Resource+2

__**Resource 2 - Online Video**__ media type="youtube" key="HF7OLNDnJiA?rel=0" height="360" width="480" align="center"

 To introduce students to learning, the use of multimodal texts such as online videos, engage students in the lesson concept and identify the purpose of learning. The short YouTube video seen above was used to draw in student focus and identify the lesson topic in a simplistic and visual manner. The resource itself is a thirty second video identifying the three emergency services; police, ambulance and fire and the Australian contact number for these emergency services. Students should already be aware of such emergency services however, it is a good starting point for the teacher to establish student’s previous knowledge and experiences in emergencies. The rationale for the use of this resource and the overall lesson concept is stemmed from research highlighting that children are just like any other adult in the sense that they spend a large proportion of their day around other human beings, thus emergencies such as individual injuries and health problems, witnessing of crimes and fires are likely to occur. As a result, it is recognised that students need to be equipped with the knowledge to approach such situations and contact emergency services if necessary. (Robert, 2005, p. 738) Therefore the resource has been implemented to spark student knowledge on emergency services, what they do and also acts as a starting point for students to refer back to in their development of written emergency procedures in which themselves, their peers and their local community could follow.  This resource not only relates to the literacy syllabus by highlighting students abilities to distinguish the purpose of the text through their audience skills (Board of Studies, 1998, p. 25) but also highlights the importance of the PDHPE syllabus content strand of safe living asking students to identify “individuals and services in the community that help protect their well-being.” (Board of Studies, 1999, p. 64) Both KLA’s are thoroughly incorporated not only in this resource but throughout the lesson, and thus enabling students to use their literacy abilities to engage in learning the confronting and factual content of the PDHPE syllabus.  The aspects of literacy explored in this text come from the visual and oral grammar highlighting factual evidence and information about emergencies. Students watch and listen throughout this video to retain either previous knowledge or new knowledge about the three emergency services and how to contact them in an emergency situation. As the unit outline looks at students creating a model town, students need to be able to recognise the importance and relevance of these services not only in their model town but also in their own real-life communities.  This resource therefore acts as the basis for learning identifying student’s knowledge in emergency services and procedures. Students can use the information in this resource to refer back to in their group and individual activities to help develop their emergency procedure writing skills. By using such a resource to introduce the lesson concept, students will not only be able to identify the lesson concept but engage in learning through this simple, informational and enjoyable video.

**References:**
 * Board of Studies NSW (1998). //K-6 English Syllabus.// Sydney: Author.\
 * Board of Studies (1999). //K-6// //Personal Development, Health and Physical Education Syllabus.// Sydney: Author.
 * Robert, P. (2005) //The Preparedness of Schools to Respond to Emergencies in Children.// Retrieved September 27, 2011 from []

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