Keeping Ourselves Safe consists of a range of child protection resources to help young people learn and apply a range of safety skills that they can use when interacting with others.
New Zealand Police recommends that schools use the learning activities in Keeping Ourselves Safe within a whole-school approach.
What students will learn
These year 9–10 resources will help students to learn:
- about the determinants of abuse
- a range of safe practices that they can use when interacting with others
- what they can do if they have been or are being abused
- what happens when abuse is reported.
Eight focus areas
Keeping Ourselves Safe Years 9-10 consists of eight focus area plus a bank of ten ideas for additional learning activities.
Focus area 1: Identifying abuse
Students can identify what constitutes abuse and recognise the behaviours of a potential abuser.
Focus area 2: Recognising and avoiding risk
Students can recognise potentially risky situations and use strategies to keep safe.
Focus area 3: Knowing what to do
Students can use problem-solving strategies to make positive decisions about what to do in situations involving abuse.
Focus area 4: Getting help
Students can identify helping agencies for those who have been abused, know how to ask for help, and can explain the consequences of reporting abuse.
Focus area 5: Safety in cyberspace
Students are able to identify safe and unsafe practices in cyberspace.
Focus area 6: Anger and violence
Students can explain the difference between anger and violence, describe how to cope with their anger in non-violent ways, identify the cyclic trends of violence, and understand how these cycles can be broken.
Focus area 7: Breaking the silence on family violence
Students can identify the types of abuse that happen in families, explain the cycle of violence, and prepare strategies to break the cycle of violence.
- Breaking the silence on family violence (PDF, 168KB) [updated April 2018]
- Breaking the silence on family violence (Word, 103KB) [updated April 2018]
Focus area 8: What I think, what you think
Students can explain that males and females may interpret the behaviour of others differently and can explain how these different views may impact on personal safety.
- What I think, what you think (PDF, 118KB) [updated April 2018]
- What I think, what you think (Word, 45KB) [updated April 2018]
- Activity bank of 10 additional learning activities (PDF, 1.5MB)