Teaching Session 1 Looking After Yourself

Transport Accident Commission

Teaching Session 1 Looking after yourself

Teacher preparation

·  View chapter 1 of the RAW DVD

Materials required

·  A packet of post-it notes

·  Blu Tack

·  Three A4 pages – each with a different heading (Food, Rest, Exercise)

·  Print class set of BLM 1

Tuning In

Pose the question to the class ‘What does the term healthy mean?’ ‘How do you make sure you stay healthy?’

Ask students to contribute three ideas on separate post-it notes.

Place the A4 headings on separate walls in the classroom.

Students place their post-it notes under the appropriate heading.

Lead a quick discussion - most common answers, headings with lots or not many post-it notes underneath, ideas that are different etc.

Show Chapter 1 of RAW to the class

Teaching and Learning Activities

Distribute BLM 1 and give students time to complete this.

Place students in groups of three to share and discuss their responses to BLM 1. These individual responses can be collected for assessment for pre-testing if required.

Ask the groups to come up with a strategy for improving Jane’s health and study habits. They should consider rest breaks, time for exercise, family and hobbies, prioritising tasks, diet etc.

Groups should present their solutions through a role-play of a conversation between three characters. One student should take on the role of Jane, one a school teacher or counsellor and one is to play one of Jane’s parents. Through the conversation, the group should decide on the changes that Jane should make.

Teachers could take notes during the presentations to use as assessment data if required.

Teaching Session 2 Taking Risks

Teacher preparation

·  View chapter 2 of the RAW DVD

Materials required

·  Print 6 copies of BLM 2 on card. Laminate and cut up the statements to reuse for multiple classes.

·  Five A3 sheets

Tuning In

Ask students to think of a risk they have taken that was great fun. Then think of a risk that didn’t end well. Ask them to share that with a partner and discuss why one risk was fun, and one was not.

Show Chapter 2 of RAW to the class

Teaching and Learning Activities

Discuss initial thoughts after viewing. What risks did Kurt, Cade and Ollie take?

Distribute laminated statement cards randomly to the class so each student has a statement to consider.

Give students time to write several key points to support their statements.

Group students with the same statement cards together to compare their points. Hand each group an A3 sheet to produce their group’s response to the statements.

Each group will appoint a presenter to share their points with the rest of the class and display their responses.

Conclude with a short class discussion centred on the question ‘What is a risk and how can we manage risk-taking without negative consequences?’

For year 7 classes, particularly in term 1 as part of their transition, an additional activity that supports this session can be found in Kids on the Move Book 3; Module 2 Pedestrian Safety

Teaching Session 3 Listening to your inner voice

Teacher Preparation

·  View chapter 3 of the RAW DVD

Materials Required

·  Print BLM 3 on A3 for display (or prepare to display digitally)

·  Print one copy of BLM 4 on A4 for each student

Tuning in

Lead a discussion with the class focusing on ‘listening to your inner voice’.

Pose a scenario – ‘imagine that on the way home from school today, one of your friends suggest that you both skip school the next day and go to the beach’.

Take suggestions from the class about the thoughts that would immediately pop into their heads.

List thoughts on the board; the more, the better. Encourage, through prompting, diverse thoughts including positive and negative consequences, effects on others (school, parents, friends, siblings).

Discuss the ideas on the list and identify those that are helpful in deciding whether to do it or not. Talk about these being ‘your inner voice’ and that it is this voice that helps you foresee risk.

Show Chapter 3 of RAW to the class

Teaching and Learning Activities

Discussion - Foreseeing risk. At what point could Donna have listened to her inner voice during that day to avoid the consequences that she suffered?

Display BLM 3 and discuss the contents and the effectiveness in deciding that a risk is worth taking.

Ask – ‘What risks do you face now? What do you think your risks might be in 4 years time?’

Encourage the students to think about risks in different avenues of life – home, school, beach, traffic etc.

List the responses in an area that can be seen easily by the class.

Distribute BLM 4. Students use one of the risks listed from the previous discussion and complete the assessment table. Share these when completed. These can be collected for assessment purposes if required.

Teaching Session 4 Perfecting the art of saying NO

Teacher Preparation

·  View chapter 4 of the RAW DVD

Materials Required

·  Print enough of BLM 5 on A4 paper for one between 2 students.

·  Print a copy of BLM 6 on card. Laminate and cut up the scenarios to reuse for multiple classes.

Tuning in

List all the terms that students offer for the names they assign to groups of their peers eg friends, gang, social group, mates etc. List the following common terms and talk about the negative or positive connotations of these:

·  Peer group pressure

·  Mob rules

·  Circle of friendship

Show Chapter 4 of RAW to the class

Teaching and Learning Activities

Discuss the animation and the role of peer group pressure in the plot. Ask for a few suggestions about all the great things that come from being in a friendship group. List these where everyone can see. Do the same for negative consequences of being in a friendship group. Ask students to record their own ideas in their notebooks. Share these if they wish to (depends on dynamics of the class).

Pair the students and ask them to discuss how others could pressure them (or others) into taking risks. Share a few ideas from the pairs with the class and then distribute BLM 5. The pairs should read the ideas provided and come up with some of their own. If they choose to use real life examples, ask students not to use any names. Join pairs to create groups of four and ask them to share their ideas from BLM 5. Ask them to discuss how they can resist pressure to do something that they think is too risky.

Hand each group one scenario from BLM 6. The group should develop a strategy to say no. Each group should present their scenario and their strategy to the rest of the class.

An additional activity that supports this session can be found in Traffic Safety Essentials; Unit 6 Travel Choices, Taking Action, Being Assertive. Pages 81 and 82.

Teaching Session 5 Some risks are forever

Teacher Preparation

·  View chapter 5 of the RAW DVD

·  Students will need to have access to this website http://www.tacsafety.com.au/jsp/statistics/overview.do?areaID=12 during the session

Tuning in

Risk up till now has been discussed in terms of personal consequences, both positive and negative. This piece explores the effect on others from risky driver behaviour.

Ask students to suggest what they know about the road toll. List these. Discuss these in terms of risk taking. What percentage / number of deaths do they predict might be due to risk taking? Reinforce with them that the road toll reflects those that have lost their lives, not those who have been injured.

Show Chapter 5 of RAW to the class

Teaching and Learning Activities

Ask students to write their feelings immediately after viewing. Share these with the class.

During the discussion ensure that the following are covered by prompting students:

·  Sometimes you can get hurt because others take risks

·  Rebecca’s life has changed forever

·  The road toll

Students will investigate ‘How does risk taking contribute to the road toll?’

http://www.tacsafety.com.au/jsp/statistics/overview.do?areaID=12.

Students can decide the methodology of their investigation and the statistics they use. After investigating, group students with similar methods to compare their individual findings.

Allow time for groups to summarise what they have discovered and report to the class.

An additional activity that supports this session can be found in Traffic Safety Essentials; Unit 6 Travel Choices, Taking Action, Being Assertive Pages 81 and 82.

Teaching Session 6 Wasted

Teacher Preparation

·  View chapter 6 of the RAW DVD

Materials Required

·  Access a recording of Smells like Teen spirit by Nirvana and a copy of the lyrics for display. These are available on the internet

·  Print a copy of BLM 7 for each student

Tuning in

Introduce Kurt Cobain and establish what the students know of him and his band Nirvana. Play the recording of Smells like Teen Spirit and display the lyrics. Discuss what Cobain’s lyrics tell us about him.

Show Chapter 6 of RAW to the class

Teaching and Learning Activities

Lead a class discussion focusing on why the Kurt Cobain segment was titled Wasted. Ask students about other wasted lives that they know of.

Ask students to write the five key aspects of Kurt Cobain that were wasted. Encourage them to think beyond the obvious (musical talent etc) to his obvious opportunities (eg fame might have allowed him to make a difference in the world, the chance to be a good father to his daughter).

Ask students to think about their own talents or skills that they most value and then to write them down. Some students may not be able to think of many/any. Prompt them to think of their skills that have been recognised by friends or their parents. Ask them to prioritise them in order of importance, and rearrange if necessary. Encourage a few students to share one and discuss with the class how the talent or skill will provide them with opportunities in the future. Write a few ideas for each where everyone can see them as this will be a guide to assist students in completing

BLM 7.

Distribute BLM 7. Students can transfer their lists to the sheet and complete. If you are aware that particular students will find this task difficult, assist them or pair them with a supportive partner.

When BLM 7 is completed, come together as a class again to share.

Teaching Session 7 Who can help?

Teacher Preparation

·  View the content

Materials Required

·  A pack of post-it notes

·  Ensure that you have a basic knowledge of the Rolling Stones to inform the students. A copy of a music video, if available, would also be helpful.

·  Prepare a display of the following quote from the original Rolling Stones bass player Bill Wyman when speaking about Jones "...he formed the band. He chose the members. He named the band. He chose the music we played. He got us gigs ... Very influential, very important, and then slowly lost it - highly intelligent - and just kind of wasted it and blew it all away."

·  Students will need to have access to the internet during the session

Tuning in

Establish through discussion what the students know of the Rolling Stones. Perhaps their parents listen to their music. Give additional information as necessary. Display the prepared quote from Bill Wyman. Ask the students to predict what they may see in the film piece.

Show Chapter 7 of RAW to the class

Teaching and Learning Activities

Introduce the term ‘harm minimisation’ and list students’ ideas of the meaning of the term. Discuss the quote from Bill Wyman again and the students’ earlier predictions. Pose a question for discussion in groups or pairs ‘what could or should have been done to help Jones and prevent his death?’ Ask the groups to refine their thoughts to five strategies and write one on each of their five post-it notes.

Join groups together and set them a task of sorting their post-it notes into related categories by grouping those that are similar, and then repeat the task using the walls of the classroom.