Child Protection Curriculum Implementation

1
Child Protection Curriculum Implementation
Child Protection curriculum
Professional learningfor educators
2
Statement of acknowledgement

Ninna Marni We would like to acknowledge this
land that we meet on today is the traditional
lands for the Kaurna people and that we respect
their spiritual relationship with their country.
We also acknowledge the Kaurna people as
custodians of the Adelaide region and that their
cultural and heritage beliefs are still important
to the living Kaurna people today
3
Child Protection curriculum implementation

• Agenda
• Introduction
• Values exercise
• Background to CPC
• Non-negotiable aspects of CPC
• MORNING TEA
• Walk through the materials
• Alignment with SACSA
• Recommended Learning Strategies
• LUNCH
• Four focus areas
• Parent/community information
• Child Protection curriculum site planning
• Reflection

4
Child Protection curriculum Group norms for
Professional learning

• Group operating norms need to be used for all
  Child Protection curriculum learning.
• Respect other peoples opinions
• One person speaks at a time
• Everyone actively listens
• Everyone's contribution is valued
• Everyone has the right to pass
• Use strategies of one step removed and
  protective interrupting

5
Child Protection Curriculum Implementation
Values
Session 2
6
Values

• Task
• Read the scenario individually
• Discuss as a group with a focus on the support
  processes at your site for the child/ren in the
  scenario
• Focus on preventative measures, including those
  that a Child Protection curriculum may offer
• Report back

7
Child Protection Curriculum Implementation
Background to Child Protection curriculum
Session 3
8
DECS Child Protection Policy 1998

• All children have access to child protection and
  abuse prevention programs
• Families are provided with information and
  opportunities to participate in these programs
• Educators participate in training and development
  which gives them knowledge and skills to provide
  personal safety programs to children

9
Rationale for new Child Protection curriculum
Layton Review - 2003

• That DECS update the personal safety/protective
  behaviours program delivered in schools

10
Protective Behaviours

• Pre 1985 the only work done was entirely based on
  stranger danger
• By 1993 8,000 teachers and numerous SSOs
  parents and other agency personnel trained in
  Protective Behaviours
• 1992 to 1998 resources developed. Program
  underwent a significant evaluation in DECS,
  Catholic and Independent school sites

11
New Child Protection curriculum

• The new Child Protection
• Curriculum replaces the
• Protective behaviours program. It is called
• Keeping Safe Child Protection Curriculum

12
National Safe Schools Framework

• Federal Government initiative for all schools in
  Australia to address the issues of

• Child Protection
• Bullying
• Violence

13
National Safe Schools Frameworkcont

• The NSSF Child Protection Curriculum outcomes
  are that students
• Recognise and report abuse
• Understand power in relationships
• Develop protective strategies, including
  help-seeking behaviours
• Create positive, healthy relationships (sexual
  and social)

14
Why develop a Child Protection Curriculum?

• Providing child protection curriculum is our best
  opportunity to ensure that all children and young
  people know

• What abuse is and the harm it causes
• That it is against the law and what protection
  they are entitled to
• That children and young people who have been
  abused are not to blame
• That they have a right to report it

15
DECS Child Protection Curriculum Strategy

• Review and develop child protection curriculum in
  schools/preschools

16
Child Protection Curriculum Strategy Key Elements

• Curriculum materials Preschool 12
• Learning program for district leaders and
  educators
• Support materials for educators working with
• students with disabilities
• Indigenous students
• students from culturally and linguistically
  diverse backgrounds
• Ongoing professional learning for educators

17
Child Protection Curriculum Materials

• Early years Preschool
• Early Years R 2
• Primary years 3 5
• Middle Years 6 9
• Senior Years 10 - 12

18
Child Protection CurriculumThemes

• We all have the right to be safe.
• We can help ourselves to be safe by talking to
  people we trust.

19
Child Protection CurriculumFocus Areas

• The Right to be Safe
• Relationships
• Recognising and Reporting Abuse
• Protective Strategies

20
Child Protection Curriculum Implementation
Non-negotiable aspects of implementing Child
Protection curriculum
Session 4
21
Non-negotiable aspects of implementing the Child
Protection curriculum

• It is essential that
• Child Protection Curriculum is delivered in an
  ethical and caring environment
• Whole school/centre
• Class group
• Educators have access to high quality
  professional learning
• Note They are referenced as (NNA) throughout
  the document

22
Non-negotiable aspects of implementing the CPC
(cont)

• Parent/Carer Involvement
• Group Norms
• One Step Removed
• Protective Interrupting
• Use of Language
• Closing the Session

23
Non-negotiable aspects of implementing the CPC
(cont)

• Viewing Videos DVDs
• Guest Speakers
• Developing and reviewing personal networks
• Persistence Expectation
• Self Protection

24
Non-negotiable aspects of implementing the CPC
(cont)

• Task for Educators
• Each group discusses and records 1 important
  point about their NNA and 3 strategies for
  implementation for students at your site.
• Group records on a Placemat template
• Group reports back on the important point and one
  strategy
• (Form 11 groups - one for each NNA)

25
Non-negotiable aspects of implementing the CPC
(cont)

• Placemat activity RSL 7

1.Encourage Persistence until someone takes
action to help keep you safe.
3. Teach persistence for keeping safe, not only
as a tool for motivation
2. Use Popular culture interests eg favourite
sporting personalities who have shown persistence
Persistence
4. Work with community about the concept of
persistence so that parents can support student
when they practise persistence strategies.
26
Child Protection Curriculum Implementation
A walk through the Child Protection Curriculum
materials
Session 5
27
A walk through Child Protection curriculum
materials

• Contents
• General Introduction (p4)
• History
• Educator's responsibilities (p5)
• Recommendations for implementing Child Protection
  curriculum (p7)
• Child Protection curriculum implementation for
• Indigenous students
• students with disabilities
• students from culturally and linguistically
  diverse backgrounds

28
A walk through Child Protection curriculum
materials (cont)

• General Introduction (Cont)
• Organisation of Child Protection Curriculum
• Developmental Concept rubric (pp 16-17)
• Non negotiable aspects (p 19)
• Recommended Learning Strategies (p26)
• Introduction to the Band
• Summary grid of topics (p42)

29
A walk through Child Protection Curriculum
materials (cont)

• Look at the Focus area The right to be safe in
  any document
• Note the first 2 or 3 pages of the Focus area
• Themes
• List of topics
• Context statement
• Essential learnings
• Key Ideas and Outcomes
• Look at how the activity pages are set out
• Activities
• Educator notes
• Resources

30
A walk through Child Protection Curriculum
materials (cont)

• Task for Educators
• Select a Focus Area
• Read the Context statement
• Select a topic
• Read through the activities and educator notes.
• Consider how you might program this Focus Area

31
Child Protection Curriculum Implementation
Implementing CPC through the SACSA Framework
Session 6
32
Implementing CPC through the SACSA Framework

• Where does Child Protection Curriculum fit in
  SACSA?

• Studies of Society and Environment

• Health and Physical Education

• English

33
Implementing CPC through the SACSA Framework
(cont)

• Example Focus Area Relationships
• Look at the grids on pages 11-12 and 34
• How is the concept of power in relationships
  developed across the levels of learning?

34
Implementing CPC through the SACSA Framework
(cont)

• Task
• Look at the Essential Learnings and Key Ideas and
  Outcomes from-
• Focus Area Recognising and Reporting Abuse
• (in any document)
• Discuss What key ideas and outcomes are
  developed throughout this Focus Area? (use
  Developmental Learning Outcomes for Ages 3-5
  years)

35
Implementing CPC through the SACSA Framework
(cont)

• How does CPC support the theories on which the
  SACSA Framework is based?
• Does CPC assist in the assessment and reporting
  of student achievement?

36
Child Protection Curriculum Implementation
Recommended Learning Strategies
Session 7
37
Recommended Learning Strategies

• This section presents strategies that have been
  used and are recommended by educators with
  experience in the area of teaching Protective
  Behaviours and Child Protection curriculum.
• Note The Strategies are numbered 1 to 18.
• They are referenced as (RLS) throughout the
  activities

38
Recommended Learning Strategies (cont)

• Pair swaps
• Knee to knee (side-by-side)
• Role Play
• Freeze frame
• Fishbowl
• T,Y,X charts
• Concept mapping or Mind mapping
• Lotus diagram
• Modified jigsaw activity
• Values walk or values continuum
• Thumbs up opinions

39
Recommended Learning Strategies (cont)

• Placemat activity
• Brainstorming
• Modified brainstorming
• Relaxation
• Problem solving strategies
• Teachable moments
• Using songs and stories
• Critical literacy in electronic print media
• Drawing and scribing
• Persona dolls
• Relationship/Touching circles

40
Recommended Learning Strategies (cont)

• Task for Educators
• Each group/pair learns and becomes an expert
  in their RLS (6 mins)
• Group/pair then teaches the whole group how to
  use that RLS for a concept from the Child
  Protection curriculum (1-2 mins per RLS)
• Task demonstrates Modified jigsaw strategy

41
Recommended Learning Strategies (cont)

• Notes for using RLS