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Submitted
Primary, Intermediate, Advance, Beginners
Abuse
Observation, Questioning, Logical Thinking, Visualization , Researching, Problem Solving, Decision Making
Social Science
Objectives / to understand the following
- My body belongs to me
- Good touch, Bad touch and Confusing touch
- Helping them name and express feeelings
- Knowing who they can talk to when they feel scared or unsure
- Helping them understand that some secrets should not be kept
- Understanding boundaries and consent
- Develop confidence to speak up
- When to say no
- Express emotions ans seek help
Beginners
Body parts
Use a doll to point out body parts including private parts.
Draw body parts to point out body parts.
Head, shoulder, knees and toes song ( add : private part are just for me).
2. Safe and unsafe touch
Green colour - Safe touch (high fives and shake hands).
Yellow colour - Ask first (hugs from relatives).
Red colour - Unsafe touch (private parts touching and hitting).
Role play - Practice saying "Stop! I dont like that!"
3. Identifying trusted adults
Name 5 trusted adults they can talk to, one per finger.
Pracrice a scenario they might ask one them for help.
"Who Would You Tell?" (Ask: "If someone made you feel yucky, who would you tell?").
4. Feelng faces
Use flashcards or drawings of faces showing different emotions.
Ask: “What do you feel when something good happens? What about when something bad happens?”
5. “Stop, Walk, Tell” Role Play
Stop what’s happening.
Walk away from the person.
Tell a trusted adult.
6. Teaching About Secrets vs. Surprises
Good Surprise = A birthday gift (happy & temporary).
Bad Secret = Someone tells them to hide touches (always tell an adult).
Primary
1. Good Touch / Bad Touch
- Use dolls or simple role-play to differentiate between safe (like a hug from a parent) and unsafe touch (like touching private parts).
- Use picture cards showing different touches (e.g., high-five vs. someone touching private parts ). Kids sort them into "Safe" and "Unsafe" piles.
2. My Safety Circle
- List 5 trusted people they can talk to if they feel scared.
- Children draw themselves in the center and then add people they trust in a circle around them (parents, teachers, older siblings, etc.).
3. Saying no
- Act out scenarios where children might need to say no (e.g., not wanting a hug, not wanting to keep a secret). Practice using strong, confident voices.
4. Feelings Chart
- Create a chart with faces showing different emotions. Ask children to identify how they feel in various situations, and link feelings to safe/unsafe situations.
5. "No-Go-Tell" Role-Play
- NO: Say "Stop!" loudly.
- GO: Walk away.
- TELL: Report to an adult.
Intermediate
- “What is Abuse?”
- Goal: Understand the meaning and types of abuse.
- How: Use simple definitions and ask open questions like “What do you think abuse means?” or “Have you ever seen someone being treated unfairly?”
- Tool: A flip chart or whiteboard to write responses
2. Types of abuses (physical, emotional, sexual, financial, and digital abuse (cyberbullying, coercion).
Identify grooming behaviors (manipulation by abusers).
- Case Study Analysis – Provide real-life scenarios (without graphic details) and discuss:"Is this abuse? Why or why not?" "What would you do in this situation?"
- "Abuse vs. Healthy Behavior" chart to categorize actions.
- “What kind of abuse might this be?”
- “What could you do if this happened to you or someone else?”
3. Consent & Boundaries Workshop
- Practice assertive communication (e.g., "I’m not comfortable with this").
- Analyze TV/movie scenes—"Did they give consent? Was it pressured?"
- "True or False?" on myths about consent.
4. Identifying Unhealthy Relationships
- Provide relationship scenarios (e.g., "Your friend reads your texts without permission—is this okay?").
- "How can online behavior become abusive?"
5. Reporting & Support Systems
- Invite a counselor or youth advocate to discuss how to seek help.
- "Who Can I Trust?" list os trusted people
6. Digital Abuse & Online Safety
- Discuss sexting, cyberbullying, and grooming.
- Teach how to block, report, and protect accounts.
- Debate: "Should schools monitor students' online activity for safety?"
7. “My Rights” Poster
- Let them create posters with affirmations like “I have the right to say no,” “I deserve to be safe,” etc. Display in class/school.
- n small groups, act out situations where a child needs to tell someone about abuse or say “no” to inappropriate behavior.
Objectives / to understand the following
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Beginners
Primary
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Intermediate
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