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Keeping Safe : Child Protection Curriculum

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Keeping Safe : Child Protection Curriculum KeepingSafe Child Protection Curriculum Preschool to Year 12 Draft support materials for educators working with learners from culturally and linguistically diverse backgrounds The right to be safe Relationships Recognising and reporting abuse Protective strategies KeepingSafe Child Protection Curriculum Preschool to Year 12 Draft support materials for educators working with learners from culturally and linguistically diverse backgrounds The right to be safe Relationships Recognising and reporting abuse Protective strategies Use of these materials These materials may be used only by authorised users and strictly in accordance with the recommendations set out herein. Copyright disclaimer Every effort has been made to trace the original source material contained in this book. Where this has been unsuccessful, the publisher would be pleased to hear from the copyright holder so that any omission can be rectified. Acknowledgments This resource was developed by: Rosie Antenucci, Curriculum Services, ESL Program Jill Brodie-Tyrrell, Curriculum Services, ESL Program Trish Newport, Curriculum Services, Child Protection Curriculum Contributors Nick Antoniadis, Thebarton Senior College Sarita Ingham, Curriculum Services Jeannette Barrachino, Ethnic Schools Board Peter Killey, Adelaide Secondary School of English Loan Binnie, Curriculum Services Olga Luchich, Curriculum Services Gaye Brimacombe, Interagency Child Protection, Jacqueline Mulberry, LM Training Juvenile Justice Marcelle Muller, Cowandilla Primary School Vicky Chartres, Glenunga International High School Mariano Ngor, Curriculum Services Judi Christofis, Pennington Primary School Phann Pech, Curriculum Services Mirsada Fenn, Curriculum Services Bushra Rasheed, Curriculum Services Margaret Gunn, English Language Services Joan Richards, Valley View Secondary School Ross Hamilton, Glenunga International High School Sue Russo, Salisbury North R–7 School Pauline Harris, Marryatville Primary School Claudia Tyrrell, Banksia Park International High School Doon Hayman, Pennington Primary School Nombassa Wilkinson, Child Protection Centre National Library of Australia Cataloguing-in-Publication entry Author: South Australia. Dept. of Education and Children’s Services. Title: Keeping safe : child protection curriculum preschool to year 12 : draft support materials for educators working with learners from culturally and linguistically diverse backgrounds / South Australia, Department of Education and Children’s Services. ISBN: 9781921233098 (pbk.) Series: Keeping safe : child protection curriculum Notes: Bibliography. Subjects: Child abuse–Prevention. Child welfare–South Australia. Education, Secondary–South Australia–Curricula. Education, Primary–South Australia–Curricula. Education, Preschool–South Australia–Curricula. Education–South Australia–Curricula. Dewey Number: 372.37043 © 2008, The State of South Australia, Department of Education and Children’s Services Edited by Gunta Groves Layout by She Creative ISBN 978-1-921233-09-8 Contents About this resource 5 Introduction 7 Non-negotiable aspects of the child protection curriculum 11 1 Parent/caregiver involvement 11 2 Group operating norms 11 3 One step removed 12 4 Protective interrupting 13 5 The language of safety 15 6 Closing the session 15 7 Viewing videos and DVDs 17 8 Guest speakers and visitors 17 9 Developing and reviewing personal networks 20 10 Persistence expectation 22 11 Learning self-protection 24 Child protection curriculum topics 29 Topics grid 31 Delivering the curriculum in the New Arrivals Program 32 Delivering the curriculum in an Intensive English Centre 32 Delivering the curriculum in mainstream preschools and schools 32 Guiding principles 35 Adapted materials 41 Early Years Band: Ages 3–5—Feelings 44 Early Years Band: R–2—Feelings 50 Primary Years Band: Years 3–5—Reviewing the concept of Early Warning Signs 56 Middle Years Band: Years 6–9—Early Warning Signs and emergencies 61 Senior Years Band: Years 10–12—Recognising and assessing risk 67 References and additional resources 73 References and useful resources 75 Additional resources 76 Additional cultural and linguistic considerations 79 Appendices 85 Appendix 1: Child protection information for parents/caregivers 87 Appendix 2: Sample letter to parents/caregivers 89 Appendix 3: Contacts 90 4 Keeping Safe: Child Protection Curriculum. Draft support materials for CALD learners About this resource This resource provides additional information and This resource will contribute to these goals by assisting suggestions to educators who are using the South educators to appreciate the diversity of their learners, Australian child protection curriculum with children and to adapt and deliver the child protection curriculum students of culturally and linguistically diverse (CALD) with sensitivity, and to be explicit in teaching the backgrounds. language and practices that will support children and students in being and feeling safe in the Australian This resource should be used in conjunction with the community. Keeping safe child protection curriculum materials (DECS 2007). The suggestions provided in this resource should be adapted to the age group and Important concepts cultural background of the children and students Three important concepts underlie this resource: participating in the Keeping safe curriculum. • Schools can make a difference to people’s sense Reason for this resource of inclusion in the Australian community, and educators can help psychological healing. The Australia is one of the most multicultural countries in DECS Student Wellbeing Policy (2007) identifies the world and South Australia has a rich cultural mix four elements that need to be considered. with over 70 language and cultural groups represented • Cultural and linguistic diversity are valued within in our schools and preschools. The migration program, DECS. The SACSA Framework (DETE 2001) which includes skilled migration and humanitarian promotes learning about Australia’s rich programs, adds to this diversity. In addition, the state multicultural history and the diversity of beliefs and is attracting an increasing number of international practices within our society. DECS also has a students. Adoption from overseas countries also Countering Racism Policy which describes how contributes to the diversity. As a result, there is racism and the denial of human rights increasing cultural and linguistic diversity in our impoverishes and undermines our society. preschools and schools in both metropolitan and • Learning in a cultural context includes learning regional areas. appropriate language and behaviour and these Biographical, cultural and linguistic factors will impact need to be taught explicitly. However, changing on the engagement of children and students and their language and behaviour patterns are tied to a parents/caregivers with the child protection curriculum person’s sense of identity which has to be as key concepts such as feelings, safety, networks, respected while new patterns are being rights, responsibilities, abuse and neglect are shaped established. Without this respect, the shift to new by experience. Notions of connection and being able patterns will be resisted by learners, leading to rely on others can be strongly shaped by cultural possibly to alienation. and family practices, as can concepts of rights and responsibilities and the expression of feelings. For Elements of this resource some children and students, notions of safety and rights relate to their experiences of danger, neglect and This resource contains: possible psychological damage. For others, the • The statement from the General Introduction of perception of safety and rights relates to their the five Keeping safe child protection curriculum experiences of racism and marginalisation as they books, which describes the considerations in impact on the sense of belonging and integration in implementing the curriculum for CALD learners the community. and their families. Preschools, schools and classrooms that recognise • The non-negotiable aspects (NNAs) of and value the diversity of understandings, experiences, implementing the child protection curriculum and strengths and creativity of their children and students additional considerations for CALD learners and can be healing places. The child protection curriculum, their families. with its focus on everyone’s right to be safe, is about • The summary of topics of the preschool to Year 12 creating a safe and healing space. child protection curriculum and considerations for delivery of the curriculum for CALD learners. Keeping Safe: Child Protection Curriculum. Draft support materials for CALD learners 5 About this resource • Guiding principles in adapting the curriculum materials for CALD learners and their families, including the use of Bilingual School Services Officers in schools and bilingual workers in preschools. • Exemplars of adaptations of the curriculum materials: – Feelings (Early Years Band: Ages 3–5) – Feelings (Early Years Band: Years R–2) – Reviewing the concept of Early Warning Signs (Primary Years Band: Years 3–5) – Early Warning Signs and emergencies (Middle Years Band: Years 6–9) – Recognising and assessing risk (Senior Years Band: Years 10–12). • Additional resources that can be used to support the concepts in the curriculum, including resources that reflect cultural and linguistic diversity. • Other cultural and linguistic considerations for the delivery of the child protection curriculum. • Information for parents/caregivers about
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