Building resilience through education

7/31/2019 Building resilience through education

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Building resiliencethrough eduction


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As the government continues its

wide-ranging review o the subjects

taught in English schools, the British

Red Cross is calling or frst aid

and humanitarian education to play

a central role in the new National

Curriculum.

First aid skills save lives and reduce

the impact o injuries, making a vital

dierence in various emergency

situations. Humanitarian educationtackles contemporary global issues

rom child soldiers to HIV, teaching

young people to understand and

respond to disaster and adversity

whether it aects them or others.

Covering these topics in the

classroom will create stronger andmore humane communities where

people are willing and able to act

when a crisis occurs.

Messages o frst aid and

humanitarian education can

be incorporated into existing

curriculum subjects.

Theres no need to burdentimetables with extra subjects. As

the table below shows, frst aid

and humanitarian education can be

included in existing core subjects,

such as science or citizenship.

By including them in lessons,

schools will also be well placed tomeet Osted requirements or health

and saety which insist that within

PE and science pupils learn about

hazards and risks, and how to

ensure the saety o themselves

and others.

How rst id nd humnitrin eductioncn t into the tionl urriculum


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Level Subject and topics in existingNational Curriculum

What relevant learning doesfrst aid and humanitarianeducation deliver?

Keystages 1

and 2Age 5-11

ScienceHazards, risk assessment and

taking action to reduce risks.

Checking an area is sae,alerting an adult and calling or

help, dealing with burns.Hygiene and shortages o oodand clean water.

Personal, social, health, andeconomic education (PSHE)and CitizenshipHealthy liestyles and keeping sae,including basic road saety andpeople who help children stay sae.

Developing good relationships andrespecting the dierences betweenpeople.

Skills, attitudes and behaviour tocope with adversity.

Keeping yoursel and otherssae, spotting hazards andcalling or help. How to treatunconscious people.

Exploring assumptions andreecting on values, respecting

and listening to others.Recognising risk anddeveloping empathy.

PEFitness and health.

Fractures, sprains and strains,how to treat unconsciousness.

Key

Stages 3and 4

Age 11-16

Science

Assessing risk and working saely inthe laboratory, feld and workplace.

The eect o diet, drugs and diseaseon health and behaviour.

Bleeding and shock, how to treat

unconsciousness and burns.Climate change, hygiene andclean water, ood and malnutrition,natural disasters, health (includingpandemics and epidemics).

PEMaking and applying decisions

Recognising hazards andcontrolling risks.

Fractures, sprains and strains,how to treat unconsciousness.

PSHERecognising and managing risk,taking responsibility or choicesand behaviour, making a positivecontribution to amilies, schools andcommunities.

As pupils explore similarities anddierences between people, anddiscuss social and moral dilemmas,

they learn to deal with challenges andaccommodate diversity in all its orms.

Pupils learn to manage new anddifcult situations positively.

Knowing when and how toget help, recognising specifcillnesses and health problemsincluding heart attacks, diabetes,asthma attacks, meningitis,epileptic seizures and choking.

Migration and its impact oncommunities. Understandingdierent points o view and

challenging the ideas o others.Decision making and takingappropriate action. Criticalthinking.


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British Red Cross

44 Moorfelds

London

EC2Y 9AL

Tel 0844 871 1111

Fax 020 7562 2000

redcross.org.uk

Published 2012

The British Red Cross Society, incorporated by Royal Charter 1908, is a

charity registered in England and Wales (220949) and Scotland (SC037738)

Cover: Alex Rumord/BRC

Level Subject and topics in existingNational Curriculum

What relevant learning doesfrst aid and humanitarianeducation deliver?

KeyStages 3

and 4Age 11-16continued

CitizenshipRights and responsibilities, duties

and reedoms and taking part indecision making. Laws, justice anddemocracy.

Playing an active role in the lieo schools, neighbourhoods,communities and wider society as ahumanitarian and global citizen.

Emotional and social issuessurrounding frst aid and

emergencies.Being a humanitarian citizen,respecting lie and human dignity.International humanitarian law,migration, conict and disasters.

Decision making and takingappropriate action. Criticalthinking.

History

The signifcance o events, peopleand developments in their historicalcontext and in the present day.

The history o international

humanitarian law, includingthe Geneva Conventions andits protections or victims oarmed conict.

GeographyQuestioning, investigation and criticalthinking about issues aecting theworld and peoples lives, now and inthe uture.

Inspiring pupils to become globalcitizens by exploring their placein the world, their values and theirresponsibilities to other people andthe planet.

The humanitarian impact oconict, migration, naturaldisasters, climate change andthe struggle to access ood andclean water all explored through

contemporary events in the UKand abroad. Critical thinking.

For inormation about the Pupil, citizen, lie-saver campaign contact

Daniel Rubio, Public Aairs Adviser on [email protected]

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Building resilience through education