All the material is directly related to the Health and Physical Education curriculum (2010)

Correlates to Ministry of Education (2010) Health and Physical Education in the

New Zealand Curriculum Level 2-4

I. Health and Physical Education Curriculum-

He oranga ngákau, he pikinga waiora.

Positive feelings in your heart will enhance your sense of self-worth.

II. Level 2 Achievement Objectives

Personal Health and Physical Development

Safety Management: Students will identify risks and use safe practices in a range of contexts.

Personal identity: Students will identify personal qualities that contribute to their personal sense of self-worth.  

Relationships with Other People

Relationships: Students will identify and demonstrate ways of maintaining and enhancing relationships between individuals and within groups.

Interpersonal skills: Students will express their ideas, needs, wants and feelings appropriately and listen sensitively to other people and affirm them.

Healthy Communities and Environments

Rights, responsibilities, and laws; People and the environment: Students will contribute to and use simple guidelines and practices that promote socially healthy classrooms and school.

III. Level 3 Achievement Objectives

Personal Health and Physical Development 

Safety Management: Students will identify risks and their causes and describe safe practices to manage these.   

Personal identity: Students will describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self worth.

Relationships with Other People

 Relationships: Students will identify and compare ways of establishing relationships and managing changing relationships.

Interpersonal skills: Students will identify the pressures that can influence interactions with other people and demonstrate basic assertive strategies to manage these, e.g. through assertiveness, constructive anger management, making positive decisions, and finding support.

IV. Level 4 Achievement Objectives

Personal Health and Physical Development  

Safety Management: Students will access and use information to make and action safe choices in a range of contexts, e.g. when dealing with harassment or abuse or when making choices about engage in behaviours such as bullying.

 Relationships with Other People

 Interpersonal skills: Students will describe and demonstrate a range of assertive communication skills and processes that enable them to interact appropriately with other people, e.g. through assertiveness, constructive anger management, making positive decisions, and finding support for other people.

 Healthy Communities and Environments

 Rights, responsibilities, and laws; People and the environment:  Students will specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community.

V. Key Competencies

 Thinking

Students will be encouraged to actively seek, use and create knowledge on the effects violence within family situations has on people within a community. They will reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions they may have on violence and conflict.

Using Language, Symbols, and Texts

Students will interpret and use words, images, movement metaphor and technologies in their exploration of conflict and strategies to effectively stop or keep safe from violence. They will recognize how their choices of ways to communicate with other people in their community affect people’s understanding and the ways in which others in a community respond to communications. They will confidently use ICT and assistive technologies to access and provide information and to communicate with others.

Managing Self

Students will have opportunity to develop stronger self – management skills. They will be able to work on reliability, resilience, self-motivation. They will establish personal goals, make plans, and set high standards.

 Relating to Others

Students will be involved in activities that provide opportunities for active listening, recognising different points of view, and sharing ideas. Over the course of the programme, students will be encouraged to undertake a variety of different roles. Through this, they will develop awareness about how their words and actions affect others and themselves. They will engage in cooperative learning activities and, by working effectively together, will acquire new skills, ideas and ways of thinking about conflict, violence and their own self-image.

This programme also correlates to the English, Technology and Social Studies Curricula.

Is training necessary to use this resource?

  • While the material in the manuals is very self explanatory and easy to follow, some users are concerned that they might be moving into areas that are difficult to handle, particularly as this is quite a personal subject. The training is intended to take  the facilitator into a deeper understanding of the issues of violence and its alternatives as well as ensuring that they are comfortable with strategies to care for participants in the process.
  •  A further emphasis of the training is on direct practice of delivering the programme well, with quality feedback and coaching to support any facilitator.