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Approval Guidelines for Projects, Presentations, Resources and Materials in Yukon Schools

Yukon Education supports community agencies and departmental partners who want to enhance students’ education. The following guidelines complement the Agencies in the Schools Policy.

Guiding Principles:

1. Yukon Education will facilitate the access to presentations, projects and learning opportunities, which meet and enhance curricular objectives of Yukon schools;

2. Yukon Education will support and coordinate the use of community and agency resources that meet Yukon schools’ curricula (New grades K-12 curricula);

3. Yukon Education will ensure that the number and schedule of approvals will enhance the schools’ ability to provide curriculum objectives to students. Some requests may be rescheduled or refused for this reason;

4. Yukon Education will ensure academic instructional time is respected;5. Yukon Education will be fiscally responsible.

Guidelines:

The following guidelines will be used to review requests made by agencies and community organizations who want access to Yukon schools.

1. Agencies and organizations will fill in the attached application.2. Agencies and organizations will send the completed application form to the Project

Approval Committee ([email protected]). 3. The applications will be reviewed four times a year; August, November, February and

May.4. The application will be reviewed by Yukon Education’s Project Approval Committee.

Approved applications will be valid for 2 years.5. A written response will be provided to the applicants within 15 days of the application

being reviewed.

Approval for projects and/or presentationsSubmitted projects and/or presentations will adhere to the following categories.

Level of access

AccessGranted to

Access Granted

AdvertisingAllowed in

Funding provided

mailto:[email protected]

https://www.curriculum.gov.bc.ca/curriculum

Requested by (Please follow

levels of approval)

the schools by

A. Community Resource People

*School level Principal approval – Does not need to come to the committee unless the person is represented by an agency refer C)

B. Community Clubs/Activities for Students

n/a Display materials

n/a School information board

n/a

C. Community Agencies or other Territorial Educational Programs

School wide or classrooms

Support curricular outcomes

1st – Yukon Education2nd – Principals3rd – Teachers

Newsletters or Websites

School

D. Yukon Government Departments

School wide or classrooms

Support curricular outcomes

1st – Yukon Education2nd – Principals3rd – Teachers


Sponsoring Department

E. Out of Territory Agencies

School wide Support curricular outcomes

1st – Yukon Education2nd – Principals


Determined by Yukon Education

Date Created: December 10, 2013Date reviewed: August, 2019

Attached forms: Application Form: Projects, presentations, materials and resources in Yukon Schools for Grades K-12

Approval for Resources and/or materialsThe following will guide approval for outside resources and/or materials to be used in Yukon schools.

Support prescribed learning standards; Support Yukon Education’s values; Develop areas of literary and content knowledge appreciation, aesthetic values, and

ethical standards; Enhance students’ abilities to develop the practice of thinking critically and solving

problems in their daily lives; Representative of the many religious, ethnic, and cultural groups and their

contributions to Canada’s national heritage and to the world community; Support the varied interests, abilities, socio-economic backgrounds, learning needs,

age and maturity levels of the students; Comply with copyright legislation; Presented in an accessible and appropriate format to the content presented; Appropriate for community in which they will be used; Fair, objective, free from bias, propaganda, discrimination and gender stereotyping,

except where a teaching/learning situation requires illustrative material to develop critical thinking about specific issues;

Interesting and adaptable to the teaching/learning situation; Well-organized, good quality and worthy of use in terms of both the time and

resources involved; Reflect the comprehension level for the intended audience.



Application Form for Grades K – 12Projects, presentations, materials and resources in Yukon Schools

Application for: Projects, Presentations YESResources, Materials _____

Agency/Department: Canadian Safe Boating Council

Date of Submission: September 12th 2019

Contact Name: Stephanie Rankine

Phone Number: 289-338-5248

Email: [email protected] / [email protected]

Request initiated by: Stephanie Rankine (after speaking with Paula Thompson and Jesse Jewell)

Title of project, presentation, resource or material: Operation Life Preserver

Grade Subject Big Ideas Curricular Competencies

Content

K through 3 Physical and Health Education

Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships: Operation Life Preserver promotes the wearing of lifejackets and understanding of cold water and how a lifejacket could help survival of a cold-water immersion. The program also promotes sharing among others to help build healthy

Describe the body’s reaction to participating in physical activity in a variety of environments: In the Operation Life Preserver program, we teach of the physical effects of cold water environments on the body.

Develop and demonstrate safety, fair play and leadership in physical activities: In the Operation Life Preserver program, the students are taught of how to

Practices that promote health and well-being / including those relating to physical activity, sleep and illness prevention: Operation Life Preserver promotes the wearing of a lifejacket while boating and around the water. A lifejacket is directly related to the chance of surviving a (cold) water immersion. More than that, it also teaches the students how to take care of a lifejacket so that it will work if/when they need it to. When it comes to health and well-being on the water (whether swimming or boating), a lifejacket is an important tool that could save lives



https://curriculum.gov.bc.ca/curriculum



relationships.

Adopting healthy personal practices and safety strategies protects ourselves and others: Operation Life Preserver teaches how to make the healthy choice to wear a lifejacket when boating / near the water as a way to protect oneself from the possibility of drowning and encourages students to teach their loved ones what they learn.

properly fit and wear a lifejacket when they are participating in boating and water activities. The program develops the students’ knowledge on how to properly care for a lifejacket and then are encouraged to be leaders among their family, friends and peers when it comes to teaching about lifejackets and how to stay safe during water and boating activities.

Identify opportunities to be physically active at school, at home, and in the community: Since many families participate in boating activities that vary from hunting, fishing and for fun outside of school, Operation Life Preserver seeks to educate youth on how to boat safely. This includes learning about lifejackets and the importance of wearing one on a boat and how a lifejacket is important to keep you afloat if you fall overboard.

Identify opportunities to make choices that contribute to health

if needed.

Hazards and potentially unsafe situations / Strategies and skills to use in potentially hazardous, unsafe or abusive situations: Operation Life Preserver talks about cold water as being a potentially unsafe situation if not prepared for an accidental immersion and how to be prepared for it (ie. What happens to the body physiologically in ice cold water)



and well-being: Operation Life Preserver identifies opportunities to make choices to be prepared before going boating, this includes choosing to wear a lifejacket when boating as part of health and well-being.

Identify and describe a variety of unsafe and/or uncomfortable situations//Describe ways to prevent and respond to a variety of unsafe and or uncomfortable situations: Operation Life Preserver discusses the risks of a cold-water immersion and how a lifejacket works to keep people afloat if they fall in, an action which could save a life.

Identify caring behaviours among classmates and within families: Operation Life Preserver promotes spreading the word to friends and family about boating safety, the effects of cold water and the importance of not just carrying in the boat, but wearing a lifejacket.



Identify personal skills, interests and preferences / and describe how they influence self-identity: Operation Life Preserver teaches of how to wear a lifejacket and how to take care of one. This can be a skill adopted by the students that will influence a self-identity of being safe on the water.

Identify and explain factors that contribute to positive experiences in different physical activities: Operation Life Preserver identifies how to stay safe in an accidental cold-water immersion and this safety culture around boating can create a positive experience on the water.

4 through 7 Physical and Health Education

Personal choices and social and environmental factors influence our health and well-being: Operation Life Preserver encourages lifejacket wear as a personal choice and encourages the promotion of this to friends and

Develop and demonstrate safety, fair play and leadership in physical activities: Operation Life Preserver encourages students to develop their knowledge with respect to cold water and the importance of wearing a lifejacket. It also demonstrates how to build a re-

Strategies and skills to use in potentially hazardous, unsafe or abusive situations, including identifying common lures or tricks used by potential abusers: Operation Life Preserver talks about cold water as being a potentially unsafe / hazardous situation if not prepared for an accidental immersion and how to be prepared for it (ie. What



family. The wearing of a lifejacket can be encouraged when it comes to various environmental factors (cold water, for example).

Healthy choices influence our physical, emotional and mental well-being: Wearing a lifejacket is a healthy choice that allows for physical and emotional well-being when it comes to boating. Preparing for a boating trip / leaving a trip plan is also a healthy choice to ensure individual / group safety. This also includes the making of a simple rope ladder that can be used to get back into a boat. All are healthy choices that will give peace of mind when it comes to a boating emergency.

boarding device using a simple rope as a way to get back into a boat if they find themselves overboard. This program demonstrates water and boating safety.

Identify and describe strategies for avoiding and / or responding to potentially unsafe, abusive or exploitive situations: Operation Life Preserver identifies how to prevent/avoid drowning when it comes to a cold-water immersion. It outlines strategies to be prepared for a cold-water immersion, its effects on the body and how to respond to an unsafe situation in the water.

Describe the impacts of personal choices on health and well-being: Choosing to wear a lifejacket is a personal choice that would have positive impacts if that person finds themselves in the water. In turn, this will have a positive impact on the health and well-being of the person wearing the lifejacket.

happens to the body physiologically in ice cold water). The program educates students on the body’s response to cold water, how to survive a cold-water immersion and how to stay warm in the water if they can’t get themselves back in the boat.

Basic principles for responding to emergencies: Operation Life Preserver teaches how to use a whistle in an emergency. It also teaches how to stay warm in the HELP or HUDDLE position if a boat isn’t nearby to climb back into and how to build a simple rope ladder to use as a re-boarding device.



Explore strategies for promoting the health and well-being of the school and community: Operation Life Preserver encourages students to share the knowledge they learn about lifejackets, cold-water, how to make a simple rope ladder to get back into the boat and what to include in a trip plan that gets left with a responsible person on shore.

Identify and apply strategies to pursue personal healthy-living goals: Since many people boat, choosing to do so safely is a personal healthy living goal and Operation Life Preserver prepares students on how to do so (ie. how to properly fit a lifejacket)

8 through 12

Physical and Health Education (gr 8, 9 & 10) / Active Living (gr 11 & 12) / Outdoor Education (gr 11 &

Healthy choices influence our physical, emotional and mental well-being.

Advocating for the health and well0being of others connects us

Identify and apply strategies to pursue personal healthy-living goals.

Propose strategies for avoiding and / or responding to potentially unsafe, abusive or exploitive

Training principles (specifically the 1-10-1 Principle when it comes to an accidental cold-water immersion).

Basic principles for responding to emergencies.



12) to our community.

Healthy choices influence and are influenced by our physical, emotional and mental well-being.

Safety and injury prevention practices allow lifelong participation in physical activities.

Participating safely in outdoor activities requires communication, teamwork, and collaboration.

Participation in outdoor activities allows for the development of leadership skills that can be applied in a variety of contexts and environments.

situations: Operation Life Preserver identifies how to prevent/avoid drowning when it comes to a cold-water immersion. It outlines strategies to be prepared for a cold water immersion, its effects on the body and how to respond to an unsafe situation in the water.

Create strategies for promoting the health and well-being of the school and community.

Develop and demonstrate safety, fair play and leadership in physical activities.

Propose healthy choices that support lifelong health and well-being.

Identify and apply strategies to pursue personal healthy-living goals.

Explain how developing competencies in physical activities can increased confidence and encourage lifelong participation in those activities.

Potential short- and long-term consequences of health decisions.

Injury prevention and management (specifically safe use of equipment, ie. a lifejacket and a re-boarding device for any boat using 14’ of rope).

Outdoor activity knowledge and skills.

Environmental conditions.

First aid skills and strategies for responding to emergencies.

Communication in emergency situations, including communication with emergency and rescue services.

Maintenance, use and care of equipment for outdoor activities.

Group management and leadership skills.



Explain how the use of proper techniques prevents injury.

Develop and demonstrate skills needed to plan, organize and safely participate in recreational events and other preferred physical activities.

Explain how proper technique and use of equipment reduces the chance of injury.

Demonstrate safe and appropriate participation in physical activities.

Develop and demonstrate a variety of skills for outdoor activities.

Demonstrate appropriate responses to emergency situations during outdoor activities.

Demonstrate responsibility for personal safety and the safety of others.

Anticipate, assess and manage risks during different types of outdoor activities.



Explain how developing competence in outdoor activities can increase confidence and encourage lifelong participation.

How will this presentation, project, resource or material enhance Yukon schools? This presentation will enhance Yukon schools by giving the students the knowledge necessary to be prepared before going boating, which will help them have a safer time on the water (when they are away from school), whether it be for hunting, fishing or recreation.

By teaching the youth / students the importance of wearing a lifejacket, providing knowledge on how to deal with an accidental cold-water immersion, including how to make a re-boarding device to attach to their boats and the importance of a trip plan (telling a responsible person where you are going and when you expect to be back), they will be better equipped with the knowledge needed to help build a stronger culture of safety and self-sufficiency in and around the water.

In addition, students who receive the Operation Life Preserver education in the school will then be able to pass this very important, lifesaving information on to their peers, family member and elders in the community, therefore, by extension, will become boating safety ambassadors in the community.

As part of Operation Life Preserver, there are lifejackets available for distribution to support the education program as well as enhance Lifejacket Owner Program among youth in communities. These lifejackets are to be distributed after school, so not to interfere with or interrupt the student’s learning through the day, and a parent or guardian must be present for each child who needs a lifejacket to receive one. This serves a dual purpose: 1) to ensure that the parent / guardian is aware that their child(ren) have received a lifejacket, and 2) it provides an opportunity to discuss with the parents about how to best care for and properly maintain a lifejacket and to teach them how a lifejacket should fit their child and, by extension, themselves.

There could also be an opportunity for older students, perhaps in a leadership role/class, to deliver the Operation Life Preserver presentation to younger classes. This would enhance Yukon school’s leadership programs and/or give older students the opportunity to practice their leadership skills.

*It is important to note here that the presentations can be given grade by grade in their own classroom, in an assembly style for each grouping (example: primary, junior, senior) or whatever works best for each school.

Additional Details of the Program:

Operation Life Preserver seeks to enhance youth knowledge about how to stay safe when out Date Created: December 10, 2013Date reviewed: August, 2019


boating. High points of the presentation include the importance of wearing a lifejacket, how to take care of a lifejacket, the risks of an accidental cold-water immersion, what to do if a fall overboard does happen and how to stay warm in the water using the HELP or HUDDLE position, the importance of being able to get out of the water and (back) into a boat by building and using a simple rope ladder and always leaving a trip plan with a responsible individual on shore before heading out.

The Operation Life Preserver presentations have been tailored for three different age groupings; Primary (kindergarten - grade 3), Junior (grade 4 - 7) and Senior (grade 8 - 12).

The primary presentation, currently available in French and English, with an opportunity to translate into additional languages if this is required / there is an interest from each community / the Yukon school board, is roughly 15 minutes in length. The topics of the primary presentation include:

- Explanation of what a lifejacket is, how it works, how it should fit, how to take care of it and encouraging friends and family (including adults) to wear one when they are boating.

- The importance of having a sound signaling whistle (including placement on the lifejacket), how it works and when you should use it.

- A brief overview of the risks of accidental cold-water immersion, including what you should do if you fall overboard and how to keep warm in the water using the HELP or Huddle position.

The presentation concludes with a review of the material presented and comes complete with videos detailing a lifejacket fitting, demo of a whistle being used by a teen in the water, the HELP position, and the Huddle position. There is also an opportunity for a hands-on demo with fitting a child out for a lifejacket so the students can see how a lifejacket should fit.

The Junior presentation is roughly 20 minutes in length, adding on to the Primary presentation and is also available in English and French, with an opportunity to translate into additional languages if required / there is an interest. In addition to the above topics covered in the Primary presentation, the Junior presentation includes:

- The importance of having a sound signaling whistle (including placement on the lifejacket), how it works and when you should use it

- A brief overview of the risks of accidental cold-water immersion, including what you should do if you fall overboard and how to keep warm in the water using the HELP or Huddle position, there is an expansion about the effects of cold water. This includes a video demonstrating the initial cold shock caused by cold water immersion, information on the physiological effects of cold water on the body over time and the importance of wearing a lifejacket to reduce the risks.

- Instructions and a video on how to make a simple rope re-boarding device to facilitate getting back in the boat.

- Information about leaving a trip plan, its contents and who to leave it with before heading out on the water and the importance of letting that same person know when you’ve returned.

The presentation wraps up with a review on what was taught and, like the Primary, includes demonstration videos on the above topics.

The Senior presentation (which can also be used for adults if ever needed), in French and English, builds on the previous presentation and is roughly 30 minutes in length. It covers the same topics as



the Junior presentation, just in more depth. This presentation expands on the lifejacket topic by explaining the critical difference between a Personal Floatation Device (PFD) and a lifejacket. A more comprehensive accidental cold-water immersion presentation expands on the 3 distinct stages of a cold-water immersion (called the 1-10-1 Principle) that includes videos to support the information. The re-boarding device (which, as mentioned is a simple rope ladder that is effective and imperative when it comes to self-rescue) is expanded on, complete with two videos to support how it works and why it is important to have attached to your boat at all times. The Senior presentation concludes with outlining the importance of a trip plan and what it should include, as well as a recap on what the students have learned. There is an emphasis put on the seniors being at an age where they are role models for their younger siblings and family members and how to set the precedence of wearing a lifejacket and encouraging each person onboard the boat to wear one, whether they are sharing a boat or out on their own boat.

Operation Life Preserver seeks to enhance students’ knowledge on how to stay safe when out boating, how to be prepared for an accidental cold-water immersion and how to self-rescue. Please list and attach any professional review of this work. All three presentations have been reviewed by: Professor Gordon Giesbrecht; Professor of Thermophysiology at the University of Manitoba, various Canadian Rangers (of all ranks including Commanding Officers, Training Officers and Sergeant Majors of many patrol groups across Canada), Royal Canadian Mounted Police members, community Search and Rescue volunteers, regional police forces such as Kativik Regional Police Force, Coast Guard Auxiliary, Nunavik principals, vice principals, and center directors.

Any additional information that you would like to supply should be provided on separate pages.

Forward application to the Project Approval Committee: [email protected]

Department Resource Committee Review Date: _____________________

Approved: Yes _____ No _____

Reasons if application is declined:

Approved for:

Restrictions, if any:




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