This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• assess the dangers associated with high-risk activities
• demonstrate a knowledge of basic workplace safety regulations

To view the prescribed learning outcomes for Personal Development (Safety and Injury Prevention) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students brainstorm a list of high-risk activities or situations (e.g., fast driving, contact sports, mountain climbing, in-line skating, skiing, boating). Divide the class into small groups to discuss:
  • steps that can and should be taken to prevent possible injury to self and others for each of these activities or situations
  • the possible consequences to self, others, and society at large if individuals fail to act responsibly and in ways that help prevent injury
  Ask students to identify ways to reduce the risk factors in each situation.
• Suggest that students collect newspaper articles about injuries involving young people. Ask students to:
  • identify the risk factors in each situation that led to the injury
  • list measures that might have been taken to prevent the injuries
  • conduct further research to locate statistics on the incidence of particular injuries or causes of injury
• Invite students to describe dangerous experiences they know about or have had. Ask them to indicate ways in which the danger might be avoided or reduced in these situations. Debrief by having students develop some general safety principles from their conclusions, such as:
  • know your abilities
  • know your physical and social environment
  • get proper training
• Discuss the roles of organizations and agencies such as the Workers' Compensation Board in preventing injuries in the workplace.
• Invite a guest speaker to the class to talk about injury prevention. Speakers might include someone who has sustained or prevented a serious work or sports-related injury, or representatives from the Workers' Compensation Board, the BC Injury Prevention Centre, BC Paraplegic Association, or the local hospital.

• After students have discussed newspaper articles that describe injuries, or listened to a guest speaker who sustained a serious injury, ask them to make brief oral or written reports to show that they are able to:
  • list the risk factors that led to the injuries
  • identify precautions that should have been taken
  • explain how these precautions could have prevented or minimized the injuries
• Have students in small groups investigate and report on the safety precautions and regulations in place at their school to protect workers (e.g., teachers, secretaries, custodial staff). Note the extent to which students are able to identify:
  • general hazards in the school environment
  • safety concerns specific to some workers in the school
  • safety precautions and equipment in place
  • relevant regulations (e.g., Workers' Compensation Board, Workplace Hazardous Materials Information Systems)
  • safety training provided for workers
• Ask students to reflect on their attention to their own safety by completing the following statements:
  • Three things I routinely do to avoid injury are __________.
  • One thing I sometimes do that I know puts me at some risk is __________.
  • I put myself at risk because __________.
  • Something that would help me avoid doing this is __________.

• Student Worksafe Modules
• B.C. Life Skills - Solving Problems and Making Decisions (Lesson 4)
• B.C. Life Skills - Accessing and Using Information (Lessons 9, 10)
• Electrojuice
• What's WHMIS?

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