ࡱ> ~}U@ bjbj 3@;X X X 8 d ,SP,!~"("""- 8$;$Rd<=--<=<="" X@X@X@<=d""X@<=X@$X@|@ko" ! P<X =pHm*#0SrmjY>YTooY^t` X@<=<=<= ?dKeeping Ourselves Safe Years 1113 Focus area 3 This section of the KOS programme contains one of the following focus areas for students at years 1113 (ages 1517): Is that legal? Wrongdoing or moral dilemma? Anger and violence Violence and the media Note: Research suggests that an effective KOS programme should include learning experiences from each of the focus areas. Focus area 3: Anger and violence Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc382319118" Focus area 3: Anger and violence  PAGEREF _Toc382319118 \h 2  HYPERLINK \l "_Toc382319119" Notes for the teacher  PAGEREF _Toc382319119 \h 2  HYPERLINK \l "_Toc382319120" Curriculum links  PAGEREF _Toc382319120 \h 2  HYPERLINK \l "_Toc382319121" Resources  PAGEREF _Toc382319121 \h 2  HYPERLINK \l "_Toc382319122" Learning intention  PAGEREF _Toc382319122 \h 2  HYPERLINK \l "_Toc382319123" Activities  PAGEREF _Toc382319123 \h 3  HYPERLINK \l "_Toc382319124" Instances of violence  PAGEREF _Toc382319124 \h 3  HYPERLINK \l "_Toc382319125" Video  PAGEREF _Toc382319125 \h 3  HYPERLINK \l "_Toc382319126" Optional activity  PAGEREF _Toc382319126 \h 3  HYPERLINK \l "_Toc382319127" Learning journal  PAGEREF _Toc382319127 \h 4  Focus area 3: Anger and violence Notes for the teacher Ensure that safety guidelines are in place. All school staff (not just the teachers concerned) must know what to do if a student discloses abuse to them during or after Keeping Ourselves Safe. Parents should also be made aware of what to do. See the Child Protection Guidelines available on the School Portal. Curriculum links Key Competencies: Managing self; Relating to others; Participating and contributing Learning area: Levels 67 Health and Physical Education Strand A: Safety Management; Strand C: Identity, sensitivity and respect; Strand D: Rights, responsibilities, and laws Key area of learning: Mental health: Knowledge, understanding and skills to recognise situations of abuse and harassment Underlying concepts: Well-being, Hauora (all aspects) how violence can affect social, mental, emotional and physical well-being Health promotion helping to develop supportive policies and practices to ensure the physical and emotional safety of all members of the school community Socio-ecological perspective identifying factors that perpetuate violence Attitudes and values care and concern for people in their community Resources Students learning journals Video: Silent All These Years (available from your School Community Officer) Learning intention At the end of this focus area students will be able to describe factors that perpetuate violence in New Zealand society. Activities Instances of violence Divide students into seven groups. Each group searches for an online article related to violence. The students discuss the following questions and prepare a summary to feed back to the class. Questions What violence has occurred? Who initiated the violence; who is the perpetrator? Who are the victims? Why has the violence occurred? What are the gains and losses in this situation at an individual, interpersonal and societal level? Why is the violence allowed to occur? Was there a resolution to the situation? Was this resolution satisfactory? After all groups have reported back, ask: Why do people use violence? Is there a stereotype of violence in New Zealand? If yes, who perpetrates violence and who are the victims? What initiatives are happening locally, nationally and internationally to reduce violence and abuse? Video Ensure you have previewed this video Silent All These Years. Note that it is now a very old video, but it is appropriate. Show the video Silent All These Years to the students. Ask: What violence has occurred? Who initiated the violence; who is the perpetrator? Who are the victims? Why has the violence occurred? What are the gains and losses in this situation at an individual, interpersonal and societal level? Why is the violence allowed to occur? Was there a resolution to the situation? Was this resolution satisfactory? Optional activity Have students investigate types of violence that occur at school and advocate for action to reduce or eliminate the violence. Learning journal Ask students to find one article depicting violence in a local newspaper and answer the following questions: What violence has occurred? Who initiated the violence; who is the perpetrator? Who are the victims? Why has the violence occurred? What are the gains and losses in this situation at an individual, interpersonal and societal level? Why is the violence allowed to occur? Was there a resolution to the situation? 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