Disaster Risk Reduction in School Curricula: Case Studies ... - Unicef

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Section 10.
Case 4:
The Case Studies
Russian Federation
resources available for use in classes by teachers in Basics
of Life Security, and also in other subject matters:
Green Home: 25 hours at primary level focusing on ecology
and the need to protect the environment in order to protect
oneself and one’s family
Nature and People: 20 hours focusing on the interaction
between people and nature.
The World Surrounding Us: 25 hours focusing on the
dynamics of nature.
World and Human Beings: 25 hours focusing on how human
settlements are organised and how nature can have an
impact on them.
The journal Basics of Life Security 25 (see below) offering
professional guidance to teachers also contains materials for
using with students in class. In addition, there a series of learning
cartoons for children available in Russia concerning Basics of Life
Security and covering natural hazards that teachers are encouraged
to show in class and/or engage parents in showing them
to children at home:
‘Lessons of the Aunt Owl’: Lessons of Prudence,
ABC on the Road, Lessons of Nature 26
A further series of learning cartoons produced by the
Ministry of Emergency of the Russian Federation,
‘Spasik and his friends’
These series cover the following topics and issues: rules of
conduct (behaviour) in the town, rules of conduct during fire,
rules of conduct for household activities, rules of conduct in
nature, household appliances, sharp objects, underground
places and wells, altitude, reservoirs, medications, strangers,
electricity, hot objects, stray animals, fire, microbes (Ibid).
Teachers of Basics of Life Security are also encouraged to use
diverse pedagogical approaches in their courses:
Introductory presentational overviews on the principles
Semi-directed internet searches by the children themselves
to make sense of the legal infrastructure in Russia concerning
DRR and of institutional support they can get from
governmental, regional, and local structures in times
of emergencies, and the rules of behaviours in different
types of emergencies, followed by class discussions.
Video games, board games and role games for engaging the
child and placing him/her in surrogate experience situations.
Class and home-based exercises aimed at assessing and
researching risks, followed by consultations with the
teacher, members of the family, and with external participants
e.g., officials or retirees from the Ministry of Emergency)
on the results obtained by the children
Focus group discussions after viewing of cartoons, videos,
or photos.
Organisation of class events of advocacy to the community
during the “Federal day of child protection”
Excursions to places of potential danger to see the reality
on the ground and undertake local assessments
Participation in the Federal competition “The most secure
school”
Organisation of exhibitions of artistic works done by the
children on the thematic of DRR
(Ministry of Education of the Russian Federation,
Federal Institute for Development of Education, 2007).
25
http://school-obz.org/
26
These series are part of the educational-entertaining online club for children
and parents “U Tetyshki Sovy” http://www.usovi.com.ua/
Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries