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 people’s 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 SSO’s 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 Framework[cont] 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 strategiesfor 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. 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) A walk through Child Protection curriculum materials (cont)

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. 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? Early Years Fair/Unfair Senior Years Power & Global Perspectives Implementing CPC through the SACSA Framework (cont)

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