(a) |
Evaluate and respond to a variety of sources of, and information about, safety in the community. |
(b) |
Use the appropriate language with which to talk about comprehensive health approaches to safety (e.g., determinants of health, environments). |
(c) |
Investigate internal and external signals of danger in familiar and unfamiliar situations in the community. |
(d) |
Assess and communicate effective strategies to respond to signals of danger in familiar and unfamiliar situations. |
(e) |
Examine situations when personal safety may be in jeopardy. |
(f) |
Examine safe/unsafe practices in the community that endanger/enhance the well-being of young people and analyze why these practices occur. |
(g) |
Investigate the safety promotions/strategies in the community. |
(h) |
Investigate examples of comprehensive safety approaches. |
(i) |
Assess how assertiveness skills (see Grade 7) can help to protect self, others, and the environment. |
(j) |
Examine how unsafe situations affect the physical, mental, emotional, and spiritual well-being of self and others. |
(k) |
Explore how safe environments support the building of a sense of self and connections to others. |
(l) |
Analyze safety promotions/strategies that involve multiple partners, environments, and supports. |
(m) |
Determine the overlap/alignment of the safety approaches in the community. |
(n) |
Propose how existing community safety promotions/strategies could be more comprehensive. |
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