The experience of compiling the At safety school manual Teacher manual, For introducing the themes...

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.

The conceptual reference framework:

REQUIRES A PROGRESSION FROM AN EDUCATIVE SETTING IN WHICH

NOTIONSARE TRANSMITTED TO ONE IN WHICH

Values

Life styles

Abilities and skillsARE PROMOTED

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.

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 SUBJECT’S NEW PSYCHO-EMOTIONAL

LEVEL (“spiral” process”)

On this basis, in conjunction

with Public Health experts, a

group of teachers from

Bergamo’s public schools

drafted a MANUAL entitled

“At safety school!”

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.

KNOWING

PROVIDING PUPILS WITH INFORMATION

ACCORDING TO THEIR AGE BAND

KNOWING HOW TO DO

ACQUIRING OPERATIVE SKILLS THROUGH

POSITIVE PRACTICAL EXPERIENCES

KNOWING HOW TO ACT

ACQUIRING A ACQUIRING A POSITIVE POSITIVE

PERSONAL PERSONAL ATTITUDEATTITUDE

The method also includes the criteria for evaluating

the efficacy of the teaching method applied.

The method also includes the criteria for evaluating

the efficacy of the teaching method applied.

HEALTH AND SAFETY EDUCATION

ALL SCHOOL SUBJECTS

INTERACT IN ACHIEVING THE

GENERAL OBJECTIVES

A FEW EXAMPLESA FEW EXAMPLES

Italian languageItalian language

IDENTIFYING THE CENTRAL POINT OF WHAT

IS NARRATED OR TOLD

Syllabus objectiveSyllabus objective


Understanding the central topic and the information

contained in demonstrative and

regulation texts

Domestic safety objectiveDomestic safety objective


The pupil defines the term MEDICINE and

explains the rules for using medicines in a correct and safe way.

ExamplesExamples:


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:Examples:

MathematicsMathematics

The child:

Resolves a problem using concrete instruments

Classifies data as probable, certain or uncertain

Collects personal and collective data



The child:

Recognises problematic situations

Collects data using questionnaires

Problems are posed and resolved in experiential contexts



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:Examples:


The child

Gathers data on domestic accidents and analyses it

Indicates solutions and proposes improvements to be made

Examples:Examples:

ScienceScience

The child:

Acquires general cognitive abilities (data analysis, connection to experience, etc.)

Masters research techniques (observing, investigating, experimenting) and connects thinking to doing


ScienceScience

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


ScienceScience

Examples:Examples:

The childLists and puts into practice useful behaviour for avoiding hearing and sight damage (use of PC, TV, etc.)

Knows and performs some first aid procedures

ScienceScience

Examples:Examples:

The child

Knows, respects and uses correctly furniture, technological equipment and the electric appliances present in the home

HISTORY, GEOGRAPHY & SOCIAL HISTORY, GEOGRAPHY & SOCIAL STUDIESSTUDIES

STUDY OF MAN

STUDY OF THE ENVIRONMENT

ACQUISITION OF LIVING RULES AND NORMS REQUIRED FOR DEMOCRATIC COHABITATION



The child:

ORIENTATES HIM/HERSELF WITHIN THE SPACE OF THE HOME

SHARES TASKS AND RESPONSABILITIES WITH THE FAMILY

RECOGNISES AND ACCEPTS FAMILY RULES



Examples: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

IMAGE-BASED EDUCATIONIMAGE-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



The child:

knows the domestic environment and describes it

is able to read symbols and understand pictures of household objects concerning their correct use



Examples: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

PHYSICAL EDUCATIONPHYSICAL EDUCATION

Perception, awareness and knowledge of one’s own body

General and spatial-temporal co-ordination

Socialisation



The child:

Organises movements in a co-ordinated way and according to the aim

Co-ordinates movements in complex actions



Examples: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

TECHNOLOGYTECHNOLOGY

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


TECHNOLOGYTECHNOLOGY

Examples: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

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;

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;

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

FIRST GRADE SECONDARY SCHOOL

Subject:Italian LanguageSubject:Italian Language

Subject: Italian LanguageSubject: Italian Language

Learning to recognise challenging behaviour

Improving one’s 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

Subject:Italian LanguageSubject: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

Subject: Italian languageSubject: 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

Subject: Italian languageSubject: 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

SECOND GRADE SECONDARY SCHOOL

Subject:MATHEMATICS – Subject:MATHEMATICS – PHYSICS – I.T.PHYSICS – I.T.

Subject:mathematics, Subject:mathematics, physics, physics, I.T.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

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


speedfeeling of dangerinertia and dynamicsdecision times

brakingtransformation of kinetic energybraking spacebraking circuits and adherence

Exercises and calculations


curves centripetal and centrifugal forcescurving radiusfront wheel drive

equilibriumequilibrium verticalcurves and angles of inclinationhigh and low centres of gravity



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



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

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

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

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

MODEL APPLICATION

• Evaluation instruments of the manual (fluidity, adaptability to various contexts)

• Evaluation instruments of learning

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)

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

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

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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