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:

• demonstrate an ability to make informed choices about the prevention of injury to themselves and others
• follow 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

• Lead a class discussion about how peer pressure can influence attitudes and behaviour (e.g., accompanying friends down an extremely difficult ski run, riding with an impaired driver).
• Have students complete observational studies to determine the frequency of preventive behaviour in sports, work, or recreational activities (e.g., number of students wearing bicycle helmets, using crosswalks, wearing proper footwear). Suggest that students analyse the results and present a summary of their findings in the school newsletter.
• Ask students to develop personalized injury-prevention plans, identifying potentially hazardous situations in their school or work-related activities and detailing how they could reduce the risk of personal injury.
• Use a simulation approach to have students focus on injury prevention and safety. For example, describe the following scenario: Imagine you are taking a group of 10-year-olds on an overnight hike. You are the responsible leader. Develop a plan to ensure the safety of everyone involved.
• Have students plan and organize a Safety Awareness Fair or "Safety Precautions Handbook" to familiarize younger students with injury-prevention measures.
• Suggest that students use video cameras or tape recorders to conduct interviews with experts in the community about the safety skills and equipment needed in different work environments to minimize the risk of injury. Invite students to share their interviews with the class.
• Arrange to tour a work site to have students observe safety precautions in operation.

• Have students use library sources or interviews to investigate health and safety issues in careers they are interested in. Their research should include legislation or regulations governing safety as well as provisions in collective agreements, company policies, or Workers' Compensation Board guidelines for dealing with injuries. Assess students' written or oral reports for evidence that they are able to:
  • access relevant information
  • identify health and safety issues specific to careers researched
  • identify mandated precautions
  • identify likely consequences of injury or accidents in careers researched
• When students are engaged in Work Experience, have a work-experience co-ordinator or job-site supervisor assess their attention to safety issues, specifically their:
  • attitude toward safety issues
  • knowledge of risks and precautions
  • personal preparedness and use of correct procedures
  • attention to others' safety as well as their own
• Ask students to develop skits illustrating how to resist pressure from peers to engage in unsafe activities, and present these to younger students. Read students' scripts or observe their skits to assess the extent to which they are able to identify:
  • situations in which peer pressure might put people at greater risk
  • assertive ways to resist peer pressure
  • alternative activities or solutions to the problems
• Have students work in teams to debate the resolution: "People who ignore posted safety precautions or regulations should be billed for the cost of search and rescue." Note the extent to which students are able to identify both personal and societal responsibilities for safety.

• The Last Dance
• The Lone Female Driver
• Student Worksafe Modules
• Work Experience Handbook: Guidelines, Policy and Best Practices

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