Grade 2 to 3
Personal Development (Child Abuse Prevention)

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

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• describe responsible ways to act on various feelings
• use avoidance and assertiveness skills in abusive or potentially abusive situations
• demonstrate an awareness of the legal and societal support for abuse prevention

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Invite students to use puppets or role plays to demonstrate appropriate responses to various scenarios (e.g., witnessing bullying in the schoolyard and feeling intimidated as a result—the difference between asking for help and tattling)
• Ask students to use a Feelings cube or wheel to identify particular emotions. Then have them discuss appropriate behaviours related to these feelings. Emphasize that while people may not be able to control their feelings, they can control the way they act on them.
• Have students list words describing various feelings and the types of things people do when they feel a particular way (e.g., hit out in anger). Then have them discuss the consequences of various actions.
• Invite students to role-play situations in which they would say no assertively (e.g., refusing a ride from an unknown adult, responding to a request that makes them uncomfortable).
• As a class, brainstorm situations in which they might feel threatened or uncomfortable. Then have students suggest ways of avoiding each situation.
• With students, create a map of the local area and identify safe routes home and safe locations.
• Have students suggest rights that they think children should have. Compare these with those outlined in the United Nations Declaration of the Rights of the Child. Emphasize that laws exist to protect their rights to be free from abuse and exploitation.

SUGGESTED ASSESSMENT STRATEGIES

• After activities related to human emotions, have pairs of students describe appropriate behaviours by completing sentence stems such as:

• When someone feels angry, they should (should not) –––––––––––––– .
• When someone feels uncomfortable, they should (should not) –––––––––––––– .
• When someone feels excited, they should (should not) –––––––––––––– .

Ask students to evaluate each other’s answers.

• Ask students to draw pictures that represent someone or something that offers support in an abusive situation. Discuss the illustrations with students to determine their level of awareness.

  Print Materials

• Focus on Bullying: A Prevention Program for Elementary School Communities
• Student WorkSafe 2/3 Module
• Substance Abuse Prevention Primary
• Working It Out: Tools For Everyday Peacemakers

  Multimedia

• The B.C. Handbook for Action on Child Abuse and Neglect
• B.C. Life Skills
• The C.A.R.E. Kit
• Second Step: A Violence Prevention Curriculum, Primary
• Talking About Touching: Personal Safety for Grades 1–3