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Keeping Ourselves Safe resources for Senior primary

Date Published: 
February 2017

Note: These resources were revised in October 2020. If your school still needs the old resources for any reason, please contact your School Community Officer.

The learning activities in Keeping Ourselves Safe are arranged in focus areas. Research suggests that an effective programme should include learning experiences from each of the focus areas.

All focus areas on this page were updated in 2020.

Focus area 1: Keeping one step ahead

Students learn to take care of themselves in a range of social settings. They learn what the dangers are, who could get hurt and what they can do to keep themselves safe.

Focus area 2: I'm responsible for others, too

Students learn to be responsible for the safety of others by means of scenarios involving the care of siblings and a dependent grandparent, and a peer’s need for support when being bullied.

Focus area 3: Finding out about abuse

Students need to be aware of what constitutes abuse so that they can recognise if they are being abused and know how to create a safe classroom.

Focus area 4: Families working together

Sometimes abuse occurs within the family. Children are particularly vulnerable. Students discuss family discipline and stress. They learn that they should feel safe, cared for and protected within their family.

Focus area 5: Reporting abuse

When abuse is reported, the abuser is stopped and the healing process can begin for the victim. Students learn why it is important to report abuse and to know who, and how, to tell.

Focus area 6: What happens now?

Through a discussion session with a panel of child protection personnel, students learn about the process that takes place when abuse is reported.

Keeping Ourselves Safe resources for Middle primary

Date Published: 
December 2021

Note: These resources were revised in October 2020. If your school still needs the old resources for any reason, please contact your School Community Officer.

The learning activities in Keeping Ourselves Safe are arranged in focus areas. Research suggests that an effective programme should include learning experiences from each of the focus areas.

All focus areas on this page were updated in 2020.

Focus area 1: Confident me

Students learn to verbalise their feelings confidently. They practise a decision-making process that will help them to make safe decisions for themselves and others.

Focus area 2: Safe or unsafe

Students identify potentially unsafe situations in both the real world and the digital envorinment.

Focus area 3: No excuse for abuse

Students understand what abuse is and know that any abuse is wrong, should be reported, and is not their fault. They learn to identify the tricks, bribes, or secrets often used by abusers.

Focus area 4: Why should I tell?

Students learn to stop inappropriate touch or behaviour, say “no” confidently, move away, and report what has happened.

Keeping Ourselves Safe resources for Junior primary

Date Published: 
April 2018

Note: These resources were revised in October 2020. If your school still needs the old resources for any reason, please contact your School Community Officer.

The learning activities in Keeping Ourselves Safe are arranged in focus areas. Research suggests that an effective programme should include learning experiences from each of the focus areas.

All focus areas on this page were updated in 2020.

Focus area 1: I am unique, He taonga ahau

For safety reasons students need to know their name, where they live, and the names of the people they live with. When they can verbalise their feelings confidently, they can report times when they feel safe and unsafe. 

Focus area 2: My body is my own, Nōku tōku tinana 

Students understand the names of body parts and that no one should touch their genitals unless it is for health reasons. They consider touch that they like, touch that hurts and touch that is confusing. 

Focus area 3: Unwanted behaviour and touch, Kore e hiahitia te whanonga me te pā kino

Students need to be able to say “no” confidently, move away, and report what has happened. They learn the difference between good secrets and bad secrets and know how to tell.

Focus area 4: Adults who help, Ngā kaiāwhina pakeke

Students learn who they can trust to help them. Together with the people they live, with students develop safety rules and strategies to help them keep safe. 

Commission of Inquiry Quarterly Report - October to December 2013

Date Published: 
March 2014

This report is an update on the progress made by the New Zealand Police (Police), in implementing the recommendations from the Commission of Inquiry into Police Conduct (COI). The report is provided quarterly in accordance with the requirements of the Cabinet Policy Committee.

Police are responsible for implementing 47 of the 60 recommendations. The intention is not only to implement solutions, but to ensure that those solutions have the desired effect (that they are embedded).

Keeping Ourselves Safe resources

Date Published: 
May 2021

Keeping Ourselves Safe is a child protection programme in which children and young people learn and apply a range of safety skills that they can use when interacting with others.

Students recognise the differences between healthy and unhealthy relationships, and those who have been or are being abused are encouraged to seek help.

Road safe resources for years 7–8

Date Published: 
January 2014

The Road Safe programme provides learning activities to empower students to participate safely as responsible road users who are aware of their own place in the traffic environment, as well as that of others.

In this year 7–8 programme students will learn:

  • about traffic laws
  • how to observe road hazards
  • a range of safe practices that they can use when using the road (e.g., for cycling, running).

Road safe resources for years 4–6

Date Published: 
January 2014

The Road Safe programme provides learning activities to empower students to participate safely as responsible road users who are aware of their own place in the traffic environment, as well as that of others.

In this year 4–6 programme students will learn:

  • about traffic laws
  • how to observe road hazards
  • a range of safe practices that they can use when using the road e.g. as a pedestrian and passenger
  • basic cycling skills in a controlled environment.

Road safe resources for years 2–3

Date Published: 
January 2014

The Road Safe programme provides learning activities to empower students to participate safely as responsible road users who are aware of their own place in the traffic environment, as well as that of others.

In this year 2–3 programme students will learn:

  • about traffic safety and traffic laws
  • how to observe road hazards
  • a range of safe practices that they can use when using the road as a pedestrian and passenger.

Road safe resources for years 0–1

Date Published: 
January 2014

The Road Safe programme provides learning activities to empower students to participate safely as responsible road users who are aware of their own place in the traffic environment, as well as that of others.

In this programme students will learn:

  • about the traffic environment
  • how to observe road hazards
  • a range of safe practices that they can use when using the road as a pedestrian and passenger.

Burglary Free checklists

Date Published: 
January 2014

Burglary Free is a programme that aims to create burglary-free zones around schools and their communities.

These checklists will help teachers and schools to better understand the safety of their schools.