ࡱ> ~}U@ ^'bjbj 3R#:  .0.0.08f0t04 Wk|12L3(t3t3t30>F|VI@jjjjjjj$rR%ubj- J0>0>JJj t3t3 kMMMJ t3 t3jMJjMM0MY [t31 0q.0~KZj'k0WkZuLu([ [pu *` MJJJjj /Ld /Keeping Ourselves Safe Years 910 Focus area 1 This section of the KOS programme contains one of the following focus areas for students at years 910 (ages 1314): Identifying abuse Recognising and avoiding risk Knowing what to do Getting help Safety in cyberspace Anger and violence Breaking the silence about family violence What I think, what you think Note: Research suggests that an effective KOS programme should include learning experiences from each of the focus areas. Focus area 1: Identifying abuse Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc376638297" Focus area 1: Identifying abuse  PAGEREF _Toc376638297 \h 2  HYPERLINK \l "_Toc376638298" Explanation  PAGEREF _Toc376638298 \h 2  HYPERLINK \l "_Toc376638299" Notes for the teacher  PAGEREF _Toc376638299 \h 2  HYPERLINK \l "_Toc376638300" Curriculum links  PAGEREF _Toc376638300 \h 2  HYPERLINK \l "_Toc376638301" Resources  PAGEREF _Toc376638301 \h 2  HYPERLINK \l "_Toc376638302" Learning intention  PAGEREF _Toc376638302 \h 2  HYPERLINK \l "_Toc376638303" Activities  PAGEREF _Toc376638303 \h 3  HYPERLINK \l "_Toc376638304" Warm-up activity  PAGEREF _Toc376638304 \h 3  HYPERLINK \l "_Toc376638305" Defining abuse and sexual harassment  PAGEREF _Toc376638305 \h 3  HYPERLINK \l "_Toc376638306" Types of abuse and sexual harassment  PAGEREF _Toc376638306 \h 3  HYPERLINK \l "_Toc376638307" Is it abuse?  PAGEREF _Toc376638307 \h 3  HYPERLINK \l "_Toc376638308" Learning journal  PAGEREF _Toc376638308 \h 4  HYPERLINK \l "_Toc376638309" Optional activity  PAGEREF _Toc376638309 \h 4  HYPERLINK \l "_Toc376638310" Copysheet: Types of Abuse  PAGEREF _Toc376638310 \h 5  HYPERLINK \l "_Toc376638311" Copysheet: Definitions of Abuse and Sexual Harassment  PAGEREF _Toc376638311 \h 6  Focus area 1: Identifying abuse 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 areas: Level 4 Health and Physical Education Strand A: Safety management; Strand C: Identity, sensitivity and respect; Interpersonal skills Underlying concepts: Well-being, Hauora (especially taha hinengaro and taha whnau)  expressing feelings about abuse and harassment Attitudes and values  describing why abuse is unacceptable Resources Copysheet: Types of Abuse Copysheet: Definitions of Abuse and Sexual Harassment Large sheets of paper Felt pens Learning intention At the end of this focus area students will be able to identify what constitutes abuse and who potential abusers might be. Activities Warm-up activity Ask students to think of one thing that can make young people their age feel unsafe for example, getting in a car with a drunk driver, being home alone at night. Ask one student to give their example and find a place to stand (choose a confident student). Now ask all other students in turn. If they give the same example as a person already standing, they go and join this person. If they give a new example, they stand on their own. At the end it will be obvious which things are regarded as the biggest safety issues, by the numbers of people in each group. Explain that they are beginning work on Keeping Ourselves Safe, which will help them to keep safe from abuse. Defining abuse and sexual harassment Divide students into groups of three or four, and provide them with paper and pens. Ask them to brainstorm all the things that they think constitute abuse and sexual harassment, for example burning a child with a cigarette, or telling crude sexual jokes. Types of abuse and sexual harassment Place large sheets of paper around the room, each with one of the following headings, taken from Copysheet: Types of Abuse: Physical abuse Emotional abuse Sexual abuse Neglect Sexual harassment Each group goes to each piece of paper in turn and records on it any examples of that type of abuse or sexual harassment that their group came up with in the brainstorm. Is it abuse? Put all the sheets together at the front of the room. Work with the students to decide if all the examples given are in fact abuse, and if they are in the right place. If some types of abuse dont have many examples, the class, or teacher, could add some. Either work with the class to come up with a definition of abuse or students, in groups, come up with a definition of abuse. Show the class the definitions of abuse and sexual harassment taken from Copysheet: Definitions of Abuse and Sexual Harassment. Learning journal Put the following statements on the board. Students can discuss them in pairs and then each student writes the completed statements in their journal. Abuse is __________________________________ and it must be stopped. Abuse is ______________________ the victims fault. Victims can be any of the following: _______________________ , ________________________ , _____________________________ , ______________________ , ________________________ , _____________________________ ,_______________________ , ________________________. Offenders can be __________________________ . Nobody __________________________ to be abused. Answers Abuse is wrong and must be stopped. Abuse is never the victims fault. Victims can be any of the following: boys, girls, babies, adults, men, women, anyone. Offenders can be anyone. Nobody deserves to be abused. Optional activity Each student tells an adult they trust about what they have learnt today about abuse and sexual harassment. This could be someone at home, a teacher, a sports coach or similar person. Copysheet: Types of Abuse Physical abuse Emotional abuse Sexual abuse Neglect Sexual harassment Copysheet: Definitions of Abuse and Sexual Harassment A definition of abuse This definition has been adapted from the Family Violence Protection Coordinating Committee Kaupapa on family violence. Abuse is anything that one person does to another that damages a person physically, emotionally, mentally or sexually. It includes threatening or frightening a person, depriving them of love or affection, depriving them of food, shelter, or clothing, attacking or hurting them with or without a weapon, and misusing them sexually. Abuse can be done to anyone, regardless of their age, race or social standing, and affects quite a number of people in our community. Abuse continues because it is supported by the power that some people, groups of people, or institutions have over others. Such abuse includes violence that occurs within a family, abuse against children and young people, rape of women by people they know and incest. A definition of sexual harassment Sexual harassment is a form of discrimination. It refers to a kind of behaviour that may be personally offensive and that may affect morale and the way an employee or student carries out their work. It includes requests for sex; sex-oriented jibes or verbal abuse; offensive gestures or comments; and unwanted and deliberate physical contact. It may occur between employer and employee, co-workers, teacher and students, and student and student.     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