Hurricane Teaching Tip

Written by Freda J. Glatt, M.A.

Continued from page 1

8. Have a unit onrepparttar Five Senses of Hurricane ___. Can you smellrepparttar 109279 sweat? Do you feel hot and sticky? Have each child make his own booklet.

9. Reinforce map skills as you track a hurricane. What better way to relate latitude and longitude?! Get to know those terms for your own city. Looking atrepparttar 109280 map’s key, older children will be able to estimate how far away a hurricane is from a specific place.

10. Delve intorepparttar 109281 causes of hurricanes. Make a list ofrepparttar 109282 strongest ever recorded and include their data. This will reinforce research skills and graph-making.

11. Tally how many hurricanes have occurred each year since 1960. Circlerepparttar 109283 major ones. Is there a pattern?

I hope these ideas are useful and have inspired your own creative thinking.

And remember...Reading is FUNdamental!!

Freda J. Glatt retired from teaching after a 34-year career in early childhood and elementary education. Her focus, now, is to reach out and help others reinforce reading comprehension and develop a love for reading. Visit her site at Reading is FUNdamental!

Health and Safety in KS1 & KS2 Curriculum

Written by Paddy Swan

Continued from page 1

They are also more available to a school to a school as a local resource.

The Police have long visited schools delivering talks and demonstrations for Drugs, Personal Safety and Road Safety for pupils of Primary haverepparttar Fire Service who are always willing to co-operate with visits and Fire Safety presentations.

Ambulance NHS Trusts, Red Cross and St.John’s are also resources along with private Emergency Ambulance firms who are often under used by schools.

Ifrepparttar 109278 Emergency Service presenters are sufficiently well briefed andrepparttar 109279 pupils are appropriately prepared a community approach can be taken to risk by using such resources.

An excellent example of this has just been released.

The RNLI have a Youth Section at which gives access to a wide range of resources including

All Aboard – KS 2 Resource with poster and teacher’s notes plus activities and a KS£ resource which may be of use since it covers beach visits etc called Get on Board.

The Coastguard (Maritime Coastguard Agency –MCA) andrepparttar 109280 Royal National Lifeboat Institution (RNLI) have teamed up to make young people aware ofrepparttar 109281 dangers near water.

They have produced an interactive CDROM entitled MAYDAY for KS2 pupils. This is an extensive resource withrepparttar 109282 CDROM as well as information, activity cards and teacher’s notes with ideas for follow up projects. MAYDAY is structured so that it can either be used with groups or by individuals and has a wide range of activities which ends in a “Round Britain Yacht Race.”

As well as helping in sellingrepparttar 109283 “risk” message and thus linking directly torepparttar 109284 Health and Safety Curriculumrepparttar 109285 pack is linked to KS2 in Humanities, Environmental Studies, Literacy and Numeracy, ICT, Citizenship and PHSE.

This is a FREE resource and is divided into five sections:

1.Staying Safe – an ideal piece of pre visit instruction which helpsrepparttar 109286 children to recognise risks when they are nearrepparttar 109287 sea. This part ofrepparttar 109288 resource also introducesrepparttar 109289 Beaufort Scale, Shipping Weather Forecasts andrepparttar 109290 idea of maritime charts and maps. 2.Rescue! Uses Scenarios to encourage children to use their judgement to make risk based decisions to help other people. 3.Crew – This introducesrepparttar 109291 children torepparttar 109292 people who risk their lives to help others onrepparttar 109293 sea and looks at how they are trained and what motivates them. 4.Safer by Design – Children find out about PPE andrepparttar 109294 wider range of safety equipment used as control measures when a calculated risk is taken by those who facerepparttar 109295 “angry sea” to help save lives. This section also has some interesting Numeracy work based on speeds of helicopters and boats in rescue situations. 5.Round Britain Race – In this section children plan and take part in a race, choosing equipment, planning routes as well as choosing their team. This section supports KS2 Humanities and PHSE as well as H&S.

Further information from Liza Linscott (RNLI) 01202663217 or Julia Gosling (MCA) 020380329401 Other Resources The following organisations have produced information and which may be of interest and which can also be mostly accessed formrepparttar 109296 HSE website. 1.HSE has produced resources which may be integrated directly withinrepparttar 109297 curriculum e.g statistics and all of their resources for use inrepparttar 109298 classroom may be found at their education site at: these includerepparttar 109299 HSE produced resources above and access torepparttar 109300 following.

2.ROSPA have produced a FREE set of Information sheets with notes and activities for Key Stages 1-4 on “Dangerous Substances Everywhere” and a wide range of other resources at

3.A CDROM produced by HSE for Middle and Secondary Schools identified as for use with 11 -14 Year olds might be of interest for more able Year 6s it is entitled “Human Torch” and is a “X Files” type investigation into factors surrounding a (hopefully) hypothetical case. More information may be found at Curriculum and Lesson Planning

Other ways of involving children inrepparttar 109301 safety process and them being involved revolve aroundrepparttar 109302 actual process itself.

•Learning to identify Dangers(Hazards) and Risks(Likelihood ofrepparttar 109303 Danger leading an accident) •Learning to do Risk Assessments. •Reviewing existing Risk Assessments. •Writing Accident Reports. •First Aid •Learning to reduce and control risks – e.g Swimming •School Council Representation onrepparttar 109304 School Safety Committee. •Inspections for monitoring and Audit •Setting School Safety Targets. •How much does an accident really cost? Could be adopted to formrepparttar 109305 basis of some numeracy see.HSE Booklet in Resource The integrated approach suggested byrepparttar 109306 QCA in its Guidance may suggest ways in which some ofrepparttar 109307 above topics be introduced viarepparttar 109308 lesson planning process. Pupils will need to learnrepparttar 109309 terms Risk, Hazard, Control measure as soon as possible and have a secure foundation as regards their definitions. This means that lesson plans need to reflect this and integrate safety within planning other lessons, which should be seen as opportunities. Almost any lesson or behaviour in class can be taken for identifying and highlighting dangers or hazards discussing what could happen in different circumstances and how likely these risks are to lead to an accident and what control measures need to be taken to reduce this risk.

There is no doubt that integration of safety withinrepparttar 109310 curriculum is a valid approach and suchrepparttar 109311 view ofrepparttar 109312 value such an approach shared by HSE,repparttar 109313 Government andrepparttar 109314 “great andrepparttar 109315 good”.

DfES have produced a Safety Education guidance for teachers which outlines good practice, this may be found and downloaded from:

Best advice is thatrepparttar 109316 school needs to adopt a “whole school approach” to Health and Safety inrepparttar 109317 curriculum and it will be clearly seen that this approach is whatrepparttar 109318 National CUrriculum already dictates.

Dr. Paddy Swan is a qualified teacher with senior management experience in UK schools and colleges. He also has almost 25 years safety experience in industry. He has developed over 100 online and multimedia safe systems training solutions. Paddy is the author of School Basic Safety for Classroom and Support staff for UK schools and the Headteacher's Safety Management Toolkit at

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