Recommended Audio Visual Resources 426 Recommended Literature 435
Recommended Web Site Listings 436 Health & Safety Quiz ~ Answers 441
Health & Safety Quiz (student copy) 446
Overhead Transparencies 451
All about WorkSafeNB 461
Acknowledgements The strength of this resource lies in the on-going support received from the staff at the New Brunswick Department of Education. Without their contribution, as well as that from school districts, principals, and a substantial contribution from teachers, this document would not have been possible. A special thanks to the following people who contributed to the development of this resource: Department of Education:
Workplace Health, Safety and Compensation Commission of New Brunswick
Development work: 1998 to 2000
Implementation: Fall 2000
Vision Statement for Health and Safety Education The vision of this document is to instil and shape a belief, attitude and awareness that health and safety is an integral responsibility of everyone’s life.
Health & Safety Teacher Advisory Committee, April 1999
Rationale for Health and Safety Education The following statistics substantiate the need for occupational health and safety education of our future workforce, as well as the need to develop the skills for making healthy and safe decisions in daily activity.
In Canada, (HRD Canada, 1998)
three people will lose their life each working day as a result of work injuries;
a worker is injured on the job every nine seconds of work time;
16 billion days of work were lost in 1995;
the annual cost of work accidents to Canadian economy is $10 billion;
for every minute of work, $82,500 is spent in compensation to injured workers and their families.
In New Brunswick,
there is one fatality every three weeks in the workplace;
there are on average 15,000 work injuries every year, which adds up to two injuries every hour;
those injuries represent $1,600 per minute in workers’ compensation costs, which represents an annual cost to the New Brunswick economy of $200 million.
The following paragraphs are quoted from the Federal, Provincial and Territorial Advisory Committee on Population Health, Toward a HealthyFuture, Second Report on the Health of Canadians, 1999:
“Unintentional injuries are still the leading cause of death among children and youth, as well as a tragic and costly cause of disabling conditions among young Canadians. Boys and young men experience more unintentional injuries and more severe injuries than girls and young women.” (p. ix)
“Unintentional injuries are the third most important cause of death overall, accounting for 8,663 deaths (29 per 100,000 population) in 1996. However, they remain the leading cause of death among Canadians age 1 to 44, and as such are a major contributor to potential years of life lost. Although many sources persist in referring to such events as “accidents,” it is estimated that 90% of deaths due to unintentional injuries are preventable.” (p. 23)
“Educational attainment... is positively associated with health status and health behaviours.” (p. 51)
Full text of Toward a Healthy Future, Second Report on the Health of Canadians located on web site http://www.hc-sc.gc.ca ;
The Statistical Report located on web site http://www.statcan.ca and http://www.cihi.ca
Workplace health and safety is a shared responsibility.
Resource OverviewHealth and Safety Topics to Discover ~ The activities contained within Choices for Life encompass a wide variety of content related to health and safety. Up until the middle school years, the focus of the activities is on the school as the workplace and safety being a part of daily decision making. Students will begin to explore career choices with a strong focus on hazard recognition in daily activity. Once at the middle and high school levels, the activities explore the roles and responsibilities of individuals in daily decisions, be it at home or school, in social settings or the workplace. The activities continue to reinforce the recognition of high risk behaviours, hazards and means of reducing risk of injury.
As students progress from one grade level to the next, it is important that they make the connection between keeping safe and the decisions they make on a regular basis. For example, should you mow the lawn in your sandals? Should you run in the halls at school? Should you wear your hard hat on the job?
The activities have been developed to promote cross curricular use. Teachers are encouraged to make adaptations to better meet unique needs within each classroom. By using activities within Choices for Life students will be actively engaged in learning life-long safety skills.
Sensitivity factor ~ When discussing accidents or examples of people who have been injured or have died due to an accident or unsafe decision, caution and sensitivity should always be shown. The heart symbol () is used throughout Choices for Life to identify activities that may require additional sensitivity in delivery.
No one should be injured, suffer an illness or die as a result of the work they do.
How to read the activities
All activities within Choices for Life are structured in the following manner:
1- Activity code: each activity is identified by a letter (represents the section) and a number (represents its location within the section). For example, Activity C3 identifies the 3rd activity within section C.
2- Grade level: