ࡱ> TVSe bjbj:: 7FXme\Xme\y/ 8,T't["}}}d4&&&&&&&$)~,&777&}}H' 7}}& 7& V'&@&} G jg& &$'0T's& -w F-&-&@77 77777&& 777T'7777-777777777 S: Keeping Ourselves Safe Years 910 Focus area 8 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 8: What I think, what you think Contents  TOC \h \u \z   HYPERLINK \l "_3znysh7" \h Focus area 8: What I think, what you think 2  HYPERLINK \l "_lnxbz9" \h Explanation 2  HYPERLINK \l "_2et92p0" \h Notes for the teacher 2  HYPERLINK \l "_tyjcwt" \h Curriculum links 2  HYPERLINK \l "_1t3h5sf" \h Resources 2  HYPERLINK \l "_2s8eyo1" \h Learning intentions 2  HYPERLINK \l "_17dp8vu" \h Activities 3  HYPERLINK \l "_3rdcrjn" \h Learning journal 3  HYPERLINK \l "_26in1rg" \h Copysheet: What I Think, What You Think 4 Focus area 8: What I think, what you think 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  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/information-and-guidelines/child-protection" Child Protection Guidelines available on the School Portal. Debrief at the end of the activity. Feedback from the photo interpretation activity will need to be handled with care to ensure that stereotyped viewpoints are not reinforced. Ensure that the conclusions link back to the learning intentions. Curriculum links Key Competencies: Managing self; Relating to others Learning areas: Levels 45 Health and Physical Education Strand A: Personal growth and development, Strand C: Interpersonal skills; Identity, sensitivity and respect, Strand D: Rights, responsibilities, and laws Underlying concepts: Well-being, Hauora (all aspects) understanding gender differences Attitudes and values understanding the attitudes and views of others Resources Photopack: What I Think, What You Think (available from your School Community Officer) Copysheet: What I Think, What You Think Learning intentions At the end of this focus area students will be able to: explain that males and females may interpret the behaviour of others differently explain how these different views may affect personal safety Activities Divide the class into groups. Keep groups quite small (see the Notes for the Teacher). Give each group one of the photos. Ask them to discuss the photo, and complete the relevant section on Copysheet: What I Think, What You Think. The groups then rotate the photos and repeat the exercise. Continue until all groups have seen all photos. Ask each group to combine with another group. They share their interpretation of each photo and together they highlight any differences in viewpoints. They record these at the bottom of the copysheet. Bring the class back as a whole group. Ask groups to share the differences in viewpoints that they came up with. Record these on the board. Ask: Why do you think people have different viewpoints? Examples: sex, gender identity, ethnicity, age, socio-economic status, religion, values, ability. Why might this lead to misunderstandings in relationships? How could these misunderstandings be overcome? Learning journal Students complete the following question in their journal. What are the main differences you notice between what people think? 1. 2. 3. 4. 5. Copysheet: What I Think, What You Think Photo number/ description What do you think the people in the photo are like?How do you feel about them?1234567891011 Main differences in viewpoints 1. 2. 3.     Unit 1: Standing Up For Myself Keeping Ourselves Safe Programme Keeping Ourselves Safe (April 2018) Developed by ٴ Years 910  PAGE Focus area 1: Keeping one step ahead Focus area 8: What I think, what you think PAGE1 ./   G H d e j    " # $ % A B n o p q     ! " - . / 0 L M b c d e hyWjhyWUjhU hhR5 h5hhRhV/  H e  $ p  r#Pd1$= xx$d%d&d'd-D1$M NOPQ]^ & F & Fx xx1$p  / d 9 O 4G3w  & Fx xx1$ & F xx1$ r#P r#P^ 8 9 N O  K L 34%34FGV23vw +GH[\"#./|hhRCJaJ hhR5hCJaJ h5 h[hhRjhyW0JUh[h0JhyWjhyWUh[h6 h[hhhhRjhU< H\#/Js*n exx^e q891$^8`9 q;1$^`;gdF q6;1$^6`;gdF q891$^8`9 & Fx xx1$|}IJs)*`fmnpqstvwyz|}~"#'(,-1ӻ׫h~bhhR5OJPJQJ^Jh~bh5OJPJQJ^J'h;h5CJ OJPJQJ^JaJ h;hhhRh[hF6 h[hhRh[h5 h[h h[h;=nqtwz} PP$1$Ifgd~bl  exx^e eM88($Ifgd~bl d($Ifgd~bl kd$$IfsFA!0 0?ABCGHpqr⾮⮾,h~bCJOJPJQJ^JaJmHnHu*hhRCJOJPJQJ^JaJhCJOJPJQJ^JaJ'jhCJOJPJQJU^JaJjXhyWUh:.h*hyWjhyWU hhR5 h5hhRh45689:eM88($Ifgd~bl d($Ifgd~bl kd$$IfsFA!0 0?eM88($Ifgd~bl d($Ifgd~bl kd$$IfsFA!0 0@ABqr H|#$dN B# n# n#hhRhyWhhRCJOJPJQJ^JaJ*jhCJOJPJQJU^JaJ*50P. A!"#$% Dp$$Ifx!vh#v#v#v0 :V s06666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@$OJPJQJ^J_HmH nHsH tH` NormalW$d%d&d'd(dNOPQR%B*CJ_HaJmH nHphsH tH`@` Heading 1$xz#@&5CJ OJPJQJ^JaJ `@` Heading 2$h@&$5B*CJOJPJQJ^JaJphYYY`` Heading 3$xe@&5CJOJPJQJ^JaJPP Heading 4$x@&^h` 5CJaJHH Heading 5 <@&56CJaJ>> Heading 6 <@&5DA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List :>@: Title a$ 5CJ0aJ0^J^ Subtitle$$hP$6B*CJ0OJPJQJ^JaJ0phfff2o2 :V4 s44<"< 0 Comment TextCJaJB/1B 0Comment Text CharCJaJB' AB 0Comment ReferenceCJaJHRH 0 Balloon TextCJOJQJ^JaJN/aN 0Balloon Text CharCJOJQJ^JaJ4r4 :.0Header B#.. :.0 Header Char4 4 :.0Footer B#.. :.0 Footer Char6U`6 ;0 Hyperlink >*B*phPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V'}ʅ$I1Ê9cY<;*v7'aE\h>=,*8;*4?±ԉoAߤ>82*<")QHxK |]Zz)ӁMSm@\&>!7;ɱʋ3װ1OC5VD Xa?p S4[NS28;Y[꫙,T1|n;+/ʕj\\,E:! t4.T̡ e1 }; [z^pl@ok0e g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?q NK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi `cm2iU|Y+ ި [[vxrNE3pmR =Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3Ft GɄ-!y"ӉV . `עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-! ѐ'+ theme/theme/_rels/themeManager.xml.relsPK]& $F N...1 |1 "p n!&+05:?EKy !"$Anp!-/Lbd  K XXXXXXXXX̕X$)+1!!T # @H 0(  0(  B S  ? _gjdgxs_30j0zll_1fob9te_3znysh7_2et92p0_tyjcwt_3dy6vkm_1t3h5sf_4d34og8_2s8eyo1_17dp8vu_3rdcrjn 93H #   93H # GP   ) ? H ~y{|~  4<y{|~3  Gxy66[PE 4KެjT^T`OJPJQJ^J%^`^`^`^`^`^`^`^`h^h`.8^8`.L^`L. ^ `. ^ `.xL^x`L.H^H`.^`.L^`L.^`.^`^`^`^`^`^`^`^`[PE4K :.hRyW~b-i;[F*y{@ @Unknown G.Cx Times New Roman5Symbol3. *Cx ArialeHelvetica NeueTimes New Roman7.@Calibri7Georgia9. . Segoe UIkNoto Sans SymbolsTimes New RomanA$BCambria Math"1hddO* O* !0rrBHP $PhR2!xxm HERMANS, Roland (Roly)HERMANS, Roland (Roly)   Oh+'08 px    (0HERMANS, Roland (Roly)NormalHERMANS, Roland (Roly)2Microsoft Office Word@@%@%O* ՜.+,D՜.+,< hp  ٴr  Title 8@ _PID_HLINKSA<VDyhttp://www.police.govt.nz/advice/personal-and-community-advice/school-portal/information-and-guidelines/child-protectionu  _26in1rg$K _3rdcrjnn _17dp8vu&B _2s8eyo10Q _1t3h5sfEi _tyjcwtsD _2et92p0Sn_lnxbz94 _3znysh7  !"#%&'()*+-./0123456789:;<=>?@ABDEFGHIJLMNOPQRURoot Entry F GWData $1Table,-WordDocument7FSummaryInformation(CDocumentSummaryInformation8KCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q