Mathematics



|Daniel Morcombe Child Safety Curriculum |Years 3–6 |

| |

|Lesson: Recognise – Rules, rights and responsibilities (3 of 9) |

|Australian Curriculum: Health and |Personal, social and community health |

|Physical Education |Year 3 and 4 band |

|Content descriptions |Being healthy, safe and active |

| |Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) |

| |Communicating and interacting for health and wellbeing |

| |Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) |

| |Contributing to healthy and active communities |

| |Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040) |

| |Year 5 and 6 band |

| |Being healthy, safe and active |

| |Investigate community resources and strategies to seek help about health, safety and wellbeing (ACPPS053) |

| |Contributing to healthy and active communities |

| |Investigate and reflect on how valuing diversity positively influences the wellbeing of the community |

| |(ACPPS060) |

| |Note: The Daniel Morcombe Child Safety Curriculum has been aligned to the DRAFT Australian Curriculum: |

| |Health and Physical Education (Version 6.0). Teachers should ensure they check the alignment of the Daniel |

| |Morcombe Child Safety Curriculum with the final version of the Australian Curriculum: Health and Physical |

| |Education when it is released by the Australian Curriculum, Assessment and Reporting Authority. |

|Australian Curriculum: Personal and |Level 3 (Years 3 and 4) |

|social capability |Social awareness |

| |Contribute to civil society |

| |identify the various communities to which they belong and what they can do to make a difference. |

| |Understand relationships |

| |describe factors that contribute to positive relationships, including with people at school and in their |

| |community. |

| |Level 4 (Years 5 and 6) |

| |Self-management |

| |Become confident, resilient and adaptable |

| |devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance |

| |of personal safety. |

| |Social management |

| |Make decisions |

| |identify factors that influence decision making and consider the usefulness of these in making their own |

| |decisions. |

|Lesson objectives |Students will: |

| |identify relationships between rules, laws and safety |

| |discuss how rights, rules and responsibilities can all play a role in our ability to stay safe |

| |consider if and when people should take responsibility for their own actions. |

|Evidence of learning |The student can: |

| |identify how rules, rights and responsibilities affect personal safety and the safety of others. |

|Resources |Digital |

| |The Convention on the Rights of the Child – Animations: Articles 1–20 |

| | |

| |The Convention on the Rights of the Child – Animations: Articles 21–54 |

| | |

| |UNICEF flyer: What rights? (suggested Year 5–6 version) |

| | |

| |From website: scroll down to English (child friendly |

| |version) |

| |UNICEF UN Convention on the Rights of the Child in Child Friendly Language (suggested Year 3–4 version) |

| | |

| |From website: |

| |Meerilinga: Shop – UN Rights of the Child Poster (A3) (alternative Year 3–4 version) |

| | |

| |Crocodile safety sign |

| |‘No jumping off bridge/No diving’ sign |

| |Queensland Government (Department of Transport and Main Roads) – School transport safety campaigns |

| | |

| |Scroll down to ‘Television advertisement’ and play the ‘New rules around schools’ 30 second advertisement |

| |(rated G). |

| | |

| |Refer to the New Rules around schools public education campaign summary fact sheet. |

| |

| |schools%20campaign/New_rules_around_schools_factsheet_2012.pdf |

| |Scroll down to and play the radio advertisement ‘Look out school kids are unpredictable radio commercial’. |

| | |

| |Display the ‘Look out! There are children about’ bus back advertising. |

| |

| |schools%20campaign/Bus_back_2004.pdf |

| |School Bullying Council |

| | |

| |Scroll down to Australian Communications and Media Authority (ACMA) bus shelter posters in the article ‘ACMA|

| |tries outdoor to reach teens on cyberbullying’. |

| |Australian Communications and Media Authority (ACMA) |

| | |

| |Scroll down to the article ‘Sydney transport poster campaign educates teens about cybersafety’. |

| |Rights postcard template (Years 3–6) |

| |Safety links worksheet (Years 5–6) |

| |Which child rights are not being respected? worksheet (Years 3–4) |

| |Rights for everyone worksheet (Years 5–6) |

| |Find and prepare |

| |For every child by UNICEF |

| |Book order details: |

| |A3 poster: Recognise, react, report (colour or black and white) |

| |Disclaimer of liability and non-endorsement for third party materials |

| |These materials include references (including internet URLs) to related materials owned by third parties as |

| |examples only. The content of the related materials is not created, controlled or approved by the State of |

| |Queensland and no responsibility is taken for the consequences of viewing or using such content. A reference|

| |to related materials does not constitute endorsement, non-endorsement or support by the State of Queensland |

| |for the information, products, services or persons associated with the related materials. |

|Learning area specific language |Penalty, rights, responsibilities, laws, rules |

|(metalanguage) | |

|Teaching and learning sequence |

|Opening the lesson |Review |

|Teaching strategy used |Review group guidelines with the class. |

|Direct teaching: |Introduction |

|explicit teaching |Say: |

| |We will discuss how rules, rights and responsibilities can all play a role in your ability to stay safe. |

| |Review ‘situational awareness’ using class discussion to answer the focus questions. |

| |Focus questions |

| |What does situational awareness mean? |

| |Why is it important to be aware of what is happening around you? |

| |Objectives |

| |Say: |

| |The purpose of today’s lesson is to: |

| |make a connection/relationship between rules, laws and safety |

| |discuss and understand your rights and the rights of others |

| |discuss situations when you need to take responsibility for your own actions. |

|Body of lesson |Rules and laws |

|Teaching strategies used |Group discussion (Years 3–6) |

|Interactive teaching: |Consider having students seated in a large circle for the following discussion session. Use an object that |

|whole class discussion |can be passed to the speaker. Identify and reinforce the rule that no one can speak without the object in |

|Experiential teaching: simulation |their possession. Students put a hand up when they wish to speak and must wait for the object to be passed |

| |to them prior to contribution. |

| |Explain this is a rule that tells students what they can and cannot do in this activity. |

| |Focus question |

| |What are some examples of rules and laws? |

| |Hear a selection from volunteers. Ask students to categorise the example as either ‘rule’ or ‘law’ using |

| |prior knowledge. |

| |You may choose to record student examples on a T-bar chart. |

| |Rules |

| |Laws |

| | |

| |No running on stairs |

| |Wearing a helmet when riding a bike |

| |Crossing on the walk signal only |

| | |

| | |

| |Clarify the difference between rules and laws for students in Years 3–4. Ask students in Years 5–6 to |

| |explain the difference using the T-bar chart to inform their responses. |

| |Law – society’s rules about conduct (how we behave) created |

| |through a parliamentary process (legislation). |

| |Rule – expected conduct (behaviours) or a standard that applies to a specific location/thing (e.g. school or|

| |game). Rules are more localised and are often developed and enforced by those in charge of the |

| |organisation/area (e.g. school: principal, classroom: teacher, home: parents). |

| |Focus question |

| |What do you think might happen if we had no laws/rules? |

| |Ask the focus question. Obtain and discuss volunteer responses. |

| |Reinforce with students that ‘safety’ is commonly linked to the need/reason for introducing rules/laws (i.e.|

| |keeping things orderly). |

| |Have students identify applicable safety links to the law/rule examples already listed on the T-bar chart. |

| |For example, wearing a helmet when riding a bike (the law in Queensland) reduces the chance of serious head |

| |injuries if there is an accident. |

| |Focus question |

| |Do we need to have penalties for people who break rules/laws? |

| |Ask the focus question. Clarify the meaning of penalty. |

| |Penalty: a punishment or consequence which may be in the form of a monetary fine, prison sentence, community|

| |work, or a loss of privileges such as being grounded, no television, no pocket money or detention. |

| |Distinguish between penalties imposed at home or school and those imposed when laws are broken. |

| |Obtain volunteer responses to the question. Encourage justification (e.g. Why do you think that? Why might |

| |that be so? Why does it work that way?) |

| |Optional: Record key words (to assist with consolidation and writing tasks). |

| |Focus question |

| |Would people follow rules/laws if there were no penalties? |

| |Ask the focus question. Give students the chance to discuss in pairs. Obtain feedback. |

| |If debate stalls, use further focus questions. For example: |

| | |

| |What would happen if there were no penalties for stealing? |

| |What might happen if there were no penalties for not following the road rules? |

| |Encourage discussion that refers to values, being conscientious or respectful of others, and respect for |

| |property as reasons for doing the ‘right thing’ rather than fear of penalty. |

| |Child rights |

| |Focus question |

| |What is a right? |

| |Discuss rights – what are they? (Things you are entitled to do, or have.) |

| |Students write a ‘children’s rights’ definition into workbooks (to assist with revision for assessment |

| |tasks): |

| |Rights are things that all people should have. It is different to what you ‘want’. There are special rights |

| |that are for children. These rights help to protect children from harm. |

| |Activity: Rights postcard (Years 3–4) |

| |Show the book For every child (by UNICEF) to class. Explain to the students that the book includes a summary|

| |of the key children’s rights that have been adopted by the United Nations, an international (worldwide) |

| |organisation that promotes the rights of people. |

| |Read the story. Return and reread the first page (Right No. 2). Remind students that the rights refer to all|

| |children and that all children should have these rights. Inform students that we also have a responsibility |

| |to respect each other, to help each other and to protect those in need. |

| |Provide students with a copy of UNICEF UN Convention on the Rights of the Child in Child Friendly Language |

| |(suggested Year 3–4 version) and insert into workbook (for revision and assessment). Have volunteer students|

| |read the rights to the whole class. |

| |Note: This resource is used further in consolidation activities. |

| |Provide a postcard template to each student. |

| |Students: |

| |choose a right from UNICEF UN Convention on the Rights of the Child in Child Friendly Language (suggested |

| |Year 3–4 version) |

| | |

| |From website: |

| |create an image to represent the selected right |

| |write the text of the right on the back of the postcard. |

| |Teachers inform students that the book features images that model pictorial representations of rights. |

| |Teachers may wish to choose one as an example for students. |

| |Notes: |

| |This is a suitable take-home activity for sharing the message of the lesson with parents. |

| |There are further opportunities to talk about ‘rights’ in the lessons. For example, Lesson 4 (Private body |

| |parts and body ownership) and Lesson 7 (Safety helpers). |

| |Activity: Rights postcard (Years 5–6) |

| |Play a selection of appropriate cartoons from the Convention on the Rights of the Child animations: |

| |Each right is outlined in text at the conclusion of the cartoon. Students can contribute to a discussion |

| |about how the cartoon has depicted the right and also where children’s safety fits in. For example, Article |

| |2 (‘Every child has the right to a life free from discrimination’) depicts a block not fitting into the |

| |available shaped holes but eventually included despite being different. |

| |Suggested articles to show students (approximately 30 seconds each) include: |

| |The Convention on the Rights of the Child – Animations: Articles 1–20 |

| | |

| |Article 8: Every child has the right to an identity – Noureddin Zarrinkelk |

| |Article 2: Every child has the right to a life free from discrimination – John Rocco |

| |Article 7: Every child has the right to a name and nationality – Alexandra Crippa, Nelson Venecia and |

| |Reinaldo Cayama |

| |Article 13: Children have the right to express themselves – Alejandro Rojas Tellez |

| |The Convention on the Rights of the Child – Animations: Articles 21–54 |

| | |

| |Article 28: Every child has the right to education – Muafak Kat |

| |Article 31: Children have the right to play – Ben Edlund and Christopher McCulloch |

| |Note: The content of other cartoons in the series may be unsuitable for this age group or require additional|

| |scaffolding. Some images may be confronting for students who have been exposed to violence or abuse. Always |

| |review the vignettes to assess their suitability prior to showing students. Also, be aware that some |

| |articles have more than one animation each – only one may be appropriate for students. |

| |Advise students that the rights refer to all children and that all children should have these rights. Inform|

| |students that we all have a responsibility to respect each other, to help each other and to protect those in|

| |need. |

| |Distribute: |

| |UNICEF flyer: What rights? (suggested Year 5–6 version) |

| | |

| |From website: scroll down to English (child friendly |

| |version) |

| | |

| |Share reading of the rights among volunteer students (reading to the whole class). |

| |Note: This resource is used further in consolidation activities. |

| |Provide a Rights postcard template to each student. |

| |Students: |

| |choose a right from the What rights? flyer |

| |create an image to represent the selected right |

| |write the rights text in words on the back of the postcard. |

| |Notes: |

| |This is a suitable take-home activity for sharing the message of the lesson with parents. |

| |There are further opportunities to talk about ‘rights’ in the lessons. For example, Lesson 4 (Private body |

| |parts and body ownership) and Lesson 7 (Safety helpers). |

| |Responsibilities |

| |Activity: Group discussion (Years 3–6) |

| |Focus question |

| |What does responsibility mean? |

| |Display and read to students a definition for ‘responsibility’ (Years 3–4). |

| |Responsibility: A duty or a task that you are required to carry out and that you are capable of doing. For |

| |children it could be a task that you have promised you will do to help (e.g. making your bed). |

| |Develop a class definition based on prior knowledge (Years 5–6). |

| |Note: Ensure a class definition includes the following: responsibilities are things we should be able to do |

| |or are capable of doing. |

| |Discuss the definition and clarify any misunderstandings. This definition can be written by students into |

| |their work book. |

| |Reiterate that children have rights, but also have responsibilities. Ask students to provide examples of |

| |things they are responsible for at home, at school, in the classroom (e.g. feeding the dog, cleaning up |

| |their own rubbish after lunch). |

| |Inform students that responsibility can include the decisions that we make or things we choose to do. This |

| |applies especially to decisions we make about our own safety or the safety of other people. |

| |Use some of the responsibility examples provided by students to make safety links (e.g. forgetting to feed |

| |the dog and fill his water bowl is dangerous for the dog’s health; not picking up our rubbish creates a |

| |health risk because it spreads germs, attracts pests and might cause people to slip and hurt themselves). |

| |Focus questions |

| |Should children and young people be accountable for the things they do? |

| |(i.e. take responsibility for their actions/decisions) |

| |Is there an age that determines when you can be responsible? |

| |Affirm that age may not be the only thing that determines our level of responsibility. Other things such as |

| |level of maturity, experience or training, and the task or activity involved will all play a part in how |

| |much responsibility someone is given. |

| |Explain that even though parents, teachers and other carers are responsible for keeping children safe, |

| |children can also be responsible for keeping themselves safe and not putting themselves at risk. |

| |Activity: Responsibility (Years 3–6) |

| |Display the Crocodile safety sign. |

| |Discuss the sign using the following focus questions. Allow time for student feedback after each one. |

| |Focus questions |

| |Would you swim here? (Hopefully students respond with ‘no’!) |

| | |

| |Why would it not be a good idea to swim here? (risk, chance of being hurt, prior knowledge that people have |

| |been injured/killed) |

| | |

| |If you can read a sign and understand what it means, should you be responsible for your behaviour? (discuss)|

| |Show the ‘No jumping off bridge/No diving’ sign to students. |

| |Focus questions |

| |If you disobey the sign, should you be held responsible if something goes wrong? Why? |

| |What might cause you to disobey the sign? |

| |If everyone else is doing it, does that make it OK? |

| |Is it OK to encourage someone else to do the wrong thing? |

| |Note: ‘React’ strategies and how to deal with peer pressure will be continued in Lesson 6. |

| |Have students brainstorm words (or review the list from the consolidation activity ‘I can be safe’ in Lesson|

| |2) that might be used to describe a person who chooses to make a sensible decision, even if they are being |

| |pressured by their friends/peers to do something wrong/unsafe. |

| |Responses might include: ‘brave’, ‘assertive’, ‘confident’, ‘strong’, ‘clever’, ‘intelligent’, ‘powerful’, |

| |‘courageous’. Add these words to the word wall. |

|Consolidation activities |Activity: Promoting safety (Years 3–6) |

|Teaching strategies used |Play and display a range of safety campaign slogans/advertisements/ posters. Some examples are listed below:|

|Indirect teaching: |Queensland Government (Department of Transport and Main Roads) – School transport safety campaigns |

|problem-based learning | |

|Interactive teaching: |Scroll down to ‘Television advertisement’ and play the ‘New rules around schools’ 30 second advertisement |

|cooperative learning |(rated G). |

|whole class discussion | |

| |Refer to the New Rules around schools public education campaign summary fact sheet. |

| |

| |schools%20campaign/New_rules_around_schools_factsheet_2012.pdf |

| |Scroll down to and play the radio advertisement ‘Look out school kids are unpredictable radio commercial’. |

| | |

| |Display the ‘Look out! There are children about’ bus back advertising. |

| |

| |schools%20campaign/Bus_back_2004.pdf |

| |Focus question |

| |What is the purpose of these campaigns? |

| |Responses might include: to provide information, to promote safety, to get people to follow rules, to |

| |communicate a safety message to a lot of people. |

| |Explain that a ‘safety issue’ would generally apply to many people. |

| |Access the following School Bullying Council website. Scroll down to the article ‘ACMA tries outdoor to |

| |reach teens on cyberbullying’. Show the posters. |

| |School Bullying Council |

| | |

| |If time permits, access this website to give a detailed overview of the campaign and its objectives. Scroll |

| |down to the article ‘Sydney transport poster campaign educates teens about cybersafety’. |

| |Australian Communications and Media Authority (ACMA) |

| | |

| |For Years 3–4 students, explain how bus shelters are an effective location for the posters because of their |

| |high visibility to many young people in a place where they will gather, have time to read the information |

| |and also be able to access the scannable link with their phones. |

| |For Years 5–6 students, discuss the following focus question: |

| |Focus question |

| |Why would the bus shelter be used for this sort of ad? |

| |Activity: Bus stop safety campaign (Years 3–4) |

| |Students develop a campaign poster about a local safety issue to encourage safe behaviour. |

| |Students look for examples where people their age are breaking rules in the local community or at school |

| |(e.g. jaywalking, running on the stairs, coming to school too early, bullying) |

| |Students develop a poster or a slogan that can be displayed (e.g. at school, local shop, bus shelter) to |

| |encourage young people to be safe and/or follow the rules. |

| |Activity: Safety links (Years 5–6) |

| |Organise students into pairs. Allocate a Safety links worksheet to each student. In pairs, students discuss |

| |each rule or law and record on their worksheet why it is important for safety. As a class, discuss why these|

| |rules and laws have been put into place and how they affect safety. |

| |Use the Safety links worksheet to discuss the following rules and laws: |

| |Compulsory wearing of helmets on a bicycle |

| |Children not allowed to be left unattended under the age of 12 |

| |No access to school ovals outside school hours |

| |No alcohol in specified regions of Australia (e.g. Queensland parks) |

| |Plain packaging on cigarette packs |

| |Having a car confiscated if you are caught ‘hooning’ |

| |No gambling until age 18 |

| |Restricted access to MA15+ films at the cinema or video stores |

| |Parental restrictions for online access. |

| |Activity: What child right is not being respected? (Years 3–4) |

| |Provide the following resources to students: |

| |UNICEF UN Convention on the Rights of the Child in Child Friendly Language (suggested Year 3–4 version) |

| |Which child rights are not being respected? worksheet |

| |Students may work individually, in pairs or small groups to complete the task. Students identify which child|

| |right each scenario relates to and write this in the appropriate column. Students then decide if the right |

| |is being respected. They tick the ‘yes’ or ‘no’ column to indicate this. Discuss each scenario as a class. |

| |Adapted from: |

| |Child protection education: Stage 3 (2008). New South Wales Department of Education and Training, Student |

| |Services and Equity Programs Directorate, p. 148. |

| |Activity: Rights for everyone (Years 5–6) |

| |Provide a copy of the following resources to each student: |

| |Rights for everyone worksheet |

| |UNICEF flyer: What rights? |

| |Students may work individually, in pairs or small groups to complete the task. Using the What rights? flyer,|

| |students assess each picture on the worksheet and indicate in the appropriate column which child right the |

| |picture relates to. Students then decide if the right is being respected or not. They tick the ‘yes’ or ‘no’|

| |column on their worksheet. Discuss each picture with the class. |

|Closing the lesson |Say: |

| |This lesson has focused on rules, rights and responsibilities. These all contribute to our wellbeing and |

| |safety in our home, at school, in the community and throughout the world. |

| |In our next lesson we will discuss rules and rights that relate to our bodies. |

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The Daniel Morcombe Child Safety Curriculum is licensed by the State of Queensland (Department of Education, Training and Employment) under a Creative Commons Attribution 4.0 International License, with the exception of third party content which is used by permission and separately acknowledged.

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