SAFETY MEASURES
Mrs Anita Pathak, HM KV Highgrounds
MEANINGS
There are two slightly different meanings of safety. For example,
home safety may indicate a building’s ability to protect against
external harm events (such as weather, home invasion, etc.), or may indicate
that its internal installations (such as appliances, stairs, etc.) are safe
(not dangerous or
harmful) for its inhabitants.
There are many areas where the child has to be careful and provided
safety. These areas are to identify by the parents and teachers together. These
areas can be as follows:
Road safety
Building safety
Disaster management
Fire safety
Safety in ground
Electrical appliances
Electronic gadgets
ROAD SAFETY
When somebody gets ready to drive for very first
time on road, one needs to take many lessons about the road. The most common thing
the student driver will need is license, enrolment in a driving school, road
familiarization, traffic rule tests and road ethics. Out of all the
comprehensive knowledge on road or traffic signs. Every good driver must have
the good knowledge.
Every person he may be a passenger, driver,
pedestrian would have noticed along the roadside various signs that serve
important, purposes. These important road paraphernalia helps us as route guides,
warnings and traffic regulator. As control devices for traffic, signs need full
attention respect
and adequate driver’s response.
COMMON CAUSES OF ROAD ACCIDENTS
Over speeding
Drunken driving
Distractions to driver
Red light jumping
Avoiding safety gears like seat belts and helmets
Non-adherence to lane driving and overtaking in a wrong manner
HELPING ROAD ACCIDENT VICTIMS
PRIORITIES OF TREATING AN AXXIDENT CICTIM
Asphyxia (loss of oxygen)
Cardiac arrest
Severe hemorrhage (bleeding)
Other injuries/ illnesses
IMMEDIATE REQUIREMENT
Critical four minutes – one of the most common causes of a road accident
death is due to loss of oxygen supply. This is mostly caused a blocked airway.
“Value Addition with Training “
Remember
Make the scene safe
Look for the injured
Assist them
Call help & look for the unconscious victims
FOLLOW THE RULE OF ABC
A- Airway – clear the airway i.e. breathing track
B- Breathing – help restore it by mouth to mouth resuscitation
C- Circulation – stop any bleeding
CLEARING AIRWAY
Put the victim on ground very gently and cautiously without handing to
prevent further injury.
Turn the victim to one side.
Loosen clothing at neck, chest and waist.
ROAD SAFETY TIPS FOR PEDESTRAIN
Simple action on road will keep you safe:
Walk with care and with all sense.
Look towards oncoming traffic.
Never assume driver has been you when you are about to cross the road,
it’s your responsibility to save yourself.
Avoid crossing road where drivers may not be able to see you.
Wait for suitable gap in the traffic flow before crossing the road.
Never jump over the divider railings. You may tumble on to the
traffic.
Always hold hands of children while crossing the road.
Avoid using roads for morning walks and jogging.
Take extra care if you have to cross the road on or near a crest or
curve.
Avoid crossing road between parked cars.
Avoid crossing road by the shortest and most direct route reduces your
time on road.
TO CROSS THE ROAD CHILDREN SHOULD LEARN FOLLOWING:
Stop at the curb.
Look at your right, left and right again.
Ensure that no vehicle is approaching then walk across the road.
SCHOOL BUS SAFETY: CHILDREN SHOULD BE TAUGHT THAT WHILE BOARDING THE
BUS:
Do not hurry, wait till the bus stops.
Enter the bus in single file line.
Hold hand rail and enter.
Ensure that your bag or clothes don’t get stuck anywhere
“Value Addition with Training “
Go straight to your seat.
WHILE TRAVELING IN BUS:
Be seated properly and face forward.
Do not put any part of your body outside the bus.
Do not travel on footboard.
Keep the aisle clear.
Do not make much noise ad distract driver.
Follow the instruction of driver and conductor.
WHILE ALIGHTING THE BUS:
Do not be in a hurry, wait till the bus stops.
Use handrail to get off the bus.
Exit from front door of the bus.
Be visible to the driver while alighting.
Do not crawl under the bus to pick up lost thing. Never move behind
the bus, the blind spot of driver.
SAFER CYCLING TIPS FOR CYCLIST ALWAYS:
Keep cycle in working condition. Check brakes, tyre, air pressure,
bell light and chain before you ride it.
Obey traffic signals. While taking turns watch out for traffic and
give signal by hand.
Do not overload. Cycle is for one and maximum for two.
Move on the left side of the road.
Avoid overtaking. Be in single file if the road is narrow.
No acrobatics on road, keep both hands on the handle bar.
If available use only cycle tracks.
Remain constantly alert on the roads.
Wear bright clothes and have bright light at night.
Use reflective tape on cycle.
FACTS
Vulnerability of road users to accident increases
during night by 40% and aware and conscious drive reduces the chances of
mishaps by 80% 90% of deaths on road are due to head injuries.
A good quality helmet reduces chances of head
injury by 80%.
Use of seat belt while driving reduces the risk of
death of an occupant during an accident by 50%.Driving requires all senses,
using mobile phone while driving diverts 50% of our senses.
Impact on a person by a vehicle cursing at speed of
60 Km per hour is equivalent to falling from a four story building. While this
impact at 100Kms per hour equals to falling from a 12 story.
HEALTH AND HYGIENE
Ms Aditi Sharma, Guest Speaker
INTRODUCTION:
Health is a positive state of well-being, where every part of the body
and mind is in harmony and in Proper functioning balance with every other part.
According to World Health Organization (WHO): “Health is the state of complete
physical, mental, spiritual and social well-being and not merely absence of
disease”.
If a person is disease free or in a good physical state, but under
stress, tension, anger, greed etc. than that person is not considered as a
healthy person. To prevent
illness and have positive health, attitude, correct and complete knowledge of health is necessary.
Health is cleanliness and cleanliness is one of the main defenses against diseases, whether,
contagious or self-generated. Health education plays an important role in the community hygiene.
The aim
of good health can be
achieved through sanitary habits and healthy way of
living. The
word comes from the Greek word ………“hygies” (Hygiea- Goddess of health meaning
“healthy, sound” Hygiene is defined as the science and art of preserving and
improving health.
Teaching of health and hygiene in primary classes thru
various techniques is of prime importance as the habit formations take place
foremost in these years.
For this matter Regular cleanliness drives in the Vidyalya, responsibility
assignments to prefects and teachers, cleanliness of toilets and water areas
and an conscious effort by teachers to develop a healthy and hygienic life
style in daily activities is maintained
OBJECTIVES:
Recognize the importance of physical, mental and
spiritual health.
Appreciate the importance of hygiene.
State the necessity of personal, environmental
and food hygiene.
Explain the concept of health.
Inculcate the personal cleanliness habits.
Take care of your
body parts.
Create the awareness of cleanliness of self and surrounding among the community.
RESOURCES
Presentations on suggested activities
a. Videos
b. Activity sheet for the teachers to note down how they are going to
plan
c. Web sources
d. CCA activities
e. Web sources
“Value Addition with Training “
SUGGESTIVE STRATEGIES:
Power point
presentations
Quiz
Interactive sessions
Question-answer
sessions to assess the learning
Film shows
Cleanliness drives
Surveys
Group work
Class discussions
SESSION SETTINGS
a. Proper setting of:-
- Black
board
- LCD Projector
- Computer unit
- Tables and chairs
b. Providing necessary stationery items and P.A. Systems,
Audio or Video CDs
SUGGESTED ACTIVITIES:
Following activities shall be incorporated to achieve the set
objectives. These can be simultaneously planned in accordance to the curriculum
in parallel. The type of activity selected may vary with the age group of the
set target group.
Regular cleanliness drives in the vidyalya, should be organized.
a. My Day singing a song with actions, students will learn
the habit keeping themselves clean.
b. Good Habits vs. Bad Habits using picture cards students will logically learn
to distinguish between good habits and bad habits and also why habit is good or
bad
a. My Personal Hygiene Checklist
b. Community Lunch
c. My Menu
d. Make a
daily food dairy listing
what all you ate whole day in all meals.
e. What’s My Name? Riddles about fruits and vegetables
f. Balanced Diet Chart
g. Class discussion
h. Nutritional Value
“Value Addition with Training “
i. Reading Food labels on products
j. Am I Aware of…? Healthy food and junk food
k. What will happen if…? Deficiency disease, Food borne disease
l. Water, Water, Everywhere! Slogan writing competition
m. Celebration of Vanmohotsav
day
n. Impact of My Activities and Identify the Trouble Shooters
o. Skit and Role Play
p. My Environment
q. Survey
the locality and
identify various types of pollution and pollutants
r. In My Home … concept of Reduce, Reuse and Recycle
s. My Concerns… my little steps
t. Sports Day Celebration
u. Yoga Sessions
v. Mass PT
w. Fun Games
x. Balance Race
y. Musical Chairs
z. Skip to Health
Create a personal hygiene checklist
where students will be able to assess themselves in terms of personal hygiene
INCLUSIVE
EDUCATION
Mrs. Baljeet Kaur ,PRT KV Highgrounds
Inclusive education as a process of addressing and
responding to diversity of needs of all learners through increasing
participation in learning, cultures and communities, and reducing exclusion
within and from education. It involves changes and modifications in content,
approaches, structures and strategies, with a common vision which covers all
children of appropriate age range and a conviction that it is the
responsibility of the regular system to educate all children.
The
Inclusive Class may have the following Children:
• Regular
Normal School Children,
• Children
with Visual Impairment,
• Children
with Hearing Impairment,
• Children
with Loco motor Disability
• Children with Mental Retardation.
A UNESCO
definition of inclusive education, 2001
“Inclusive education starts
from the belief that the right to education is a basic human right and the
foundation for a more just society.
Inclusive education takes
the Education for All (EFA) agenda forward by finding ways of enabling schools
to serve all children in their communities….
Inclusive education is
concerned with all learners, with a focus on those who have
traditionally been excluded from educational opportunities – such as learners
with special needs and disabilities, children from ethnic and linguistic
minorities”.
What is Inclusive Education?
“Inclusive Education refers
to the educational practice base on the philosophical belief that all learners,
those with disabilities and those without, have a right to be educated together
in age appropriate class groups, and that all will benefit from education in
regular classrooms of community schools. Within these settings teachers,
parents and others work collaboratively using appropriate and sufficient
resources to interpret and enact the regular curriculum in a flexible manner in
accordance with the individual abilities and needs of all learners.”
Inclusion means not only disabled children
but also other children in our context amongst the poorer segments of society
who face barriers to learning.
ü The girl child
ü The socially and economically disadvantaged child
ü The child with disabilities
INCLUSIVE EDUCATION IS AN ATTITUDE
•
When every child
is welcomed and valued regardless of ability or disability.
•
It means the
doors of schools, classrooms and school activities are open to every child and
they are afforded every opportunity to be included with their
non-disabled peers.
•
The focus is on
giving every child the help he/she needs to learn.
Key Principles-
•
An Ecological
inventory is designed by listing
all the common activities, materials used by children in a particular
environment….What they touch, smell, feel, see, what are the activities they
are attracted to…. From this a context specific curriculum is drawn up which is
culture specific to their social mores.
•
Differentiated curriculum… which allows content, activity and products to be
differentiated according to each child’s needs, bearing in mind that each child
learns at a different pace. Each child
learns at a different pace by keeping pace with his or her ability. Differentiation of each child’s needs makes
the learning and teaching flexible.
•
Multiple ability teaching… which means
teaching of groups of children with different abilities. This kind of teaching is especially
advantageous for children at risk of dropping out as well as children with
special needs.
•
Multiple
intelligence… There is increasing
understanding on the part of educators and researchers of the importance of all
of these intelligences for a child’s development and academic success. Opportunities for children to express
themselves in multiple media – visual art, music, drama, dance.
•
Learning styles…
perhaps the most vital development in education today. Learning styles definitely calls for learner
centered approach to teaching. We all
may need different strategies, and bring different gifts to the table of
learning, but the quality and the style of our learning is not less because we
learn differently than does someone else.
•
Community involvement… creating a community of learners, in which all
members see themselves as teachers, and learners, enables children, teachers,
and parents to develop shared understandings about what is important to know
and why it is important.
Four key questions to help develop inclusive practice
in lesson preparation.
• 1. As you are
planning any lesson for pupils ask yourself what is the essential knowledge,
skills or understanding you want all students to get from the lesson?
• 2. How do my
pupils learn best? Take account of learning styles.
• 3. What
modifications to the lesson plan would permit more pupils to learn more
effectively in my classroom?
•
4. How will my
pupils show what they have learned? Ask
the pupils to respond in ways they can handle. Assess pupils through their
strengths not their weaknesses.
What different teaching styles are you going to
use?
• Visual e.g. use
photos, mind maps, maps and diagrams, pictures, film clips, digital cameras,
wall displays?
• Auditory e.g.
use storytelling, talking, effective questions, problem solving, clear
sequencing, music, singing?
• Kinaesthetic
e.g. use movement, role play, artefacts, use the environment
BENEFITS OF INCLUSIVE EDUCATION
• All children are able to be part of their community
and develop a sense of belonging and become better prepared for life in the
community as children and adults.
• It provides better opportunities for learning.
Children with varying abilities are often better motivated when they learn in
classes surrounded by other children.
• The expectations of all the children are higher.
Successful inclusion attempts to develop an individual’s strengths and gifts.
• It allows children to work on individual goals while
being with other students their own age.
• It encourages the involvement of parents in the
education of their children and the activities of their local schools.
• It fosters a culture of respect and belonging. It
also provides the opportunity to learn about and accept individual differences.
• It provides all children with opportunities to
develop friendships with one another. Friendships provide role models and
opportunities for growth.
To
conclude, Success
of inclusion requires a new attitude or fresh thinking .For that we can
implement UDL(Universal Design of learning), use technology effectively and
provide multiple means.
It is you and me who need to work together.
NOTE
BOOK CORRECTION
All
the teachers are suggested to keep the following points in their minds at the
time of note-book correction & maintenance of note-books:-
1. Cover the note-books with Colored Paper
2. Name Slip
3. Page No (Compulsory for all Classes)
4. Index (Only in IV & V Classes)
5. Date should be mentioned on the top of the page.
6. C.W. or H.W. on the top of the page. H.W. must be given as per the KVS guidelines.
(III to V).
7. Lesson No.& Name of Lesson
8. Spelling mistake must be circled and should be
corrected by the teacher.
9. Motivate the students to do the follow up work.
10. Space should be provided for correction work like
making a flower or cloud or hut etc.
11. We must give suggestive and motivating remarks time
to time.
12. Once in a month or twice, we should call the
students roll number wise to check whether the student has done the follow up
(correction work) or not.
13. Motivate the child to color the drawn picture.
14. In EVS Subject, encourage the child to paste/draw
pictures related to the topic.
15. Signature should be with date.
16. Revision test must be done in only the C.W. note
books (not in Rough Note Book). It must be checked & corrected by the
teacher. (not by the students)
17. Two worksheets from each lesson should be provided
to the students as per KVS R.O. Chandigarh order.
18. Encourage the child to paste the worksheets in the
notebook/compile in a folder regularly.
19. If the worksheet is given for Revision test.
‘Revision’ word must be written on the top of the worksheet.
20. For handwriting, stress should be given on letters
& Number formation.
21. For Handwriting worksheet can be given to the
students.
22. Guide the students to maintain their notebooks.
Generally students use the last pages of their notebook as rough pages, ask
them not to do it.
23. Note books must be checked every month as per the
KVS order.
24. Observation regarding note-books will be recorded
teacher wise in a register for the perusal of the Principal as per KVS orders.
