INTRODUCTION/RATIONALE · INTRODUCTION/RATIONALE Personal Development, Health and Physical...

INTRODUCTION/RATIONALE

Personal Development, Health and Physical Education is a key learning area within the

NSW School Curriculum. It is through this KLA that students are able to develop a sense

of self-worth and recognise emotional growth. Students learn to value themselves and

others and understand the importance of interpersonal relationships. Within PDHPE,

students learn skills and concepts that are appropriate to their everyday lives.

A key content strand within PDHPE is Interpersonal Relationships, in which different

relationships are examined. Students must be aware of factors that will allow for strong,

positive relationships to develop. However, it is also important that students understand

that the nature of relationships may lead to negative behaviour. It is through this area

that teachers must inform students about abuse and issues that arise from this.

Due to the sensitive nature of the topic, this unit is designed for a stage three class.

While certain aspects may have been touched upon in earlier years, it is further

developed in stage three, looking at the effects and seriousness of the matter.

Throughout the unit each lesson begins and ends with the teacher instructing the

students to keep information from the class private and provides opportunities for those

students that may need to further confide about these issues. The teacher also

encourages students to not refer to themselves personally within class discussions,

instead referring to a “friend” as this will ensure protection for the child.

Abuse is a critical topic that must be covered within primary school. “Every child has the

right to feel safe all the time.” As teachers, we need to maintain this and ensure that

students know how to protect themselves when outside of the school gates. Through

this unit, students are provided with strategies to identify abuse and ways of dealing with

it, in order to allow them to live safely. This is important in maintaining the students‟

wellbeing as statistics show that many children around Australia are being affected by all

types of abuse. The Australian Institute of Health and Welfare conducted research on

the number of children proved to be abused or neglected within 2005-2006. The results

showed that there were 55921 substantiated cases within Australia for that time period,

further highlighting the significance of the issue. (Appendix 1) Further cases may not

have been reported, therefore we must ensure that students are aware of the need to

report these incidences.

Abuse is a relevant topic within all of society, recognised in the implementation of

legislation to protect children. The Children and Young Persons (Care and Protection)

1998 ensures that children‟s needs are being met, they receive adequate medical care,

and protects children from any form of abuse. Children need to be made aware of these

rules, and understand that if these are broken by anyone it is unacceptable and needs to

be reported to a trusted adult.

The unit of work includes challenging activities that invoke higher-order thinking skills,

including creating, designing, evaluating and analysing. As part of the assessment of the

unit, students are to create a brochure informing others about abuse. Students also

evaluate and analyse their own work, determining whether certain scenarios are abusive

and why.

This unit also provides opportunities for the development of essential skills within

PDHPE. Through the activities, students are able to make decisions and interact with

their peers. Students make decisions on types of abuse, as well as determining whether

certain situations are abusive. They must also decide on who they consider to be trusted

adults, adopting safe practices. Students are also provided with many opportunities to

co-operatively work in partners or groups, allowing for the development of interacting

skills.

Values can also be taught through PDHPE lessons. Students develop an “appreciation

and commitment to healthy and socially just ways of living.” (Board of Studies, 1999,

p.17). Within this unit, students are made aware of the importance of each person,

developing a sense of self-worth. The assessment task allows students to raise

awareness of the issue, in order to help students in their school that may be

experiencing abuse. This highlights the importance of accepting responsibility and

helping others within the community.

Overall, the unit aims to create community awareness within the students. They must

learn to identify and respond to important issues. These lessons will provide a basis for

students to develop a level of high-self esteem while respecting the rights of themselves

and others. The lessons promote the need for safe living and provide strategies for how

this can be achieved in order to build positive relationships.

Lesson Plan Class: Year 6 Lesson Duration: 45 mins Lesson Number: 1

Key Learning Area: PDHPE

Lesson Topic: Interpersonal Relationships: Relationships: Types of Abuse

Prior Experience:

This is the introductory lesson on abuse. However, students may have studied bullying

in previous years or witnessed abuse through media exposure.

Syllabus Outcome(s):

- IRS3.11: Describes roles and responsibilities in developing and maintaining

positive relationships.

- DMS3.2: Makes informed decisions and accepts responsibility for the

consequences.

- V1: Refers to a sense of their own worth and dignity.

Lesson Indicators: By the end of this lesson, the students will:

- Identify factors that contribute to different types of abuse.

- Analyse the effects of actions that enhance or disrupt relationships.

- Identifies types of abuse.

Resources: NSW Board of Studies (1999). Personal Development, Health and Physical

Education K–6 Syllabus, definitions sheet, true/false worksheet

How will I cater for special needs? Work as whole class to allow all students to have

the chance to develop ideas.

List any safety issues which need to be considered: Movement around classroom,

discuss with class the importance of confidentiality and privacy.

Sequence

(Clearly indicate INTRODUCTION – DEVELOPMENT – CLOSURE)

Timing (mins)

What is Taught (content of lesson) Set out in detail the knowledge, skills, understandings and values developed. Include questions (Q) and anticipated answers (A) relating to content of the lesson.

How it is taught (Teaching Strategies /Learning Experiences) What teacher (T) will do; what students (S) will do.

10 mins

INTRODUCTION Introduce that class is studying abuse. Because of this, students have the right to privacy, where nothing discussed is to leave the classroom. Students are also told not to talk about themselves directly, instead talk about a “friend”. If students have any concerns, they are to come and talk to the teacher at any time.

INTRODUCTION T is to introduce the topic of abuse. T is to ensure the classroom is going to be a safe and confidential environment. T explains to Ss that every child has a right to be safe and protected from harm and abuse.

30 mins

DEVELOPMENT Introduction that there are different types of abuse. Use the concept map to highlight the definitions and differences between them. (Appendix 2). Class discussion on the types of abuse. As a class, brainstorm a person‟s basic needs in life. (eg, food, clothing, shelter, medical needs, sense of belonging, freedom). Who provides you with these needs? Answers could include:

- parents - carers

Discuss that if these needs are not provided by adult carers, it is neglect. Link this back to definition in concept map. Students provide examples of scenarios they think are physical and emotional abuse. Teacher also says situations that are not abuse to reinforce the definitions.

DEVELOPMENT T introduces lesson while Ss are sitting at their desks. T writes the concept map onto the board and uses it to explain the different types of abuse. Ss give examples and these are added to the map. Ss then copy the map into their books. Class discussion on neglect. T asks Ss questions. Class discussion on physical and emotional abuse. T provides examples that are not abuse to highlight the difference.

What is an example of emotional abuse? Answers could include:

- someone being mean to them - parents wishing a child was never

born - being left out.

Teacher asks Is a child being sent to their room for not finishing their dinner emotional abuse? Students say what they think. Teacher explains that this is not emotional abuse as it is not demeaning the child. What is an example of physical abuse? Answers could include:

- hitting - pushing - kicking

Teacher asks If a child has been pushed over accidentally on the football field and broke his arm, is this physical abuse? Students respond with their thoughts. Teacher asks If it is not physical abuse, what would make it physical abuse? Students say having intention to cause harm. Teacher hands out True/False Statements worksheet (Appendix 3) and students complete in pairs. Class discussion of answers and evaluate why they may or may not be types of abuse.

T hands out worksheet. Ss complete in pairs. As a class, go through the answers.

CLOSURE Revise the different types of abuse. Discuss that they are all of equal importance and that no one deserves to be put in that situation. Remind students that what is said in the classroom is to stay in the classroom.

CLOSURE T revises the definitions and enforces to Ss that everyone has the right to feel safe.



Lesson Topic: Interpersonal Relationships: Relationships: Types of Abuse

Prior Experience:

In the previous lesson, students looked at the definitions and examples of neglect,

emotional and physical abuse.




- SLS3.13: Describes safe practices that are appropriate to a range of situations

and environments.

- V1: Refers to a sense of their own worth and dignity.




- Devises strategies to respond to risky and dangerous situations.

- Demonstrate assertive ways to deal with abusive situations.


Education K–6 Syllabus; card game sheet.

How will I cater for special needs? Work in groups to allow all students to have the

chance to develop ideas

List any safety issues which need to be considered: Movement around classroom,

discuss with class the importance of confidentiality and privacy.

Sequence

Lesson based on Curriculum Material from the Catholic Schools Office (Diocese of Broken Bay)


Timing (mins)



15 mins

INTRODUCTION Reinforce students‟ privacy within the classroom and seriousness of the topic. Teacher asks Ss to brainstorm as a class a list of private objects and personal information (eg, phone number, diary, address). Class then brainstorms private parts of the body. Teacher questions students Our private parts are those parts of our body that we cover when we go to the beach. Who can list them with their proper names? Answers could include:

- penis - breasts - vagina

When might it be ok for another person to touch a child’s private parts? Answers could include:

- when injured - doctor - young and need cleaning

Explanation that any other time for a child to be touched is inappropriate and can be classified as sexual abuse. T uses definition of “Sexual abuse is when someone involves a child or young person in a sexual activity by using their power over them or taking

INTRODUCTION T reinforces rules. T writes Ss responses in the discussion on the board. T leads Ss through the discussion, enforcing that correct terminology is used. T needs to keep Ss on task and serious. T writes definition on board and discusses with class. Students add this definition to their concept map on types of abuse from previous lesson.

advantage of their trust. Often children are bribed or threatened physically and psychologically to make them participate in the activity,” to explain sexual abuse to class. (Source: http://www.community.nsw.gov.au/DOCS/STANDARD/PC_101000.html).

40 mins

DEVELOPMENT T splits class in half. Half the class spend time doing activity one, while the rest of the class does activity. After 15 minutes, they swap activities. ACTIVITY ONE: In small groups, Ss are given some cards containing different scenarios, with both sexual abuse and non sexual abuse examples. (Appendix 4). Ss are to select a card and read it out to the group. As a group, they analyse the situation and decide if it is an example of sexual abuse and why. Ss are to create two piles of abuse and non-abuse in order to share their responses with the class. ACTIVITY TWO: Students access the internet website The Hormone Factory to look at the “Looking After Myself” section. Within this they are to read “Good Touch Bad Touch”. This will show what bad touching is and what to do in that situation. http://www.thehormonefactory.com/topic.cfm?categoryid=2&topicid=13 After each group has decided on their answers, T leads discussion about each scenario. Why did you classify this as sexual abuse? Why was this not an example of sexual abuse? Teacher also reviews what was written

DEVELOPMENT T splits the class and explains the two activities. Ss complete in groups with T monitoring behaviour and responses. Ss complete activity using the website with T monitoring. Class discussion on activity to ensure Ss have correct understanding. T reviews website activity. T then leads Ss through how to

http://www.community.nsw.gov.au/DOCS/STANDARD/PC_101000.html


http://www.thehormonefactory.com/topic.cfm?categoryid=2&topicid=13


on the website, which leads to discussion onto what to do when someone tries to touch our private parts for the wrong reason. Students stand up and practice saying “NO! Go Away!” They then are to go and tell a trusted adult.

assertively say no if they were in an abusive situation. Ss are to stand up and use hand actions while repeating “NO! Go Away!”

5 mins

CLOSURE Review of what constitutes sexual abuse and Ss list trusted adults that they can tell. Who can you tell if you feel threatened in a sexual way?

- teacher - parent - aunt/uncle - older siblings - grandparents - doctor - counsellor

Remind students that what is said in the classroom is to stay in the classroom.

CLOSURE T goes over what sexual abuse is to ensure understanding. Ss create a list of people they can go to for help based on the class discussion.



Lesson Topic: Interpersonal Relationships: Relationships: Types and Effects of Abuse

Prior Experience:

In the previous lessons, students have been learning about the different types of abuse,

defining them and coming up with examples.





and environments.

- INS3.3: Acts in ways that enhance the contribution of self and others in a range of

co-operative situations.

- V4: Increasingly accepts responsibility for personal and community health.

- DRAS3.3: Devises, acts and rehearses drama for performance to an audience.




- Create a role play demonstrating a specific abuse situation.


Education K–6 Syllabus; NSW Board of Studies (2000). Creative Arts K-6 Syllabus;

scenario cards.

How will I cater for special needs? As this is a creative task, students who prefer this

learning style are given an opportunity to excel. Working in groups will also aide

students who lack confidence.

List any safety issues which need to be considered: Space in classroom to rehearse

and perform. May be necessary to move tables.

Sequence


Timing (mins)



5 mins

INTRODUCTION Review what physical and emotional abuse is. Explanation that Ss will now be examining the effects that abuse can have on a person‟s life.

INTRODUCTION T leads discussion on different types of abuse and introduces the effect of abuse.

50 mins

DEVELOPMENT Students are broken into groups of 3-4. Each group is given a scenario card which they read through and discuss what type of abuse it is. (Appendix 5). Note: one group is given a scenario which is not abuse. This is to reinforce that abuse must be intentional. Groups are given time to prepare a role play. Reinforce that there is a strict no touching rule, and instead Ss are to improvise the abusive act. Each group performs and after each performance, teacher leads a class discussion on the abuse. What type of abuse occurred? What effect would the abuse have had on feelings/thoughts/behaviour/school life/social life/health? Answers would include:

- fear - embarrassed - poor self-esteem - lack of motivation - withdrawn - aggressive - academic results decline

DEVELOPMENT T breaks Ss into groups and gives each group a scenario card. Ss work together to create a role play while T monitors. Ss perform to the rest of the class. T leads discussion based on each role play.

- bruises After class discussion, each group is given butcher‟s paper, on which they create a table to demonstrate the different effects of their scenario. (Appendix 6).

Each group creates a table based on their scenario.

5 mins

CLOSURE Review the effects of abuse and what a student can do if they are in that situation. Remind students that what is said in the classroom is to stay in the classroom.

CLOSURE T leads discussion and reinforces previous ideas.



Lesson Topic: Interpersonal Relationships: Relationships: Types and Effects of Abuse

Prior Experience:

In the previous lessons, students have been learning about the different types of abuse,

defining them, coming up with examples and identifying the effects.





and environments.

- V4: Increasingly accepts responsibility for personal and community health.

- PSS3.5: Suggests, considers and selects appropriate alternatives when resolving

problems.

- WS3.9: Produces a wide range of well-structured and well-presented literary and

factual texts for a wide variety of purposes and audiences using increasingly

challenging topics, ideas, issues and written language features.


- Use all information from previous lessons to design and create an information

brochure.

- Be aware of who to talk to if a situation arises.

- Have a deeper understanding about the different types of abuse and their effects.

Assessment: Students complete an information brochure which shows what they have

learnt throughout the unit, including types of abuse, definitions, effects and where to go

to for help. The brochure is designed to provide information to younger students at the

school.


Education K–6 Syllabus; NSW Board of Studies (1998). English K-6 Syllabus; paper and

pencils, Danny‟s Story.

How will I cater for special needs? Teacher will provide additional assistance to those

students who require it.

List any safety issues which need to be considered: Not applicable to this lesson.

Sequence


Timing (mins)



5 mins

INTRODUCTION Read “Danny” story and discuss the feelings, thoughts and behaviours in the story that indicate abuse. (Appendix 7). T asks: What would you do as Danny’s friend? Possible answers include:

- tell a trusted adult - don‟t tell anyone (T needs to

interrupt and say that this is not appropriate as this does not help Danny in any way)

- let him stay at your house - tell your teacher

INTRODUCTION T reads “Danny” story to the whole class. Ss provide answers on what they would do in response to the story.

50 mins

DEVELOPMENT T links this story to how we need to help others learn about abuse and what to do. T reviews where students can go to get help. Students brainstorm a list of people they can confide in. T also explains the Kids Help Line (1800551800 or www.kidshelp.com.au) for those students who wish to talk to someone anonymously. ASSESSMENT TASK: Students are to create an information brochure about abuse. They are to include as much information as possible about types of abuse, definitions, effects, where to get help, as well as any other information they think is helpful. Students are to show their creativity in

DEVELOPMENT T identifies possible people or organisations that are able to assist students if needed. Ensure that Ss understand that there is always someone to talk to. Ss complete assessment task independently, with T monitoring.

http://www.kidshelp.com.au/

the design and layout of the brochure, and ensure that it is appropriate for their target audience.

5 mins

CLOSURE Reinforce to students that they are able to come and talk to the teacher at any time about any issue. Also, that what is said in the classroom is to stay in the classroom.

CLOSURE T further reinforces key issues from the unit.

BIBLIOGRAPHY

LESSON IDEAS:

- Curriculum Material from the Catholic Schools Office (Diocese of Broken Bay):

Personal Power – Stage 3.

OTHER RESOURCES:

- NSW Board of Studies (1999). Personal Development, Health and Physical

Education K–6 Syllabus

- NSW Board of Studies (1998). English K-6 Syllabus

- NSW Board of Studies (2000). Creative Arts K-6 Syllabus;

- Australian Institute of Health and Welfare. (2007). Child Protection Australia

2005-2006. Canberra: Australian Institute of Health and Welfare. Retrieved April

14th 2008 from http://www.aihw.gov.au/publications/cws/cpa05-06/cpa05-06.pdf

- http://www.law.washington.edu/streetlaw/lessons/ChildAbuseTrial2.doc.

Accessed April 11th 2008.

- http://leo.oise.utoronto.ca/~kscott/website%20readings/Emotional%20abuse%20s

cenarios.pdf. Accessed April 11th 2008.

- http://www.thehormonefactory.com/topic.cfm?categoryid=2&topicid=13.


- http://www.community.nsw.gov.au/DOCS/STANDARD/PC_101000.html).


- EDPH101 Lecture Content.

http://www.aihw.gov.au/publications/cws/cpa05-06/cpa05-06.pdf

http://www.law.washington.edu/streetlaw/lessons/ChildAbuseTrial2.doc

http://leo.oise.utoronto.ca/~kscott/website%20readings/Emotional%20abuse%20scenarios.pdf

http://leo.oise.utoronto.ca/~kscott/website%20readings/Emotional%20abuse%20scenarios.pdf



APPENDIX ONE

Source: Australian Institute of Health and Welfare. (2007). Child Protection Australia 2005-2006. Canberra: Australian Institute of Health and Welfare. Retrieved April 14th 2008 from http://www.aihw.gov.au/publications/cws/cpa05-06/cpa05-06.pdf

http://www.aihw.gov.au/publications/cws/cpa05-06/cpa05-06.pdf

APPENDIX 3

TRUE/FALSE STATEMENTS

Statement True/False

Physical harm is harm to your body.

Physical harm is only the harm you can see on the outside of your body.

Physical harm is your own fault.

Burns, cuts, bruises, and broken bones are all examples of physical harm.

Physical harm usually involves pain.

Physical harm is always easy to see.

Brain damage is physical harm.

Emotional harm is harm to your feelings.

Feelings happen inside your body.

Feelings are invisible. You cannot touch them.

Because emotional harm happens on the inside, it is not as important as

physical harm.

People only feel emotional harm if they cry.

Emotional harm is harm to your body.

Mental harm is harm to your thinking.

Hurt thinking is brain damage.

Your thinking happens inside.

Thinking is invisible.

You can touch your thinking.

Mental harm isn‟t as painful as physical harm.

It can be hard to know what a person is thinking.

You can always tell if a person‟s thinking is harmed.

Emotional and mental harm do not affect the way a person acts.

SOURCE:

Curriculum Material from the Catholic Schools Office (Diocese of Broken Bay): Personal

Power – Stage 3.

APPENDIX 4 CARD GAME

Lena is blind. When she was younger her older sister helped Lena to get ready for school. She helped take off her pyjamas, shower and get dressed. Sometimes, Lena‟s sister used to spray her with perfume and Lena felt very special. Lena can do this all by herself now.

Les loves to spend time at home with his mother. Although Les likes to pretend he is tough there is nothing he likes more than to cuddle up with his mother in front of the TV.

On the weekends Anne often helped her mother and uncle in their take-away food bar. One day her mother was sick. At the end of the day Anne‟s uncle took her into the storeroom and promised to give her an extra $10 pocket money if she would rub his genitals through his trousers.

Claudia‟s older friend Helen recently bought a motor bike. She has twice offered Claudia $20 if she will go to the local river instead of school. Helen wants to photograph Claudia, naked, in different positions.

On Saturday, Oliver, the soccer coach, often asked his under-12 team to stay at his house overnight. Usually the boys sleep in the lounge room. Last Saturday night Oliver asked Alex and Dominic to come into his bed and wrestled with them in the nude.

Andrew, who is in Year 12 at high school, often brings his friend Paul home after school. They play pool in the garage. Last week, Andrew asked his younger sister Kathy to dress only in her underpants while she served them sandwiches and drinks.

Khali‟s parents expect her to come straight home from school. One afternoon the bus doesn‟t come and she is one-and-a-half hours late getting home. As she walks in the door her father yells at her because he was worried.

Jodie really loves gelato. One rainy afternoon, when she was fed up with being indoors, her older brother said “Come on Jodie, I‟ll shout you a gelato.”

SOURCE:

Curriculum Material from the Catholic Schools Office (Diocese of Broken Bay): Personal Power – Stage 3.

APPENDIX SIX

Feelings

Thoughts

Behaviour

School Life

Social Life

Health

SOURCE: Curriculum Material from the Catholic Schools Office (Diocese of Broken

Bay): Personal Power – Stage 3

APPENDIX 7

DANNY Danny is a friend of yours. Danny is a great frisbee thrower. He also enjoys playing the guitar and is very talented. After school, you often go to the park with friends and play. You often throw the frisbee together for hours. After playing in the park you and Danny usually go home to do homework. Danny practices guitar. Danny is a great friend most of the time but every now and then he acts a bit „funny‟. He often has headaches or stays home from school „sick‟. Or sometimes he often comes to school but he‟s a bit smelly and his clothes aren‟t washed. Every now and then Danny stops talking to anyone and gets a bit aggressive. One time he smashed his guitar. Later he said it was an accident and his Mum bought him a new one. Another time Danny was nearly falling asleep at lunchtime. When you asked if he was OK, Danny asked if you ever wet the bed or had trouble sleeping. When you looked puzzled he told you to forget it and ran off. In the middle of last summer, Danny had thick, red marks on his neck and wore his jumper all week. He refused to take it off. He got really angry with anyone who gave him a hard time about it and got into a physical fight with a friend. Lately Danny has stopped playing his guitar and the other day he asked if you wanted it. You notice Danny has a bruise under his eye. Yesterday Danny was kind of quiet all day and he stayed in all lunchtime. He said he wanted to finish his project but it looked perfect to you. Today Danny won‟t throw the frisbee around and he won‟t talk much. He just says he‟s really useless and he doesn‟t know why you bother to be his friend because he‟s so stupid. Danny doesn‟t want to go home, even when it gets dark. You tell Danny you have to go or you‟ll be in big trouble for being unsafe. Then Danny asks if he can come and stay at your house. You feel very funny about this. Danny has never stayed at your house before and you don‟t stay at his house. It‟s a school night. You wonder what your parents will say. Danny starts throwing rocks at the light in the park. He tells you he doesn‟t care if he gets arrested. He tells you he doesn‟t care about anything much. Then he kicks his foot hard into the wall. It must really hurt.

You invite Danny to your place but say you can‟t promise that he will be able to stay the night. You both walk back to your place. Danny is walking slowly. Suddenly he stops and tells you that he can‟t go home. He tells you that his father bashes him every night. He says that his father hates him and it‟s got so bad lately he‟s scared his father will kill him. Danny wants you to promise that you will never tell another person what he‟s told you.

SOURCE:

Curriculum Material from the Catholic Schools Office (Diocese of Broken Bay): Personal

Power – Stage 3.

APPENDIX FIVE

SCENARIOS:

Billy is playing by himself in the

playground when some bigger kids

come up to him. They push and shove

Billy and steal his hat. Billy falls to

the floor and the kids laugh at him.

Sally is going to make her Dad a cup

of coffee. When she reaches up for

the mug, she accidentally drops it on

the floor, breaking it. She apologises

to her Dad, however her Dad tells

her she is worthless and wishes she

was never born. Sally thinks this is ok

because her father never hits her.

Max is part of a soccer team with a

few of his friends. During one of

their matches, Max’s father starts

criticising and teasing him from the

sidelines. Max misses a goal and his

father yells out more mean comments

and walks away angry. However, Max

is relieved when he is finally gone.

John is bullying children in his class.

He grabs a boy and yells in his face,

then pushes. When the teacher tells

him to stop, John asks the teacher

not to tell his mother or her new

boyfriend Luke as he is scared that

Luke will hit his mother and him.

Jessica just got her maths test and

saw that she has failed. At lunchtime

she is talking to a couple of friends

about it, saying she doesn’t want to

go home that afternoon as she is

scared about what her mother might

do.

Ben comes home late from school. He

has been playing in the park with his

friends. His Dad is waiting for him

when he gets home. He is very angry

and pulls Ben towards him. He hits

Ben several times on the back of his

legs using his belt, causing bruises.

Laura comes to school each day with

no lunch. She sits and watches as the

other students eat. The teacher is

concerned as she also appears to be

quite dirty and smelly. The teacher

questions Laura about this, and Laura

says that her mother never gives her

lunch, instead gambles the money

away.

Holly is playing netball with her

friends after school. She jumps up

for a rebound and her opponent

accidentally bumps her from behind,

causing Holly to fall over and scrape

her knee.

Note: When acting out these scenarios, remind students of the no touching rules.

Instead students are to improvise and act in an appropriate manner.

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