BC Education - K to 1 Personal Development (Child Abuse Prevention)

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Grade K to 1
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:

demonstrate a willingness to communicate their feelings
distinguish between appropriate and inappropriate touching behaviours
demonstrate an ability to access help when in abusive or potentially abusive situations

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

SUGGESTED INSTRUCTIONAL STRATEGIES

Use associations such as colours to describe feelings (e.g., yellow = happy; red = angry). Have students sit in a circle and take turns describing feelings using the colour code.
Present students with a variety of scenarios depicting feelings. Have students use a Feelings poster (i.e., a poster using different facial expressions to depict various emotions) to identify the feelings in each scenario.
Lead a class discussion about appropriate and inappropriate touching. Include concepts of personal space and private parts of the body. Have students draw pictures to illustrate these concepts.
As a class, compile a list of people who can help in unsafe situations. Then have students role-play asking for assistance (e.g., from Child Help Line, the 911 emergency phone line, the school nurse, a trusted friend or adult).
Invite Block Parents to come to class to explain how to get their help.

SUGGESTED ASSESSMENT STRATEGIES

As students role-play asking for assistance, note the extent to which they:

recognize unsafe situations

portray appropriate responses to unsafe, abusive, or potentially abusive situations

make suggestions about what to do next

ask relevant questions

To promote peer assessment, ask students to complete statements such as the following:

When you were in role, I noticed that you –––––––––––––– .

I liked the way you –––––––––––––– .

How did you feel when –––––––––––––– ?

After activities related to the topic of appropriate and inappropriate touching, check that students are able to make the distinction between them. For further reflection, pose questions such as: