises and calculations Subject:mathematics, physics, I.T.

48 curves centripetal and centrifugal forces curving radius front wheel drive equilibrium equilibrium vertical curves and angles of inclination high and low centres of gravity Exercises and calculations Subject:mathematics, physics, I.T.

49 collisions Acceleration - deceleration Energy and momentum – anelastic collisions Safety distances safety Speed of the vehicle and the passenger Active and passive safety Seat belts and air bags Exercises and calculations Subject:mathematics, physics, I.T.

50 DEVELOPMENT OF THE RESEARCH PROJECT ISPESL in cooperation with the LHA of Bergamo is implementing a TRAINING COURSE addressed to teachers who will apply the model

51 CREATION OF A DOCUMENTATION KIT FOR TEACHERS CONTENTS OF THE KIT –Collection and comments of epidemiologic data on road and domestic accidents, free time, etc. –Methodical documentation on health education –National and international guide lines for the development of a prevention culture –Deepening on security themes

52 TRAINING COUSE FOR TEACHERS ACQUISITION OF : –skills in individualizing the real needs of students on the themes of health and safety –Skills in individualizing specific didactic goals –Acquisition of the didactic methods most appropiate for changing behaviour on the themes of health education –Capacity to individualize from epidemiological data the most frequent problems for school-age children –Capacity to manage and apply the Manual –Capacity to plan specific didactic units –Utilize the evaluation instruments of the training process

53 MODEL APPLICATION Model Application from teachers trained in almost 30 Institutes including nursery schools, elementary and high schools Systematization of didactis units together with the materials necessary to their teaching Production of materials additional to the manual and concrete examples suggested also by students

54 MODEL APPLICATION Evaluation instruments of the manual (fluidity, adaptability to various contexts) Evaluation instruments of learning

55 DOCUMENTATION CENTRE AND WEB SITE Creation of a documentation centre for the systematic collection and distribution to the scholastic institutes on a national level of all the didactic materials produced ISPESL will make available to the teachers a specific box on their website (documentation, forum, scientific details, etc)

56 ACTIVE INVOLVMENT OF STUDENTS Test for the parents to take about home safety Creation of an emergency plan and of the evacuation of the house with all family members Creation of a little guide book for risk control of accidents and fires in the home

57 PROJECT EVALUATION Creation of evaluation indicators and criteria for the quantification of the results Growth of a health and security culture and consequential reduction of accidents in the school-age population

58 SPREAD AND APPLICATION EFFECTS Continual enrichment of documentary and didactic material that enrich the kit which is distributed to teachers. Involvments of other teachers in the didactic process Involvment of the families (continual relation in the scholastic and domestic enviroments)


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