RSE Guide Y1-8

YEARS 1–8
RELATIONSHIPS and
SEXUALITY EDUCATION
A GUIDE FOR TEACHERS, LEADERS, AND BOARDS OF TRUSTEES
Published 2020 by the Ministry of Education
PO Box 1666, Wellington 6140, New Zealand
www.education.govt.nz
All rights reserved.

Enquiries should be made to the publisher.
Publishing services: Lift Education E Tū

Editor: Margaret Smith
Designer: Jodi Wicksteed
ISBN 978-1-77663-688-4 (print)

ISBN 978-1-77663-689-1 (online)
Replacement copies may be ordered from

Ministry of Education Customer Services,
online at www.thechair.co.nz
by email: orders@thechair.minedu.govt.nz
or freephone 0800 660 662
Please quote item number 63688.

RELATIONSHIPS and
YEARS 1–8
SEXUALITY EDUCATION
A GUIDE FOR TEACHERS, LEADERS, AND BOARDS OF TRUSTEES
RELATIONSHIPS AND SEXUALITY EDUCATION YEARS 1 — 8
Contents
MOST RELEVANT TO: TEACHERS LEADERS BOARDS OF TRUSTEES
PREFACE........................................................................................................................................................................ 6
INTRODUCTION.......................................................................................................................................................... 7
Our vision for relationships and sexuality education.......................................................................................... 7
Consulting with the school community.................................................................................................................... 7
Recognising Te Tiriti o Waitangi................................................................................................................................... 7
Upholding human rights...................................................................................................................................................8
A changing society.............................................................................................................................................................8
What is in these guidelines?...........................................................................................................................................9
1. OVERVIEW OF RELATIONSHIPS AND SEXUALITY EDUCATION......................................................... 10
Why this learning is important for ākonga in years 1–8................................................................................12
Children growing up in a changing world...............................................................................................................12
The need for RSE................................................................................................................................................................12
Links with government policies and strategies................................................................................................... 13
RSE and mātauranga Māori....................................................................................................................................13
Te Tiriti o Waitangi............................................................................................................................................................ 13
Hauora..................................................................................................................................................................................... 14
RSE and Pacific world views................................................................................................................................. 14
Pacific peoples in Aotearoa New Zealand............................................................................................................. 14
Pacific world views............................................................................................................................................................ 15
MOST RELEVANT TO: LEADERS BOARDS OF TRUSTEES
2. A WHOLE-SCHOOL APPROACH TO RELATIONSHIPS AND SEXUALITY EDUCATION................ 16

A whole-school approach and a localised curriculum...................................................................................17
Ethos and environment...........................................................................................................................................17
Policies for inclusion and diversity............................................................................................................................ 19
The school culture............................................................................................................................................................. 19
Leadership practices ......................................................................................................................................................20
School leaders.......................................................................................................................................................................................20
Student leaders, activists, and support groups...................................................................................................................20
The physical environment.............................................................................................................................................20
Safe physical spaces to access support...................................................................................................................................20
Privacy when accessing health services..................................................................................................................................20
Toilets and changing rooms...........................................................................................................................................................20
Playgrounds ........................................................................................................................................................................................... 21
Classrooms.............................................................................................................................................................................................. 21
CONTENTS
School management systems ..................................................................................................................................... 21

Preventing bullying ............................................................................................................................................................................. 21
Reviewing school uniforms ............................................................................................................................................................. 21
Addressing issues relating to sexual content online and image-sharing ................................................................ 22
School support systems ............................................................................................................................................... 22
Access to health and support services .................................................................................................................................... 22
Being responsive to issues and incidents ............................................................................................................................... 22
Evaluating the whole-school approach.............................................................................................................23
Whole-school review...................................................................................................................................................... 23
Indicators of effective practice.................................................................................................................................. 23
MOST RELEVANT TO: TEACHERS
3. RELATIONSHIPS AND SEXUALITY EDUCATION IN THE NEW ZEALAND CURRICULUM ..........24

RSE and the key competencies................................................................................................................................. 24
RSE and the underlying concepts of health and physical education ..................................................... 26
RSE in health education.........................................................................................................................................26
A note on teaching about sexual violence.............................................................................................................................. 27
RSE in physical education.....................................................................................................................................27
Suggested learning intentions.................................................................................................................................... 28
RSE across the curriculum.....................................................................................................................................28
Suggested learning intentions.................................................................................................................................... 28
Designing a RSE programme for ākonga in years 1–8................................................................................. 30
Key learning at levels 1–4..............................................................................................................................................30
Key learning at level 1........................................................................................................................................................................30
Key learning at level 2........................................................................................................................................................................ 31
Key learning at level 3....................................................................................................................................................................... 32
Key learning at level 4....................................................................................................................................................................... 33
Engaging outside providers for RSE programmes....................................................................................... 34
Access to the RSE curriculum for all ākonga.................................................................................................. 34
Approaches to RSE for ākonga Māori.................................................................................................................... 35
Approaches to RSE for Pacific ākonga.................................................................................................................. 36
Approaches to RSE for LGBTQI+ ākonga............................................................................................................. 36
Approaches to RSE for disabled ākonga.............................................................................................................. 37
Effective RSE programmes and pedagogies...................................................................................................37
Support and professional learning for teachers................................................................................................ 38
Assessment for learning................................................................................................................................................ 38
4. WHAT ARE SCHOOLS REQUIRED TO DO?................................................................................................ 40

The National Performance Measures and the Human Rights Act............................................................ 40
Section 91 of the Education and Training Act 2020...................................................................................... 41
Reviewing programmes......................................................................................................................................... 41
Roles and responsibilities......................................................................................................................................42
The board of trustees..................................................................................................................................................... 42
The principal....................................................................................................................................................................... 42
The middle leader or teacher in charge of health education....................................................................... 43
The teacher.......................................................................................................................................................................... 43
Parents, caregivers, and whānau.............................................................................................................................. 43
Wider community agencies......................................................................................................................................... 43
Specific rights and responsibilities.....................................................................................................................43
The right to withdraw children................................................................................................................................... 43
Answering children’s questions................................................................................................................................. 43
5. CONSULTING WITH COMMUNITIES............................................................................................................. 44

Effective consultation............................................................................................................................................ 44
Examples of effective strategies............................................................................................................................... 45
Engaging with the school community...............................................................................................................45
Some effective ways of consulting...........................................................................................................................46
Consulting with whānau, hapū, iwi, and Māori communities.......................................................................46
Consulting with Pacific communities......................................................................................................................46
Advising the school community of decisions..................................................................................................47
GLOSSARY OF TERMS.......................................................................................................................................... 48
CONTENTS
MOST RELEVANT TO: TEACHERS LEADERS
REFERENCES, USEFUL LINKS, AND SUPPORT ..................................................................................... 52

References .................................................................................................................................................................52
Links to government policies and strategies................................................................................................. 54
Sources of support for teachers .........................................................................................................................55
Te Kete Ipurangi ............................................................................................................................................................... 55
The New Zealand Health Education Association (NZHEA) ......................................................................... 55
Family Planning ................................................................................................................................................................ 55
Te Whāriki Takapou ........................................................................................................................................................ 55
The Village Collective .................................................................................................................................................... 55
New Zealand Sexual Health Society ....................................................................................................................... 55
5
Preface
Relationships and Sexuality Education Years 1–8: A guide for teachers, leaders, and boards of trustees is
an updated and more focused version of Sexuality Education: A guide for principals, boards of trustees,
and teachers, which was first published in 2002 and revised in 2015. These newly revised guidelines
have been designed to help schools adopt a whole-school approach to strengthening their programmes
in relationships and sexuality education. A separate guide, Relationships and Sexuality Education
Years 9–13: A guide for teachers, leaders, and boards of trustees, has also been developed.
Learning about relationships and sexuality is part of the New Zealand Curriculum and is one aspect of
health education (within health and physical education). Other learning in health education includes
mental health education, drug and alcohol education, safety and violence-prevention education, and
food and nutrition studies. Learning about health more broadly is essential for the ongoing wellbeing of
all the communities in Aotearoa New Zealand.
In 2018, the Education Review Office released a report into sexuality education in schools, Promoting
wellbeing through sexuality education. The report concluded that while most schools were meeting
minimum standards, many had significant gaps in curriculum coverage, particularly in teaching and
learning about such important aspects as consent, digital technologies, and relationships.
Today the world is changing rapidly, in multiple ways, and Aotearoa New Zealand is more diverse than
ever before. There are growing concerns about climate change and the impact of the recent global
pandemic, COVID-19. This update is informed by an awareness of changing family structures, shifting
social norms in relation to gender and sexuality, the rise of social media, and the increased use of
digital communications and devices. It acknowledges the increased calls for social inclusion and for the
prevention of bullying, violence, and child abuse. It recognises the importance of social and emotional
learning for healthy relationships.
These revised guidelines continue to draw on Hutchison’s (2013) core recommendations and also
incorporate the latest research on relationships, gender, sexuality, and wellbeing. The guidelines take
into account the cultural and social changes noted above and the related interagency work to prevent
violence. They also reflect Aotearoa New Zealand’s ongoing commitments to national and international
legislation, including Te Tiriti o Waitangi and the Human Rights Act (1993).
Many schools have made good progress in implementing relationships and sexuality education
programmes. Their advice, and the advice of wider sector groups, has been invaluable in developing
this revision of the sexuality guidelines. The Ministry of Education acknowledges all those who have
contributed to the development of these revised guidelines, especially the lead writer, Dr Katie Fitzpatrick.
6
INTRODUCTION
Introduction
Our vision for relationships and sexuality education

Relationships and sexuality education cannot be left to chance in schools. When this education begins from early
childhood and builds consistently, year after year, it prepares young people for navigating a range of relationships
throughout their childhood, teen years, and adult life.
All young people equally deserve an education that enables them to develop healthy relationships, to become
positive in their own identities, and to develop competencies for promoting and sustaining their own wellbeing
and that of others.
These refreshed guidelines are designed to support teachers, school leaders, and boards of trustees as they
implement the New Zealand Curriculum in ways that are effective, safe, and inclusive.
This book is a revision of Sexuality Education: Consulting with the school

A guide for principals, boards of trustees, and community
teachers (2015). The Ministry of Education has
Every school’s RSE programme should be
refreshed these guidelines to make explicit the
appropriate for their local community. Through
key learning at each curriculum level. This key
such programmes, schools support the positive
learning includes ideas for building a young
and holistic development and health of all
person’s life skills – emotional, mental, social,
ākonga in Aotearoa New Zealand schools –
spiritual, and environmental. The revised title
revised guidelines for teaching ākonga in years
reflects the Ministry’s focus on relationships as
9–13 are also available. Ensuring that the local
an essential part of sexuality education.
school community knows what to expect in
Relationships and Sexuality Education in Years this part of the curriculum is critical to the
1–8: A guide for teachers, leaders, and boards programme’s success.
of trustees is intended for all state and state-
integrated English-medium schools in Aotearoa Recognising Te Tiriti o Waitangi
New Zealand with ākonga (students) in years Under Te Tiriti o Waitangi, the Crown has
1–8. Its overall aim is to enable these schools to an imperative to protect and promote the
deliver effective, quality programmes covering sexual and reproductive health of Māori and
relationships and sexuality education (RSE) to a responsibility to respond to Māori health
their ākonga. It describes a school-wide approach aspirations and meet Māori health needs
to RSE focused on the idea of wellbeing. (Ministry of Health, 2019).
In planning RSE programmes, policies, and These guidelines aim to help schools plan RSE
procedures, it is essential that schools: policies and programmes that:
• consult with their community, as required by • address the needs and aspirations of their
the Education and Training Act 2020, on how ākonga Māori
to implement the relevant parts of the health
• affirm the strengths and contributions of
education curriculum
ākonga Māori, whānau, hapū, iwi, and other
• explicitly recognise Te Tiriti o Waitangi and Māori communities.
develop the partnership between Māori and
other treaty partners in the context of RSE The guidelines also recognise the diverse needs
and strengths of Tangata Tiriti, including ākonga
• uphold the human rights of all people, as
from Pākehā, Pacific, Asian, and other communities
set out in key national and international
within Aotearoa New Zealand. See page 13 for
statements.
information about how the Treaty principles relate
Dedicated and significant curriculum time for to RSE, page 35 for ways of planning appropriate
health education, planned professional learning programmes in line with Te Tiriti, and page 46 for
opportunities for teachers, strong policies and information on consulting Māori communities.
procedures, and safe and supportive school
environments are all critical to ensuring the
overall success of RSE.
7
Upholding human rights A changing society
These guidelines align with and uphold the This revision takes place at a time of significant
human rights of all people in Aotearoa New global change. These revised guidelines are
Zealand. The New Zealand Human Rights informed by:
Commission states that: • shifting social norms in relation to gender
and sexuality
All people have the same rights and • a commitment to respecting and protecting
freedoms, regardless of their sexual the sexual and reproductive rights of Māori
orientation, gender identity and expression, • Aotearoa New Zealand’s increasingly diverse
and sex characteristics (SOGIESC). population
SOGIESC is an umbrella term like Rainbow, • global shifts, including trends towards earlier
LGBTQI+, and MVPFAFF. It includes people puberty and changing family structures
who are takatāpui, lesbian, gay, bisexual, • continued societal concerns about child
queer, intersex, transgender, transsexual, protection and abuse prevention
whakawāhine, tangata ira tāne … • the increasing use of digital communications
Human Rights Commission: and devices by children and young people
www.hrc.co.nz/our-work/sogiesc • the rise of social media and the increasing
availability of pornography and explicit sexual
content online
In the context of RSE, this means that schools
• increasing recognition of the importance of
need to:
learning about healthy relationships, including
• ensure inclusive environments for all consent and respect, as part of social and
young people emotional learning
• allow their ākonga freedom of expression in • increasing calls for social inclusion and for the
relation to their gender identities and sexual prevention of bullying and violence.
orientation, including the right to determine
their own identity and name Health education for young people in a
changing society
• include content on the diversity of sex
All young people need opportunities to learn
characteristics, sexuality, and gender
about the complexity of human relationships
identities in their curriculum programmes.
and sexuality, including issues related to gender,
identity, communication, consent, safety,
The glossary on pages 48–50 defines specific attraction, expectations, ethics, sex, values,
terms used in these guidelines and spells out media representations, and online behaviour.
acronyms, including LGBTQI+ (lesbian, gay, Schools can meet those needs by providing
bisexual, trans, queer, intersex, and other gender opportunities in health education, in other
and sexual identities) and MVPFAFF (māhū, curriculum programmes, and in many other
vakasalewalewa, palopa, fa‘afafine, ‘akava‘ine, school contexts.
fakaleitī (leitī), and fakafifine). These guidelines describe the place of health
education, including RSE, in the curriculum (in
section 3) and set out the legal requirements for
These guidelines also acknowledge Aotearoa schools (in section 4).
New Zealand’s international legal commitments
to the United Nations Sustainable Development
Goals (2015), the United Nations Convention on Relationships and sexuality education
the Rights of the Child (1989), and the United … includes learning about biology as well as
Nations Convention on the Rights of Persons about relationships, friendships, whānau, and
with Disabilities (2006). social issues. Society is changing, so schools
need to adapt to address the new challenges
young people are facing. These can include
things like the importance of social media
and the growing understanding that there are
different sexualities and sexual orientations.
ERO, 2018b, page 2
8
What is in these guidelines? • use effective and empowering approaches to
INTRODUCTION
RSE for all ākonga, including:
The Introduction explains the purpose of the
revised guidelines and describes what is in them o ākonga Māori
and who will use them. o ākonga from Pacific backgrounds
o ākonga from the range of sexualities and
Section 1, Overview of RSE (pages 10–15)
gender diversity
defines RSE and explains its relevance for years
o disabled ākonga
1–8 in terms of:
• use effective pedagogies and assessment
• children growing up in a changing world
for learning.
• research evidence
Most relevant to:
• related government policies and strategies.
TEACHERS
It provides information and suggestions to raise
schools’ awareness of: Section 4, What are schools required to do?
• how RSE relates to mātauranga Māori (pages 40–43) highlights parts of the National
(including Treaty principles and the concept Performance Measures and the Human Rights
of hauora) Act (1993) that relate to health education,
• how RSE relates to Pacific world views. reviews Section 91 of the Education and
Training Act 2020, and outlines the roles and
Most relevant to:
responsibilities of boards of trustees, principals,
TEACHERS LEADERS BOARDS OF TRUSTEES teachers (including the teacher in charge of
health education), caregivers, and community
Section 2, A whole-school approach to RSE agencies. It discusses:
(pages 16–23) discusses how to plan a whole- • the right to withdraw children
school approach that addresses wellbeing. It
• teachers’ rights when answering the
suggests how to address RSE issues within
questions that children ask.
a school’s ethos and environment through
developing: Most relevant to:
TEACHERS LEADERS BOARDS OF TRUSTEES
• specific policies for inclusion and diversity
• an inclusive school culture
Section 5, Consulting with communities
• sound leadership practices
(pages 44–47) discusses how schools can
• a safe and accessible physical environment consult with their communities about RSE. It
• sound management systems includes ideas for effective consultation and
• accessible support systems for engaging the school community, including:
• ways of evaluating the school’s practice. • consulting with whānau, hapū, iwi,
and Māori communities
Most relevant to:
• consulting with Pacific communities.
LEADERS BOARDS OF TRUSTEES
Most relevant to:
Section 3, RSE in the New Zealand Curriculum LEADERS BOARDS OF TRUSTEES
(pages 24–39) describes the place of RSE

in the curriculum in terms of links to the key The Glossary of terms (pages 48–50) defines
competencies and links to the underlying words and terms relevant to RSE, including many
concepts of the health and physical education used in these guidelines.
curriculum. It discusses issues in health education Most relevant to:
and makes suggestions for including RSE in
physical education and in other curriculum areas.
It suggests ways of designing RSE programmes References, useful links, and support
in the health curriculum that: (pages 52–55) lists the references cited in these
• include key learning for curriculum levels 1–4 guidelines and provides links to other relevant
• may engage with outside providers resources and organisations.
Most relevant to:
TEACHERS LEADERS
9
1. Overview of relationships and

sexuality education
Learning in the area of relationships and RSE is underpinned and informed by critical
sexuality education (RSE) aims to enable ākonga inquiry and social justice through the health
(students) to understand themselves and to curriculum concepts of hauora, health promotion,
develop the knowledge, skills, and attitudes to the socio-ecological perspective, and attitudes
think about and engage in positive and healthy and values that promote hauora.
relationships. It includes: • In learning about hauora, ākonga will
• learning about the self (physically, socially, consider how the four dimensions of taha
emotionally, and spiritually) tinana, taha whānau, taha hinengaro, and
• gaining knowledge and skills for meaningful taha wairua relate to and affect people’s
and supportive relationships with others wellbeing in terms of relationships, gender,
and sexuality.
• learning about social, political, cultural, and
environmental contexts, and taking action • In health promotion, ākonga could help to
within these contexts. develop or evaluate school policies for
positive action in terms of relationships,
These guidelines, then, cover learning about gender, and sexuality.
relationships as well as about gender and
• Through the socio-ecological perspective,
about sex and sexualities. They discuss social
ākonga will critically examine the social,
and emotional learning and look at how young
economic, political, and cultural influences
people can come to understand the physical
that shape the ways in which people learn
and social contexts of gender, bodies, and
about relationships and express their gender
sexuality. This enables ākonga to enhance their
and sexuality.
interpersonal relationships, now and in the
future. The formation of young people’s personal • Attitudes and values that ākonga will
and gender identities is viewed as an ongoing develop include respect for others’ rights and
lifelong process. a sense of social justice.
Sex education or sexuality education? Advantages for students
It is important to note that sex education Good quality sexuality education:

and sexuality education are different. The • promotes students’ overall wellbeing
New Zealand Curriculum supports a holistic
• increases students’ ability to make good
approach to sexuality education as defined
decisions about their health
by the hauora model, which includes physical,
social, mental, emotional, and spiritual aspects. • helps students think critically and act fairly
This is much broader than sex education, which towards others
relates only to the physical aspects of sexual • helps students thrive and become
and reproductive knowledge.
confident and actively involved life-long
learners.
Boards of trustees are required to ensure
quality outcomes for all students through
sexuality education.
ERO, 2018b, page 1
10
1. OVERVIEW OF RELATIONSHIPS AND SEXUALITY EDUCATION
11
Why this learning is important for Quality RSE policies and programmes enable
young people to:

ākonga in years 1–8
• challenge homophobia, transphobia, sexism,
Learning in RSE is essential for all children and and gender-based violence
young people, including ākonga in years 1–8. • interrogate the ongoing effects of
Increasingly, it is an urgent priority because: colonisation
• the world is changing faster than ever before • study the environmental impacts of changes
• the research evidence makes it clear that in population growth and of related issues
schools have to develop policies and such as people’s use and disposal of
programmes that can keep up with the menstrual products
changes and build on them. • engage with mātauranga Māori
Learning in RSE has links to many government • gain knowledge about the diversity of
policies and strategies. cultures in Aotearoa New Zealand – including
religious diversity
Children growing up in a • gain understandings about the strengths
changing world of sexual and gender diversity.
Children and young people are navigating
This learning is vital for children and young
increasingly complex social, cultural,
people’s individual development and overall
environmental, and political contexts. Pubertal
wellbeing, so it contributes to their academic
change is beginning earlier for some children,
success. It also enables us to develop more
and digital environments are ubiquitous
inclusive and positive societies.
(UNESCO, 2018). Families are now more diverse
than ever before, and children and young people
The need for RSE
are questioning gender norms and binaries.
Climate change continues to impact how young The Health Select Committee report, Inquiry into
people view their worlds and their relationship Improving Child Health Outcomes and Preventing
with others and with the environment. Child Abuse with a Focus from Preconception
until Three Years of Age (Hutchison, 2013),
In order to respond to these challenges, children highlighted the importance of quality sexuality
and young people need the knowledge, skills, education programmes for all young people
and attitudes that will empower them to care for and the need to reduce barriers to accessing
themselves and others and to have a real impact health services.
on their worlds. They need to learn:
Recent national and international research (Office
• how to develop healthy relationships (in both
of Film and Literature Classification, 2018; New
offline and online contexts)
Zealand Family Planning Association, 2019;
• strategies for dealing with sexualised content UNESCO, 2018) and educational evaluation
(including sexually explicit material and (ERO, 2018a) confirms that such programmes are
pornography) needed now more than ever.
• strategies for dealing with online bullying.
These revised guidelines draw on Hutchison’s
Human relationships and identities are complex. (2013) core recommendations and incorporate
Schools should provide dedicated curriculum the latest research on relationships, gender,
time to enable ākonga in years 1–8 to explore sexuality, and wellbeing. They take into account
their identities, learn about wellbeing, and the cultural and social changes noted above and
develop interpersonal and communication skills. the related interagency work to prevent violence.
Children and young people have the right to
The guidelines also reflect Aotearoa New
engage in critical inquiry about relationships,
Zealand’s ongoing commitments to national and
gender, and sexuality as part of meaningful
international legislation – including Te Tiriti o
learning.
Waitangi and the Human Rights Act (1993).
12
Links with government policies • The principle of active protection provides

and strategies assurance that health education will be
culturally appropriate and that tikanga Māori
These guidelines support Our Code, Our
will be respected, incorporated, and practised
Standards: Code of Professional Responsibility
within it (Waitangi Tribunal, 2019). Māori,
and Standards for the Teaching Profession.
iwi, hapū, and whānau have their own ways
(Education Council, 2017).
of expressing and enacting their notions of
The guidelines should be used in conjunction relationships, gender, and sexuality. These
with key resources such as Ka Hikitia – Ka ways should be included and, where possible,
Hāpaitia, Tau Mai Te Reo, the Action Plan used as the foundation of programmes.
for Pacific Education 2020–2030, Inclusive • The principle of equity guarantees that Māori
Education guides, the Child and Youth Wellbeing will be free from discrimination and obliges
Strategy, and the New Zealand Disability the Crown to promote equity positively. In the
Strategy. Full references and links to these context of RSE, programmes should focus on
government policies and strategies are on reducing discrimination and enabling equity
page 54. (Waitangi Tribunal, 2019).
The Treaty guides schools to recognise the

RSE and mātauranga Māori
partnership between Māori and the Crown in the
Research confirms that the principles of Te Tiriti context of RSE in the following ways:
o Waitangi provide a sound basis for developing • by partnering with Māori communities
RSE programmes that are appropriate to Māori. (whānau, hapū, iwi) to develop and evaluate
The concept of hauora, which underlies the health RSE programmes
curriculum, is based on Māori understandings of • by explicit recognition and inclusion of te reo
health and wellbeing. Māori, mātauranga Māori, and te ao Māori in
RSE programmes
Te Tiriti o Waitangi
• by using Māori models of health, philosophies
Te Tiriti o Waitangi is a “living document”, of education, and concepts of sexuality as
central to Aotearoa New Zealand’s present and part of the foundation for RSE programmes
future as well as its past. The Treaty establishes
• by ensuring equality of access to RSE for
a relationship of partnership between the
all ākonga.
Crown and Māori, with a set of rights and
responsibilities for each Treaty partner (Human Research indicates that ākonga Māori do well
Rights Commission, 2010). These rights and when “being Māori” is affirmed; te reo Māori,
responsibilities are expressed through the mātauranga Māori, and tikanga Māori are valued;
following three principles (adapted from and teachers are supported to understand and
Waitangi Tribunal, 2019): engage with attitudes, skills, and practices that
• The principle of partnership enables schools affirm ākonga Māori (Tuuta et al., 2004; Bishop et
to form partnerships as part of engaging and al., 2003; Webber, 2015; Webber and Macfarlane,
building relationships with Māori students 2018). Success is more likely when schools work
and communities. Within the definition of a in partnership with their communities.
Treaty partnership, Māori ākonga, whānau,
hapū, iwi, and the wider community can
partner with schools to design and provide To learn more about te reo Māori kupu used in
RSE programmes that ensure their needs and these guidelines, or to check meanings in English,
preferences are met. visit: www.maoridictionary.co.nz
13
Hauora RSE and Pacific world views
The health and physical education learning

area incorporates Tā Mason Durie’s (1994) Te Pacific peoples in Aotearoa
Whare Tapa Whā (the house with four sides) New Zealand
concept of hauora. This concept reflects a Māori
Understanding Pacific sexuality requires
view of wellbeing. For more information on Te
an appreciation of Pacific world views and
Whare Tapa Whā, refer to supporting curriculum
experiences. Pacific peoples and Māori share a
information online in the Health and Physical
unique history, long preceding western presence
Education space, or go to: https://teara.govt.nz/
in the Pacific. Among the many concepts
en/diagram/31387/maori-health-te-whare-tapa-
common to Māori and Pacific peoples is the
wha-model
tuakana–teina family relationship. The concept
• Hauora means “spirit of life, health, vigour” of a tuakana–teina relationship can be extended
(Williams, 1971). to the connection between Māori (as tāngata
• Achieving hauora requires a careful balancing whenua) and Pacific people in Aotearoa New
of the physical, spiritual, emotional, social, Zealand. Central features of this relationship
environmental, and relational elements include closeness, cooperation, mutual respect,
that determine the wellbeing of individuals and loyalty.
and collectives.
• The elements of hauora are interrelated,
The term “Pacific peoples” is used throughout
and hauora is always relational (within and
this document. Other terms that are used in a
across contexts).
similar way include Pacific Islanders, Pasifika
• Sexuality is an element of hauora. Ākonga peoples, Tangata Pasifika, and Pacificans.
who are supported in regard to their sexuality
are likely to have better overall health, which
in turn supports their educational success and In these guidelines, the term “Pacific” refers to
strengthens their relationships with whānau communities from Polynesia, Melanesia, and
and friends. Micronesia that share many similarities. However,
• Māori understandings of health and wellbeing there are also many subtle but significant
are often described as holistic because they differences between them.
go beyond the health of the physical body to In Aotearoa New Zealand, the largest Pacific
include spiritual, mental and emotional, social, ethnic groups are from the communities of
environmental, and relational elements and Sāmoa, the Cook Islands, Tonga, Niue, Fiji,
draw upon notions of collective wellbeing. Tokelau, Tuvalu, and Kiribati. Over two-thirds of
In addition to Te Whare Tapa Whā, other models Pacific peoples in Aotearoa New Zealand were
that may be helpful when considering hauora, born here. In 2013, almost half (46.1 percent) of
sexuality, and relationships include: “Te Pae the Pacific population was less than 20 years
Mahutonga” (Durie, 1999), “Te Wheke” (Pere, old, compared with 27.4 percent of the total
1997), the Pōwhiri model (Waretini-Karena, population. By 2038, Pacific children aged 0–14
2014), “Te Uruuru Mai a Hauora” (Ratima, 2001), years are projected to make up almost one fifth
and “Te Tuakiri o te Tangata” (Mataira, 2011). (19.6 percent) of all children here.
14
Pacific communities are diverse. Pacific people A wide range of models describe Pacific world

have individual identities, which include not only views and understandings. They include the
ethnicity, gender, and sexuality, but a host of Fonofale model developed by Fuimaono Karl
other features as well. To work effectively with Pulotu-Endemann (2001), the Kakala model
Pacific ākonga and their families, schools need by Helu Thaman (Thaman, 1992), and the
to understand the different ways that Pacific Tivaevae model by Teremoana Maua-Hodges
cultures and individuals value and express the (Maua-Hodges, 2001). (For a fuller list of
concepts of relationship and connection. models, see Ministry of Health, 2013). Each of
these models recognises the importance of
Pacific world views Pacific values, including family, collectivism and
In promoting sexual health and wellbeing for communitarianism, respect, spirituality, and
their Pacific children, schools and teachers need reciprocity.
to recognise the importance and influence of While no single Pacific model addresses all the
culture. This may involve comprehensive efforts nuances within each Pacific group, the Fonofale
but is worth it. model is recognised by many and can be a
While Pacific peoples are diverse, in many Pacific starting point for discussion and inquiry.
families sexuality is considered a tapu topic. To view the Fonofale model, go to:
There is often a connection between sexuality https://whanauoraresearch.co.nz/wp-content/
and religious teachings. In some families, there uploads/formidable/Fonofalemodelexplanation1-
are tensions between discussing sexuality and Copy.pdf
values relating to respect (Veukiso-Ulugia, 2016).
Questions for schools to consider
It is very useful for teachers of Pacific children to
The following questions are designed to help
gain an understanding of family dynamics and
your school reflect on ways of engaging with
structures and of the status and roles of each
Pacific ākonga and their families.
individual within Pacific families. In many Pacific
• How does your school build quality
communities, a person’s identity is strongly
relationships with Pacific ākonga and
embedded in and connected to their family
their families?
(immediate and extended). Many Pacific young
people grow up with an understanding that their • How does your school support RSE that
actions are not a reflection of themselves alone embraces the cultures of its community?
but rather of their wider family. This relational Is learning facilitated in a way that
dynamic can be observed when Pacific people acknowledges and caters for different cultural
meet for the first time. In most cases, the initial values and norms?
questions include: “What is your surname?”, • How can your school apply Pacific
“Who are your parents?”, “Who is your family?”, frameworks in teaching and learning? Are
and “Which village or church do you belong to?”. you able to engage appropriately skilled and
This dialogue helps identify relationships and experienced Pacific experts?
connections. • In reflecting on spirituality as one of the key
domains that features in Pacific frameworks,
does your school acknowledge the
spiritual beliefs of ākonga and their families
and consider how this may affect their
engagement with RSE?
15
2. A whole-school approach
to relationships and sexuality
education
A whole-school approach to relationships and sexuality education (RSE) is best practice. Appropriate,
up-to-date school policies, active leadership, quality teaching, and strong reciprocal relationships
between the school and its families and community are all essential for success. This section describes:
• how to develop a whole-school approach to RSE
• how to ensure that all ākonga (students) in the school have ready access to the RSE curriculum.
A whole-school approach begins with the school culture and leadership and extends to the curriculum
and school structures and organisation (NZCER, 2012). This ensures that school practices are
underpinned by the school’s acknowledged attitudes and values.
-SCHOOL APPR
HOLE OA
W CH
A
School policies School culture
D PH Y S I C A L E
D
AN UC
H ALAND CU
ZE
AT
T
R
AL
W
IO
RI
NE
HE
Evaluation
N
CU
Leadership
THE
RELATIONSHIPS
LUM
AND SEXUALITY
EDUCATION
OT
HE TS
Support R CO N T E X Physical
systems environment
Management
systems and
procedures
A circular diagram. There are five circular layers, one inside the other. The centre circle
in the diagram says “Relationships and Sexuality Education”. The next circle out reads
“The New Zealand Curriculum”. The third circle out reads “Health and Physical Education
and other contexts”. The fourth circle out is divided into seven equal segments that read
16 “school culture, leadership, physical environment, management systems and procedures,
support systems, evaluation, and school policies”. These seven segments are
encompassed by the final outside circle that reads “A whole-school approach”.
A whole-school approach and a localised curriculum
2. A WHOLE-SCHOOL APPROACH TO RELATIONSHIPS AND SEXUALITY

The table below outlines the different dimensions of school life (quoted from NZCER, 2012, page 3)
and suggests how each can be related to RSE.
THE DIFFERENT DIMENSIONS OF SCHOOL LIFE ADDRESSING RSE ISSUES IN EACH DIMENSION
Ethos and environment: This includes school • Policies related to inclusion and diversity
policies and culture, leadership practices, the • A culture of inclusion that addresses bullying and
physical environment, and student management values diversity
and support systems.
• Leadership practices that foster openness, inclusion,
and student leadership
• A physical environment that is safe and accessible
for all, for example, ākonga are able to access toilets
in accordance with their gender identity
• Management systems, such as procedures to
address bullying related to sexual orientation and
gender identity
• Support systems such as access to health services
Curriculum, teaching, and learning: This includes • Dedicated curriculum time and support for teacher
curriculum delivery, pedagogy, student skill and professional development
competency development, teacher modelling, and
teacher professional learning and development.
Community connections: This includes connections • Partnerships with families, whānau, hapū, iwi, and
and partnerships with parents and caregivers, community organisations
education and health agencies, and community groups.
This section of these guidelines (section 2) focuses on the dimension of “Ethos and environment”.
“Curriculum, teaching, and learning” is covered in section 3 (pages 24–39) and “Community
connections” in section 5 (pages 44–47).
Ethos and environment

The school’s cultural environment and the overall school ethos set the tone for the whole school and
inform leadership, policy, and the internal culture of the school. Consider how your school supports
the development of positive relationships, demonstrates inclusive practices, and encourages learning
in RSE.
School boards of trustees and principals have an important leadership role in creating an appropriate
school environment. Such environments emerge from a supportive culture, where leaders and teachers
model behaviours that support the school’s attitudes and values. These in turn help to shape the values,
attitudes, and behaviours of ākonga. Health Promoting Schools (http://hps.tki.org.nz/) is a helpful
resource in this area.
17
18
Policies for inclusion and diversity For example, they should be clear that

homophobic, transphobic, sexist, and other
Effective school policies that relate to RSE:
discriminatory language is not tolerated in
• align with the school’s local curriculum and
sporting practices and engagements.
ensure that whānau and community are
consulted about curriculum content For further ideas, school leaders can refer
to: https://www.inclusive.tki.org.nz/guides/
• ensure that school planning includes planning
supporting-lgbtiqa-students/
for professional learning and development
that will enable teachers to support the
wellbeing of ākonga
The school culture
The school culture is very powerful. Whether
• clearly describe the school’s reporting
or not they plan to do so, all schools give
processes
ākonga and their families messages about
• include policies that explicitly require
what is acceptable and what is not, in terms
inclusion of diverse staff, families, and
of gender and sexuality. Values are inherent in
community members who interact with
the practices, policies, and language used by
the school
teachers and school leaders.
• clearly describe the support systems in place
The New Zealand Curriculum recognises human
for ākonga, teachers, and the wider school
rights and the values of diversity, equity, and
community.
respect. These values ensure the rights of all
By putting in place appropriate policies and ākonga to self-expression, self-identification,
systems, schools can support RSE in focused and support. RSE acknowledges and supports
and explicit ways. For example, schools can diversity among ākonga. It is crucial that schools
require that: establish and maintain cultures of inclusivity.
• ākonga and staff are known, and addressed
Schools are encouraged to question gender
at school, by their name of choice
stereotypes and assumptions about sexuality,
• school rolls and records use each person’s including:
name, gender, and pronoun of choice
• gender norms
• all school forms allow for genders in addition
• gender binaries
to male or female (eg, gender diverse, non-
binary, takatāpui)
• gender stereotypes
• the school has clear and safe procedures for

• sex norms, for example, the assumption that
sex characteristics at birth are always male
disclosures and complaints
or female.
• the school has clear and safe procedures for
responding to and monitoring bullying and School cultures should acknowledge the sexual
sexual harassment diversity of Aotearoa New Zealand communities.
The culture should recognise and actively
• ākonga have access to health services,
support the rights of those who identify as:
including nurses and counsellors
• school uniform policies are reviewed so that
• takatāpui, lesbian, gay, bisexual, queer,
intersex, transgender
all the school’s uniforms are inclusive and
don’t reinforce outdated, Eurocentric, and • whakawāhine, tāngata ira tāne
exclusionary notions of gender • māhū (Tahiti and Hawai‘i)
• procedures for sports are inclusive so that all • vakasalewalewa (Fiji)
ākonga can take part, whatever their sexual • palopa (Papua New Guinea)
or gender identities.
• fa‘afafine (Sāmoa and American Sāmoa)
These policies and procedures should be
• ‘akava‘ine (Cook Islands)
communicated to all staff, and all staff should be
aware of who to go to for help and advice. • fakaleitī or leitī (Tonga)
• fakafifine (Niue and Tokelau)
Where coaches are involved in school sport, they
need to understand the school policies around • other sexual and gender identities.
the safety and support of all ākonga. This list is adapted from the Human Rights
Commission (2020).
19
There are many ways schools can build a culture Student leaders, activists, and support
in which gender and sexual diversity are valued groups

and all staff and ākonga feel safe in the school Most schools have a school council made up
environment. For example: of ākonga who can advocate for change in the
• Schools can consider how ākonga groupings school. Ākonga should be involved in school-
affect non-binary, gender diverse, and level decision making and policy.
trans ākonga. Many schools also have ākonga-led initiatives
• Mixed groupings convey inclusion and to provide peer support and to encourage
acceptance of diversity. Separating ākonga friendships at school. Such initiatives include
into girls and boys (eg, to line up, for groups, buddy systems, friendship groups, tuakana–teina
to hang up school bags, for sports and relationships, and student conflict mediators.
games) is not usually necessary.
Ākonga should be free to challenge school
• All school extra-curricular activities should practices (such as rules about uniforms). School
be inclusive of all ākonga and encourage leaders and teachers need to be open and
diverse participation. provide spaces for student voices and feedback.
• School events should welcome diverse
families with a range of structures, actively The physical environment
including same-sex, trans, and gender-diverse Some suggestions for making the school’s
partners and community members. physical environment safe for all ākonga are
• Language and examples used by teachers described below.
and school leaders should recognise gender
diversity and diverse families. It is essential Safe physical spaces to access support
to make them visible. For example, schools Schools should provide a safe space where
should avoid referring exclusively to “Mum ākonga can access immediate support. This can
and Dad” and include other possible family be a designated area where staff are on hand
structures, such as families where single to respond. Some schools use the library, a
parents, same-sex parents, gender diverse- classroom, or the staffroom.
parents, foster parents, or other family
Privacy when accessing health services
members are the key caregivers.
Ākonga should be encouraged to access health
services, and they should be able to do so
Leadership practices
without teachers and other children knowing
School leaders about it. For example, schools can ensure that
Boards of trustees, principals, and senior and the accessway to the health centre does not
middle leaders all have a role to play in creating make children highly visible. This supports a
the conditions in which RSE programmes are high-trust approach where ākonga can access
successful. These leaders set the tone of health services with confidence.
the school.
Toilets and changing rooms
Effective school leaders: Schools need to ensure that ākonga can access
• support teachers to develop their knowledge toilets and changing rooms that align with their
and expertise in teaching about relationships, gender identification. This supports their sense
gender, and sexuality of identity and wellbeing. Many ākonga, including
• make it clear that ākonga can ask questions trans, non-binary, or intersex students, may feel
about these things vulnerable having to change clothes in front of
others. It is important to gain student feedback
• value the sexual orientation and gender
about facilities and their uses.
identities of school staff members
and ākonga Toilets and changing rooms can be unsafe
• value the voices of both staff and ākonga environments for many ākonga, especially those
who don’t identify as male or female. Disabled
• welcome and encourage open conversations
ākonga may also be gender or sexually diverse.
with communities such as whānau, hapū,
Toilets and changing rooms should be safe and
and iwi, church groups, sports clubs, and
accessible for all ākonga. For example, some
parent groups.
schools have individual unisex toilets.
20
Talk to ākonga and get their feedback about School management systems

the school’s facilities, so that you can identify
School management systems that can affect
any issues and create safe and private spaces
RSE include:
for changing, including during out-of-school
activities.
• procedures to address bullying related to
sexual orientation and gender identity
• the use of school uniforms
Trans, non-binary, and intersex ākonga should • procedures to address issues relating to
be able to choose a toilet and changing room sexual content online and on phones.
that matches their gender identity. Trans girls
should be able to use the female toilets if they Preventing bullying
prefer to. Ideally, schools will have at least one School procedures for discouraging bullying and
gender-neutral toilet available for ākonga, but dealing with incidents of bullying should directly
trans, non-binary, and intersex ākonga should address bullying related to sexual orientation
not be required to use this rather than male or and gender identity. Such bullying includes
female toilets. making sexist remarks as well as homophobic or
transphobic mocking or name-calling.
Schools can address this sort of bullying by:

Playgrounds
• discussing and dealing with inappropriate
All children, regardless of gender identification, behaviour and activity on social media
should be able to access the playground and websites
equipment and areas of their choice. Playground
• recording and following up all bullying
equipment should not be restricted by gender
incidents, including all those involving sexist,
identification.
transphobic, or homophobic slurs
Classrooms • making ākonga aware of the issues associated
Dividing ākonga into groups or teams by gender with photographing others in sexualised ways
causes difficulties for those who do not identify • developing school rules and procedures that
as either a girl or a boy. Mix up groups and lines include appropriate responses to this type
and use other ways to form teams. Schools of behaviour.
might consider letting children sit where they
feel comfortable in the classroom and changing Useful resources on bullying prevention are
the physical space around to allow different available at: https://www.bullyingfree.nz
groupings over time. Avoid structuring spaces
Reviewing school uniforms
into girls’ and boys’ areas (including spaces to
School uniforms often reinforce gender norms
hang bags and jackets).
and binaries, so schools should offer gender-
During play and discovery times, encourage neutral clothing choices when reviewing school
children to engage with a wide range of uniforms. All ākonga should be able to wear any
equipment, toys, and play materials. These times of the uniform items available. Labelling uniform
offer opportunities to discuss and challenge items by gender is an exclusionary practice.
unhelpful stereotypes about girls and boys (for
Schools can also consider including clothing
example, if ākonga suggest that only girls play
items worn by people in the school’s various
dress-ups or that only boys play with trucks).
cultures, such as lavalava.
21
Addressing issues relating to sexual content Privacy online is covered by the Harmful Digital
online and image-sharing Communications Act (2015). When images of

Aotearoa New Zealand research shows that children are shared, that Act may be breached.
children and young people are being exposed Netsafe provides incident support for all online
to, and accessing, pornography online. A recent safety challenges. Their service is entirely
study (Office of Film and Literature Classification, confidential and free, and schools remain in
2018) showed that one in four children in control of decision making at all times.
Aotearoa New Zealand saw porn before the age
Call Netsafe on 0508 NETSAFE (0508 638 723)
of 12 and that 71 percent were not seeking out
or see their website for advice. They also offer a
porn when they first saw it – it either popped up
free text support service for young people. If you
in a search or someone else showed them.
have a student who wants to contact Netsafe
Sexting means sending or receiving nude or directly, they can text “Netsafe” to 4282.
near-nude images, videos, or texts, including
For more advice and resources, see the Netsafe
underwear shots and sexual content. Young
schools kit.
people can feel pressured to send images or
believe that everybody is doing it. One in five
School support systems
young people report having been asked to send
a nude image. Refer to Netsafe’s online parent Support systems include access to health and
safety toolkit: https://www.netsafe.org.nz/ support services and procedures for responding
advice/parenting to issues and incidents.
Schools can address issues around porn or Access to health and support services
sexting by: Ākonga should be able to access support
• having a digital safety management plan (see services, including health professionals such as
the Netsafe website for advice on setting nurses, doctors, and counsellors. Many schools
this up: https://www.netsafe.org.nz/the-kit/ offer these services on the school premises.
dsmp-digital-safety-management-plan) On-site services reduce issues of access and
embarrassment for ākonga and allow them to
• providing clear policies for the use of phones
seek immediate support and advice in a safe,
and devices
supportive, and confidential environment.
• explicitly teaching strategies for online safety
The Health Select Committee report (Hutchison,
• engaging parents and families in discussions
2013) found that schools with dedicated health
about online safety
services greatly reduce risk factors and issues
• making time to discuss the pressures that of healthcare access for young people. This
ākonga can experience when communicating finding is supported by international evidence
online or by phone (Bearinger et al., 2007).
• helping ākonga plan strategies if they
Where access to on-site services is not possible,
are asked to share images of themselves
schools should support ākonga to access
or others
professionals outside the school.
• ensuring that their ākonga know what to
do and who to talk to if they see images Being responsive to issues and incidents
online that make them feel uncomfortable. When specific issues arise in the school (for
This includes teaching ākonga what to do if example, an incident of homophobic bullying),
explicit content pops up. (Teachers shouldn’t specific discussions or programmes (in classes,
assume that children are actively looking for assemblies, or parent and whānau meetings) can
such content.) raise awareness of the school’s related support
systems and policies. When the whole school
community is aware of the issue, all can work
together to address it.
22
Evaluating the whole-school Indicators of effective practice

approach The Education Review Office has developed
indicators of effective practice that schools can
Evaluating the effectiveness of the approach adapt and use to evaluate their whole-school
should not be done by school leaders alone. approach to RSE (ERO, 2018a, pages 42–45).
Teachers, parents, ākonga, and others in the Indicators are grouped under the headings:
school community also have a role here.
• Stewardship (eg, “The BOT has a policy that
In particular, every school should ensure that
explicitly addresses bullying through social
ākonga contribute their views and ideas to the
media, websites, and other technology.”)
school’s approach. Ākonga should be involved in
planning, identifying, accessing, and evaluating • Leadership (eg, “Leaders deliberately plan
the school’s policies, practices, and partnerships. and implement sexuality education across
the curriculum …”)
Whole-school review • Educationally powerful connections and
Schools should include RSE as a specific element relationships (eg, “The school reports to
in their regular whole-school review. This will parents on students’ learning in sexuality
enable them to find out how effective their education.”)
whole-school approach to RSE is so that they • Responsive curriculum, effective teaching,
can record the results, reflect on them, and and opportunity to learn (eg, “Sexuality
consult as appropriate to make any necessary issues are explored across the curriculum,
changes and improvements. not just in health.”)
The NZCER Wellbeing@Schools self-review cycle is • Professional capability and collective

one way of showing a continuous review process. capacity (eg, “All staff understand their
To view this, refer to NZCER 2012, page 6. school process for reporting suspected
neglect or abuse …”)
• Evaluation, inquiry, and knowledge
building for improvement and innovation
(eg, “The school is able to demonstrate
how programmes meet the needs of
their students.”)
• Outcomes for students (eg, “Students
are confident in their identity, language,
and culture.”)
For more examples of indicators under each
heading, refer to ERO, 2018a, pages 42–45:
https://www.ero.govt.nz/publications/
promoting-wellbeing-through-sexuality-
education/
23
TEACHERS
3. Relationships and sexuality

education in the New Zealand
Curriculum
In the New Zealand Curriculum, relationships and Using language, symbols, and texts – Ākonga
sexuality education (RSE) is part of the Health will examine the social and cultural influences
and Physical Education learning area. It must be that shape the way people learn about and
included in teaching programmes for years 1–8, express their sexuality, including in the
using the strands and achievement objectives mass media, in social media, and in online
outlined in the curriculum. environments. They will critically examine values,
cultures, and stereotypes and how these affect
RSE can also be taught in other learning areas
themselves and others.
and contexts. In years 1–8 classes, there are many
opportunities to focus on this learning while Managing self – Ākonga will develop strategies
working across the curriculum or in authentic for relationships, personal identity, and growth
social contexts. and development. They will use their learning to
make decisions, identify and access support, and
Programmes in health education and across
develop resilience and resourcefulness.
the curriculum will provide ākonga (students)
with a range of developmentally appropriate Relating to others – Ākonga will learn about
learning opportunities. the complexity of relationships and about
skills and strategies for positive relationships.
RSE and the key competencies They will explore emotional skills and practise
Thinking – Ākonga will make sense of interpersonal communication skills. They will
information about growth and development, learn how to support and respect others in order
sexuality, relationships, pubertal change, and to develop and maintain healthy relationships.
societal issues. They will: Participating and contributing – Ākonga will
• reflect critically on that information learn about the importance of respecting
• examine their own and others’ attitudes, diversity and will contribute to inclusive
values, beliefs, rights, and responsibilities classroom and school communities.
with regard to development, gender,
sexuality, and relationships
• consider how to solve problems in social
situations.
24
3. RELATIONSHIPS AND SEXUALITY EDUCATION IN THE NEW ZEALAND CURRICULUM
25
RSE and the underlying concepts of health and physical education

The underlying concepts of health and physical education are hauora, health promotion, the socio-ecological
perspective, and attitudes and values that promote hauora.
HAUORA SOCIO-ECOLOGICAL PERSPECTIVE
The holistic approach to RSE is based on the Through the socio-ecological perspective, ākonga
concept of hauora. This approach recognises that all examine the social and cultural contexts that affect
relationships have social, mental and emotional, and how people learn about, understand, and express their
spiritual dimensions as well as physical dimensions. relationships, gender, and sexuality. This perspective
These aspects are interrelated. enables ākonga to look critically at culturally-based
values and beliefs and how they affect individuals
and society.
HEALTH PROMOTION ATTITUDES AND VALUES
Ākonga can take health promotion action within RSE programmes are underpinned by the values of
schools and communities to advocate for access to social justice and equity. Ākonga can explore diverse
services, to raise awareness of sexuality and gender values and learn about respect and about care and
issues, to work against discrimination, and to show concern for themselves and other people. They can
support for diversity. Ākonga can be involved in examine how values are expressed in relationships
communicating between schools and communities and in different groups and contexts. They can
in relation to gender and sexuality issues and develop understandings around ethics, rights,
programmes. and responsibilities.
RSE in health education

Most learning about relationships, gender, and
sexuality will occur in dedicated health education In health education, students develop their
classes, where it is a key area of learning.
understanding of the factors that influence
Teaching will align with The New Zealand
the health of individuals, groups, and
Curriculum definition of health education.
society: lifestyle, economic, social, cultural,
When considering the amount of time to allocate political, and environmental factors. Students
to RSE, schools need to balance content across develop competencies for mental wellness,
health and physical education programmes to
reproductive health and positive sexuality,
ensure that all seven key areas of learning are
and safety management, and they develop
addressed.
understandings of nutritional needs. Students
Classroom programmes need to be sensitively build resilience through strengthening
developed so that they respect the diverse their personal identity and sense of self-
values and beliefs of ākonga and of the worth, through managing change and loss,
community. The views and requests of ākonga and through engaging in processes for
should be included in the regular planning and
responsible decision-making.
review of sexuality programmes, and teachers
should also consult ākonga about content and They learn to demonstrate empathy, and they
approach. develop skills that enhance relationships.
Students use these skills and understandings
to take critical action to promote personal,
interpersonal, and societal wellbeing.
Ministry of Education, 2007, page 23
26
A note on teaching about sexual violence RSE in physical education

Health education programmes should include
clear teaching about: While most RSE content will be taught in health
education classes, physical education classes
• sexual violence and how to prevent it
have a role to play in establishing a supportive
• where to seek help and support environment and keeping messages consistent
• how to support others if they disclose. with the school’s approach. International
research suggests that physical education
Issues of consent, coercion, and safety in
classes are often not inclusive of diverse ākonga
intimate relationships are important aspects of
and can reinforce rather than question gender
RSE. For example, the key learning at level 2
and sexuality stereotypes (Denison and Kitchen,
(on page 31) includes, “Understand what consent
2015; Landi, 2019; McGlashan, 2013; Sykes, 2011;
means in a range of contexts …”.
Wright, 2004). For example, grouping ākonga
Ākonga need to develop: according to gender can exclude those who do
• effective and assertive communication skills not conform to gender norms (Sykes, 2011).
• awareness of ethics and of their own However, physical education classes can present
personal values opportunities for exploring and challenging
• respect for the feelings and decisions gender stereotypes and for working towards
of others. inclusion. Programmes with a strong focus
on values, critical thinking, power sharing,
However, RSE should not be framed by notions
and student voice can support learning about
of risk and violence, because this can lead to
gender and sexuality issues and be empowering
programmes that are driven by fear and blame.
for ākonga. Achievement objectives in physical
Teachers may decide to separate teaching
education provide opportunities for ākonga
about violence, safety, and abuse from their RSE
to discuss and question stereotypes and
programme and, instead, address these issues
gender norms.
as part of learning about mental health, keeping
safe, or alcohol and other drugs. Issues relating
to violence should not dominate learning in RSE.
27
Suggested learning intentions • identify stereotypes in visual images, for
example, advertisements, movies, or other

Relationships, gender, and sexuality can be
media, and examine the effects of those
addressed in physical education by:
stereotypes on young people
• developing effective communications skills in
• identify positive and negative gender bias in
games and physical activities
media stories
• exploring gender stereotypes in physical
• critically explore and contrast the identities
activity and sport
(social, cultural, and historical) of different
• developing knowledge about how people’s
characters in a range of texts, focusing on
participation in sport relates to gender,
bias, fact, and opinion
culture, and community contexts
• create short stories or poetry linked to their
• engaging in critical inquiry into issues around
own world view, in partnership with whānau
gender and national sporting teams (for
• study sets of texts that showcase different
example, the levels of funding provided for
perspectives on gender roles, identify these
the Black Ferns compared to the All Blacks)
roles, and then critique these perspectives,
• discussing gender issues related to uniforms
arguing for and against them
for sport and physical education
• write an argument from the perspective of a
• discussing issues related to gender binaries
polarising character in history (someone with
• exploring how growth and development a different world view) in order to convince a
affect participation in physical activities. loved one to agree with what that character
believed (and then work with a partner
RSE across the curriculum to identify fact, bias, and opinion in one
another’s arguments).
Suggested learning intentions In science, ākonga can:
While RSE concepts and content will be • consider how biological sex has been
specifically taught in health education and constructed and measured over time and
supported in physical education, there are many what this means in relation to people who
opportunities for RSE across the New Zealand have variations in sex characteristics
Curriculum. For example:
• consider variations in puberty, including the
In English, ākonga can: role of hormone blockers
• critically explore how the diversity of families, • explore the role of genetics in constructing
schools, and communities is represented debates about gender and sexuality
in texts • challenge gender stereotypes about careers
• explore and critique the representation of in science
gender roles and relationships in texts • identify famous male and female scientists
• co-construct ground rules for engaging in and their contributions
critical discussions about text content • explore what “male” and “female” mean in
• create oral, visual, or written texts about the relation to various living things, for example,
roles and relationships within their whānau plants, sea creatures, and fungi.
or family
• engage in dialogue and debate in the
context of provocative online posts linked to
relationships, gender, and sexuality
• explore their whakapapa and present it as an
oral text
28
In technology, ākonga can: • explore the representation of gender in

• challenge gender stereotypes in relation to visual art
design and materials • identify ways that colour and language are
• explore symbols linked to the gay and related to gender
transgender rights movements • create a piece of work that expresses ideas of
• identify how gender expectations are safety, respect, and danger
embedded in technology, for example, in • consider plays with roles that do not conform
o the design and style of power tools and to gender stereotypes
other tools • explore dances and dance styles where there
o the range of colours, textures, and designs are specific roles for gender and also those
available for clothing where there is no gender differentiation
• explore the way toys, apps, and online • challenge gender stereotypes about who
games and activities are designed for a can dance.
gendered audience
In languages, ākonga can:
• engage in a gender-neutral design challenge.
• discuss the use of gendered or non-gendered
In social sciences, ākonga can: pronouns across different languages
• identify different types of families and gender • identify words and ideas about relationships
roles within them – who is included and what and gender that are or are not present in
roles do family members play? different languages, and consider what that
• interview family members and friends about might mean
how they have experienced gender roles and • investigate the different words and their
expectations in their lives meanings used by indigenous peoples in
• explore whakapapa and a range of other their languages to depict different kinds
ideas about family and family histories of relationships or sexual orientations in
accordance with their world views.
• explore the women’s liberation movement
(for example, women gaining the right to In mathematics and statistics, ākonga can:
vote in 1893 in Aotearoa New Zealand) and • explore ways of collecting information and
the development and persistence of gender interpreting the data in meaningful ways.
stereotypes (for example, by researching They could collate and record information,
the #MeToo movement) use appropriate charts and graphs, analyse
• consider famous “rainbow” figures data, and draw conclusions, for example,
from history in relation to class or school demographic
• explore geographical spaces in the school information.
and community in terms of how they relate
to gender (for example, are spaces designed
according to gender? Who plays on which
areas of the playground and why?).
In the arts, ākonga can:

• consider plays and role plays that critically
investigate gender stereotypes
• explore issues around relationships, consent,
and gender stereotypes through visual art,
dance, and drama
29
Designing a RSE programme for ākonga in years 1–8
The tables on pages 30–33 present key learning in RSE at levels 1–4 of the New Zealand Curriculum. This
key learning is aligned with the achievement objectives within the strands Personal Health and Physical
Development, Relationships with Other People, and Healthy Communities and Environments in the Health
and Physical Education learning area.
Teachers should refer to The New Zealand Curriculum, 2007, Health and Physical Education Achievement
Objectives charts, to identify achievement objectives at each level. Suggested learning intentions that
support the key learning presented below can be found online alongside these guidelines and other
Health and Physical Education curriculum support materials.
The Education Review Office has identified that schools with effective programmes spend at least 12–15 hours
per year on sexuality education (ERO, 2007b). It is recommended that this learning is planned across the year
and that appropriate and diverse resources are used to engage ākonga.
Key learning at levels 1–4 Ākonga Ākonga

can show can show
Key learning at level 1
that they: that they:
LEVEL 1 KO AU — KO AKU HOA — KO TŌKU AO —

ALL ABOUT ME FRIENDSHIPS AND ME AND THE WORLD
Knowledge, understandings, RELATIONSHIPS WITH OTHERS Critical inquiry, reflection, and
and skills relating to physical Understandings and skills social-action skills related to
and sexual health and to enhance relationships, issues of equity, gender, body
development: emotional, for example, in relation image, risk, and safety
mental, social, spiritual, and to friendships, intimate
environmental relationships, love, families,
and parenting
Ākonga • Recognise body parts, • Are able to make friends, be • Understand the relationship
can show including genitals, can name a good friend, be inclusive, between gender, identity,
that they: them (in te reo Māori and and accept and celebrate and wellbeing.
in English), and understand difference in a range of • Are able to stand up for
basic concepts about contexts (including in themselves and others
reproduction. games, play, classroom (eg, if there is unfairness,
activities, and at home). teasing, bullying, or
• Know about body safety,
including hygiene and • Are able to express their inappropriate touch).
appropriate touching, know own feelings and needs and
how to show respect for can listen and be sensitive
themselves and others, and to others by showing
can use strategies to keep aroha, care, respect, and
themselves safe (including manaakitanga in a range of
basic safety strategies contexts.
online and on devices). • Know about belonging
and about roles and
responsibilities at school
and within the whānau and
wider community.
• Know who to trust and how
to ask for help.
30
Ākonga Ākonga
can show can show
that they: that they:

and parenting
Ākonga • Know about human • Are able to name and • Understand that personal
can show anatomy, about how bodies express a wide range of identities differ (eg, in
that they: are diverse and how they feelings and use skills to terms of gender, ethnicity,
change over time, and manage their feelings. language, religion, and
about human reproductive • Engage positively with whakapapa).
processes. peers and others during • Are able to identify gender
• Understand what consent play, games, classroom stereotypes, understand the
means in a range of activities, and online (by difference between gender
contexts, including online listening, affirming others, and sex, and know that
contexts. waiting, taking turns, there are diverse gender
• Are able to give and receive recognising others’ feelings and sexual identities in
consent (eg, at the doctor, in and respecting them, and society.
the playground, or online). showing manaakitanga, • Are able to contribute
aroha, and responsibility). to and follow guidelines
that support inclusive
environments in the
classroom and school.
31
Ākonga
Ākonga
can show
can show
that they:
that they:

and parenting
Ākonga • Know about pubertal • Understand consent, • Understand how

can show change and how it is pressure, coercion, and communities develop and
that they: different for different rights, and have skills for use inclusive policies and
people, and understand giving or withholding practices to support gender
associated needs that consent and for staying safe and sexual diversity (eg,
relate to people’s social, and engaging respectfully at public events, during
emotional, and physical in a range of contexts, physical activity and
wellbeing. including online contexts. sports, within whānau, in
• Are able to take part • Are able to use strategies community organisations,
in collective action to to address relationship and online).
implement school and challenges (in friendships, • Are able to critique the
community policies that groups, and teams, with ways in which social media
support young people whānau, and online). and other media represent
during pubertal change. • Know about a range of bodies and appearance,
• Understand different health and community relationships, and gender,
types of relationships services and have strategies and can identify a range of
(eg, friendships, romantic for seeking help (for ways in which these affect
relationships , relationships themselves and others), wellbeing.
between whānau, team, including at school and
and church members, within their whānau.
and online relationships)
and understand how
relationships influence their
own wellbeing and that of
others.
32
Ākonga can show that
they: Ākonga can show that they:

and parenting
Ākonga • Know about pubertal • Are able to manage intimate • Understand how school
can show change (including hormonal relationships (involving and community contexts
that they: changes, menstruation, attraction, love, and desire) (eg, school procedures and
body development, and and relationship changes rules, sports and physical
the development of gender (including changes to activities, and community
identities), and about how relationships online and using facilities and environments)
pubertal change relates to social media), through: link with people’s gender
social norms around gender o knowledge of rights and and sexual identities; and
and sexuality; and can responsibilities can take action for inclusion.
make plans to support their o knowledge of the need to • Know how to access help for
own wellbeing and that of give and receive consent themselves and others, know
others. and to make informed about a range of strategies
• Understand various choices and resources that support
differing approaches o assertive communication. health and wellbeing, and
to conception and understand how these can
contraception and how enhance wellbeing, mitigate
these relate to social risk, and support gender and
norms, choice, consent, sexual identity.
and wellbeing. • Are able to identify
connections between
people’s wellbeing and
media representations
of relationships, gender,
and bodies (including
representations in social
media, in films, and on
television).
33
Engaging outside providers for When engaging outside providers, ask questions
like these:
RSE programmes
• How does this provider extend learning
Classroom teachers are the experts in terms of opportunities for my ākonga?
pedagogies and the needs of their ākonga, and • Does this provider have cultural knowledge
they are ultimately responsible for curriculum and expertise that will enhance programmes,
delivery. It is not considered best practice to for example, for Pacific, Māori, or Asian
hand over the responsibility for RSE programmes ākonga? For LGBTQI+ ākonga? For disabled
to outside providers. Classroom teachers are ākonga?
best, because they are more likely to have
• How far will the learning provided address the
trusting relationships with their ākonga and
health and physical education achievement
connections with their family and communities.
objectives in our RSE programme?
However, a wide range of outside providers are • What are the values of this organisation? Do
available to help teachers better understand they align with the values of the New Zealand
the diversity of needs that their ākonga may Curriculum and the values of our school?
have. Outside providers can also help schools
• What expertise do the provider’s staff
implement their RSE programmes.
members bring with them, and what
Some outside providers are government funded pedagogical approaches will they use?
and some are private. Some have specialist • Are this provider’s practices culturally
knowledge and expertise and can help teachers appropriate for our ākonga?
to develop effective and meaningful learning
• How is this provider funded and what is its
that links to the curriculum. Some have access to
purpose for existing? What is its agenda?
specific content that can enhance programmes.
Others have a particular agenda, and many are Schools should evaluate the programmes and
trying to sell goods and services to schools. Not services provided by outside agencies alongside
all potential providers have appropriately trained their in-school learning programmes.
or qualified staff.
Access to the RSE curriculum for
Where outside providers are engaged, their
services should be incorporated within existing all ākonga
programmes and linked with achievement
Schools should consider the learning needs
objectives from the health and physical
of all ākonga to support their access to these
education learning area of the New Zealand
programmes. This involves establishing the
Curriculum. Teachers should be involved in the
specific needs of learners, for example:
planning and implementation and should always
consider whether they should be present or not • ākonga from particular cultural backgrounds,
during sessions. including Māori and Pacific
• LGBTQI+ ākonga
• disabled ākonga
Lecture-style presentations and other one-
• neuro-diverse learners
off programmes that focus on delivering
information are not effective. Such presentations
• ākonga learning English or with first
languages other than English.
and programmes tend not to take into account
individual students’ learning needs or the
particular school contexts in which they are
delivered (Tasker, 2013).
34
Approaches to RSE for ākonga Māori Relevant activities for ākonga Māori could include:

Teachers of ākonga Māori need professional • exploring notions of whakapapa or their
learning and development that meets their origins, using the key questions “Ko wai koe?”
identified needs. They also need to partner with and “Nō hea koe?” as starting points
experts in the community, such as kaumātua. • identifying and exploring pūrākau and
pakiwaitara that follow the lives and deeds
Culturally relevant (whānau, hapū, iwi-focused)
of atua and tuahangata or tuawahine in
and evidence-based RSE can be an effective
terms of how they deal with concepts and
way to support ākonga Māori to achieve overall
issues related to RSE, such as consent,
success. Schools could consider the following
flirting, different types of relationships, and
strategies. (These strategies are also likely to be
conception
effective and supportive for all ākonga.)
• identifying evidence of Māori strengths, such
• Introduce the concept of sexuality as one
as the supportive relationships that Māori
of the elements that contributes to general
have formed with other indigenous peoples
health and wellbeing (ie, to hauora). Draw on
• discussing contemporary issues using a
Māori concepts, models, and knowledge, such
kaupapa Māori perspective. For example,
as te ira tangata, and focus not just on the
they could examine ideas about conception
physical side of sexuality and relationships
and belonging to families.
but also on the emotional, spiritual, and
psychological aspects.
Māori children do not become part of their

Te ira tangata conveys the idea of children’s whānau through a purely biological process of
physical and spiritual endowment and the need conception. Whāngai, taurima, and atawhai are
to nurture both in their education, as described some of the valid and important ways in which
in Te Aho Matua (Te Rūnanga Nui o ngā Kura Māori children traditionally were, and still are,
Kaupapa Māori, 2000). brought into families and raised. These concepts
of fostering, adopting, and caring for children
were, and still are, used to:
• Include kupu, kīwaha, and kupu whakarite
• maintain whakapapa connections
when teaching ākonga about ways to express
themselves and talk about sexuality. For
• provide people who are unable to have
biological offspring with children to love
example, there are many words to describe
desirable or undesirable attributes in a • make sure that children know they are loved
partner, and there are different words for by many – the whole whānau, hapū, and iwi.
types of “hoa” – hoa rangatira, hoa piri pono, A saying, “Kia mātua rautia ngā tamariki”,
whaiāipo, ipo, tau, makau … expresses the idea that children should have
• Explore and discuss pūrākau, such as the many parents to love and nurture them.
stories of Ranginui and Papatūānuku and of
their children. Discuss pūrākau of specific
Teachers can also refer to:
iwi. Māori narratives can be used to highlight
• Clive Aspin, “Hōkakatanga – Māori
the idea of collectivity as compared with
sexualities”, Te Ara – the Encyclopedia of
individualism; the roles of men, women, and
New Zealand: http://www.TeAra.govt.nz/en/
other genders; and the relationships between
hokakatanga-maori-sexualities/print
people and the environment.
• Te Whāriki Takapou: https://tewhariki.org.nz/
• Encourage the use of waiata, karakia, and
whakataukī to teach ākonga about their
place in the world, their place in society, and
To learn more about te reo Māori kupu used in
important values and expectations. Affirm
these guidelines, or to check meanings in English,
and reinforce the value of being Māori in
visit: www.maoridictionary.co.nz
Aotearoa New Zealand, and across the world.
• Identify and explore te kawa me te tikanga
o te marae. Schools that have on-site marae
can use the marae as a venue to support
teaching RSE.
35
Approaches to RSE for Pacific ākonga Promote the use of Pacific language terms in
RSE. For example, fa‘afafine (Sāmoa), fakaleitī

In many Pacific cultures, gender and sexuality
(Tonga), and ‘akava‘ine (Cook Islands) are all
are highly regarded and viewed as tapu.
terms used to describe the traditional gender
Because there are cultural restrictions on what
identities of males who identify themselves as
is acceptable and polite, and because of other
having the spirit of a woman or as behaving
aligned Pacific values, such as respecting vā
like a female. It is important to recognise that
(relational space), some may think that sexual
these terms describe gender roles unique to
health and sexuality are forbidden subjects.
the Pacific and do not fit neatly into Western
(These restrictions may be attributed to cultural
categories.
and religious beliefs that are also experienced in
other cultures.) Teachers can also refer to information on
effective teaching for Pacific students:
Given the high regard placed on relationships
http://pasifika.tki.org.nz/Effective-teaching
within Pacific cultures and the sensitivity
surrounding sexuality, schools need to
Approaches to RSE for LGBTQI+
recognise that discussing such issues in an
ākonga
open and frank manner may be very difficult
for parents, ākonga, and teachers. Pacific
values can have a huge bearing on how ākonga
LGBTQI+ is an acronym for “lesbian, gay,
respond to the delivery of RSE.
bisexual, trans, queer, intersex”, and the ‘+’
on the end denotes other gender and sexual
The cultures of Sāmoa and Tonga highlight identities. The combination and number of
the special relationship between a brother letters can vary.
and sister, which has a specific code and
etiquette. For a brother and sister, this is a
lifelong commitment, notably for the brother in Many ākonga at primary and intermediate
respecting, serving, and honouring his sister. schools are thinking about their gender
identities, and some are aware of their sexual
orientation. Ākonga with diverse sexual
For example, if siblings are in the same class, orientations and gender identities have a right
discussing sexual matters may be seen as to inclusive RSE. Ākonga are likely to have
violating the bonds between siblings or other whānau or family members who are sexually
family members. Such situations can place and gender diverse.
considerable strain on young people, who may
• Programmes should acknowledge gender
have issues that they want to talk about but are
and sexual diversity and make sure that a
unsure of how to approach this subject or are
range of identities is visible in resources.
uncomfortable talking about it.
• Ākonga should be addressed by their
Teachers need to consider these dynamics and preferred name and pronouns.
present RSE lessons in culturally appropriate
• Teachers can reflect on and change
ways after open discussions with ākonga,
exclusionary practices such as lining up in girls’
families, and community members. The
and boys’ lines, requiring students to place
school community can be strengthened and
bags in girls’ or boys’ categories, or organising
empowered by positive reciprocal relationships,
class groups according to gender binaries.
where healthy and positive messages and views
of sex and sexuality are reinforced.
Pacific expressions of sexuality are practised

and reinforced in many cultural forms, including
art, language, song, dance, drama, music,
stories, and myths and legends, as well as dress,
food, and other aspects of daily life. These
creative and innovative cultural forms, which
are intertwined in Pacific cultures and identities,
can be used as a resource for engaging young
people in discussions.
36
Approaches to RSE for disabled Research and evaluation shows that effective

ākonga and successful RSE occurs when enough time is
dedicated to programmes and when teachers are
Disabled ākonga have a right to access RSE.
confident and knowledgeable enough to deliver
The New Zealand disability strategy 2016–2026
programmes that are meaningful, student-
makes this clear.
centred, and up-to-date (Allen, 2005; ERO,
2018a; Tasker, 2013).
Gender norming plays out in the disability Effective programmes are not designed by
community, just like it does in society more teachers alone. When designing programmes,
generally. Disabled women and girls face keep these priorities in mind.
different barriers to disabled men and boys. • Be responsive to the needs of your ākonga
Office for Disability Issues, 2016, page 14 in terms of RSE. Ākonga should be involved
in curriculum design. For ideas on how to
achieve this, go to: peace.net.nz/school-
Disabled ākonga, like all people, have complex programmes/cool-schools-peer-mediation
identities, and relationships education should be • Plan your curriculum with significant input
tailored to their specific needs. from your local community, including
There can also be an incorrect perception that whānau, hapū, and iwi. While the curriculum
disabled people do not have sexual desires. provides general direction, consulting with
Disabled ākonga should be included in RSE your own communities and ākonga (including
programmes. The resources and the programmes diversity groups) will provide more relevant
themselves may need to be adjusted so that and specific content.
learning is accessible and inclusive. • Attitudes to RSE will differ within and across
communities and across generations within
Disabled ākonga and their whānau should
families. Young people may be negotiating
be consulted about RSE programmes and
the space between the views and values of
about issues of access, safety, and inclusion in
their families and those presented in popular
the school.
culture and media. Discuss these conflicts and
Schools may find the Human Rights Commission help ākonga to think through the differences
statement on disability useful: https://www.hrc. as part of their formal learning.
co.nz/your-rights/your-rights/#disabled-people-
have-the-right-to You can consult health professionals about
content for curriculum programmes. They can be
a useful resource for teachers, both in planning
Effective RSE programmes and
programmes and as guest presenters alongside
pedagogies the class teacher.
The Effective Pedagogy section of The New Teachers can also refer to the Education Review
Zealand Curriculum (Ministry of Education, 2007) Office indicators of effective practice, especially
describes how the following approaches have a those listed under “Responsive curriculum,
positive impact on learning. effective teaching, and opportunity to learn” and
• Creating a supportive learning environment “Outcomes for students” (see page 23 for link).
• Encouraging reflective thought and action
• Enhancing the relevance of new learning
• Facilitating shared learning
• Making connections to prior learning
and experience
• Providing sufficient opportunities to learn
• Teaching as inquiry
37
Support and professional learning Assessment for learning
for teachers Assessment for learning is about developing

RSE requires teachers who are not only well teachers’ and learners’ ability to design and use
informed but also well supported in ongoing assessment for its core purpose – to support
ways. Because of the diversity of needs and further learning. This involves gathering,
communities, teachers need to access regular analysing, interpreting, and using information in
professional learning and development. They focused and timely ways that provide evidence
need to be comfortable talking about: of learner progress.
• gender identity and sexual orientation The practice of assessment for learning works
• different families and different types of best when ākonga and their whānau take an
relationships active part in conversations about each learner’s
• gender and sexuality more generally. strengths and their progress, talking about:
Teachers need to keep up to date with best • what is being learned

practice. They should have: • how the learning connects to the learner’s life
• access to the latest research and • the next steps in their learning
developments in the fields of gender and • how learners, whānau, and teachers can
sexuality education together construct meaningful learning
• up-to-date resources pathways and support their use.
• personal and professional support. The assessment information is used to celebrate
Effective professional learning is embedded learners’ progress and their strengths, to plan
within the work of teachers and integrated their next learning opportunities, to adjust
into the school year. Teacher-led learning strategies according to their needs, and to
communities can enable teachers to support one identify any needs for additional support sooner
another and provide opportunities for them to rather than later.
reflect on programmes and resources. Enhancing the way assessment is used in the
A number of government-funded agencies offer classroom promotes learning and wellbeing,
support and resources for teaching sexuality raising learners’ levels of progress and
education. Many groups run courses for teachers achievement, and also informs local
and offer other support. See Sources of support curriculum design.
for teachers on page 55 for more details. For more information, go to: https://assessment.
tki.org.nz/Assessment-for-learning/Student-
progress-and-achievement-across-the-
curriculum
38
39
4. What are schools required to do?

Boards of trustees play an important strategic role when they support principals to develop and maintain
a school environment in which effective implementation of relationships and sexuality education (RSE)
programmes can occur. (For specific details on the board of trustees’ roles and responsibilities, see
page 42.)
The National Performance Measures and the Human Rights Act

Schools are legally required to comply with the National Performance Measures (consisting of the
National Education Goals, the foundation curriculum policy statements, the national curriculum
statements, and the National Administration Guidelines).
The National Education Goals and National Administration Guidelines that support the learning of
ākonga (students) in sexuality education are as follows.
NATIONAL PERFORMANCE MEASURES
NATIONAL EDUCATION GOALS NATIONAL ADMINISTRATION GUIDELINES
The following National Education Goals support the Under the National Administration Guidelines:
learning of ākonga in sexuality education by 1. Each board of trustees, through the principal and
providing for: staff, is required to:
1. The highest standards of achievement, through a. develop and implement teaching and learning
programmes which enable all students to realise programmes;
their full potential as individuals, and to develop i. provide all students in years 1–10 with
the values needed to become full members of New opportunities to progress and achieve success
Zealand’s society. in all areas of the National Curriculum;
2. Equality of educational opportunity for all New ii. giving priority to student progress and
Zealanders, by identifying and removing barriers to achievement in literacy and numeracy …
achievement. especially in years 1–8.
7. Success in their learning for those with special 5. Each board of trustees is also required to:
needs, by ensuring that they are identified and a. provide a safe physical and emotional
receive appropriate support. environment for students;
10. Respect for the diverse ethnic and cultural heritage b. promote healthy food and nutrition for all
of New Zealand people, with acknowledgment of students; and
the unique place of Māori, and of New Zealand’s c. comply in full with any legislation currently in
role in the Pacific and as a member of the force or that may be developed to ensure the
international community of nations. safety of students and employees.
Ministry of Education Ministry of Education
In addition, the Human Rights Act (1993) prohibits discrimination on the grounds of sex (including
gender identity, gender expression, and sex characteristics), religious belief, ethical belief, colour, race,
ethnic or national origins, marital status, age, political opinion, employment status, family status, and
sexual orientation.
The vision and goals of the school community, as set out in the school’s charter, should incorporate or
refer to all policies, programmes, student achievement goals, and procedures for health education.
Ideally, the board will consider the question, “How might this vision or strategic policy look in the context
of relationships and sexuality education?” along with other practical “tests”. For example, “How might this
take account of priority learners?”
40
Section 91 of the Education and Training Act 2020
4. WHAT ARE SCHOOLS REQUIRED TO DO?

Health education is the only part of the school’s curriculum for which the law specifically requires the
board of trustees to consult with the school’s community. Section 91 of the Education and Training Act
2020 requires the board to consult with the school community at least once every two years on how
the school will implement the health education component of the curriculum. The board is required to
adopt a statement on the delivery of the health curriculum following this consultation.
Decisions on contraceptive education should be considered during the consultation process. The
1990 repeal of section 3 of the Contraception, Sterilisation and Abortion Act 1977 removed any
legal impediment to young people of any age having access to contraceptive use or to the supply
of contraceptive devices. Ākonga can, however, be withdrawn from contraceptive education (under
section 51 of the Education and Training Act 2020).
Reviewing programmes
This diagram outlines a process for reviewing health education programmes that include
sexuality education.
NATIONAL PERFORMANCE MEASURES

National Education Goals Health and Physical Education
National Administration Guidelines in the New Zealand Curriculum
Local goals may
be developed after
consultation with the
SCHOOL CHARTER
school community.
A mission statement
may be written.
The board of trustees prepares a draft statement on the delivery of the
health curriculum.
The board of trustees adopts a method of consultation with the

This process is school community.
undertaken at least
once every two years.
The board of trustees consults with parents/caregivers/whānau and, if the

school is integrated, with the proprietors.
The board of trustees considers the comments received on the draft

statement and makes any necessary amendments.
The board of trustees adopts the statement on the delivery of the

health curriculum.
Feedback is given The school’s health education programme

to the community. is implemented and monitored.
The health education programme, including the sexuality education

component, is reviewed according to the National Administration Guidelines
and Section 91 of the Education and Training Act 2020.
41
Roles and responsibilities With specific reference to sexuality education,
the board needs to ensure that the curriculum is

The board of trustees, the principal, other staff, delivered and that consultation takes place. The
and the wider community all play essential parts board has to do the following.
in making decisions about RSE programmes. • Ensure that “the school community” to be
consulted includes the parents of ākonga
enrolled at the school and, in the case of
Below, the term “sexuality education” is used a state-integrated school, the school’s
to ensure alignment with the wording of the proprietors. The board may also consult
Education and Training Act 2020. Where the with any other person whom the board
term is used, it is safe to assume that it can be considers is part of the school community
taken to denote “relationships and sexuality for the purpose of health education
education”. community consultation.
• Prepare a draft statement on the delivery
of health education that describes how the
The board of trustees school will implement the health education
The board of trustees is the school’s legal entity components of the New Zealand Curriculum.
and is accountable to both the government of
• Adopt a method of consultation that it
the day and the local community. The board is
considers will:
responsible for everything that happens in the
school, including: o inform the school community about the
content of health education
• delivery of the curriculum
o find out the wishes of the school
• consultation with the local community community in terms of how health
• ensuring positive outcomes for every student education should be implemented, given
at the school the views, beliefs, and customs of the
• school planning and reporting. members of that community
o determine, in broad terms, the health
One of a board’s primary objectives in governing education needs of the ākonga at
a school is to ensure that the school: the school.
• Give members of the school community time
(i) is a physically and emotionally safe place
to comment on the draft.
for all students and staff; and
• Consider any comments received on the draft.
(ii) gives effect to relevant student rights
set out in this Act, the New Zealand Bill of • Adopt a statement on the delivery of health
Rights Act 1990, and the Human Rights Act education (after the process of consultation).
1993; and
The principal
(iii) takes all reasonable steps to eliminate
The principal is the CEO to the board and the
racism, stigma, bullying, and any other forms
professional leader of staff. Their job is to act
of discrimination within the school; and
as professional advisor to the board, implement
(c) is inclusive of, and caters for, students with the board’s decisions, and provide professional
differing needs. leadership to the board’s other employees.
(Clause 127, Education and Training Act 2020) The principal:
Clause 122 of the Education and Training Act

• may be delegated by the board of trustees to
prepare the draft statement on the delivery
2020 requires boards to ensure the school
of health education and to coordinate the
gives effect to Te Tiriti o Waitangi, including by
consultation process
working to ensure that its plans, policies, and
local curriculum reflect local tikanga, mātauranga • ensures that any student whose parent has
and te ao Māori. applied in writing to have their child excused
from tuition in any particular element of RSE
The following resource will be useful for is excluded from the relevant tuition and is
boards: Sexuality education in primary schools: supervised during the period of that tuition
Information for boards of trustees (ERO, 2018b)
• ensures that programmes are implemented
ero.govt.nz/assets/Uploads/ERO-18262-
and evaluated effectively and that adequate
Sexuality-Education-brochure-Primary-BOT-
time is given to sexuality education and to
v2.pdf
health education in general.
42
The middle leader or teacher in Wider community agencies
4. WHAT ARE SCHOOLS REQUIRED TO DO?

charge of health education Wider community agencies (including, but
Health education is a whole-staff, whole-school not limited to, advocacy groups, counselling
responsibility. A teacher or curriculum team agencies, and social services) may provide
may be delegated to lead this curriculum area, valuable advice and support the school’s
but it will still require the wholehearted and staff and board in delivering an effective and
professional engagement of every member of appropriate RSE programme. (See Engaging
staff to provide an effective sexuality education outside providers for RSE programmes, on
programme in the school. page 34.)
The middle leader responsible for health

education may be delegated by the board of
Specific rights and responsibilities
trustees to have responsibility for preparing Schools, teachers, and parents or caregivers
the draft statement on the delivery of health have some particular rights and responsibilities
education and for coordinating the consultation around:
process.
• requests for children to be withdrawn from
aspects of the sexuality programme
The teacher
• responding to children’s questions on
Quality sexuality education programmes need
sensitive issues.
effective teachers. Programme evaluation should
include links to Registered Teacher Criteria, to
Tātaiako: Cultural Competencies for Teachers of The right to withdraw children
Māori Learners (Education Council New Zealand When the board of trustees has adopted
and Ministry of Education, 2011), to the Code of the statement on the delivery of the health
Ethics for Registered Teachers, and to general curriculum, the school does not need to seek
performance appraisal procedures within the parents’ or caregivers’ permission for ākonga to
school. This includes provision for effective participate in the programme.
professional learning in the area of RSE.
However, according to the Education and
Training Act 2020 (section 51), parents or
Parents, caregivers, and whānau caregivers may write to the principal requesting
Parents, caregivers, and whānau need sufficient, to have their child excluded from any particular
relevant information from the school to enable element of sexuality education in a health
them to make an informed decision about their education programme. The principal is required
children’s participation in RSE. They should to ensure that the student is excluded from
also be informed about the rules regarding the relevant tuition and that the student is
withdrawal of ākonga from RSE and strategies supervised during that time.
for managing any difference of views or values
between home and school. Answering children’s questions
Parents, caregivers, and whānau must have Teachers are legally entitled to respond to
the opportunity to become involved in the any questions that ākonga ask in formal RSE
consultation process. programmes or at any other time. Some
questions may be difficult to answer, and
The following resource may be useful: Sexuality
teachers may wish to delay their answers
education in primary schools: Information for
and seek advice and support from other
whānau (ERO, 2018c) ero.govt.nz/assets/
health education teachers (or via professional
Uploads/ERO-18262-Sexuality-Education-
development contacts).
brochure-Primary-whānau-v2.pdf.
One possibility is to set up a process such
as a question box, where ākonga can post
anonymous questions and teachers can answer
them at their leisure, with time to give thought
to the appropriate answers. Discussion about
respectful questions is important, and teachers
are entitled to refuse to answer personal
questions.
43
5. Consulting with communities

The Education and Training Act 2020 defines the Effective consultation
school community as:
• in the case of a state-integrated school, the The Education and Training Act 2020 allows
parents of students enrolled at the school and the board of trustees to adopt any method of
the school’s proprietors consultation that it considers will best achieve
the purposes outlined in Section 91 of the Act.
• in the case of any other state school, the
Effective consultation about the health
parents of students enrolled at the school
curriculum:
• in every case, any other person whom
• has no universal requirements as to form
the board considers is part of the school
or duration
community for the purpose of health
education community consultation. • involves providing a draft statement so
that those being consulted know what is
Boards of trustees consult with their being proposed
community to:
• must provide a reasonable period of time
• inform the school community about the for people to respond
content of the health curriculum
• requires that the process is seen to be
• ascertain the wishes of the school community undertaken in good faith, with a genuine
regarding the way in which the health willingness to take account of feedback
curriculum should be implemented, given the received
views, beliefs, and customs of the members
• does not necessarily involve negotiation
of that community
• does not require that there be agreement
• determine, in broad terms, the health
education needs of the students at • requires more than just a notification of what
the school. is to happen.
It is critical that ākonga (students) be consulted

as part of the formal consultation process,
as their relationships and sexuality education
(RSE) needs to relate to their needs
(Leahy et al., 2009).
44
Examples of effective strategies
5. CONSULTING WITH COMMUNITIES

The following strategies have been used successfully in schools to increase their communities’
involvement in consultation about health education.
STRATEGIES HOW SCHOOLS HAVE USED THE STRATEGIES
Use appropriate protocols to involve parents and A large multicultural primary school has significantly
caregivers from all groups. There are protocols for increased the involvement of parents and caregivers
consulting with Māori, Pacific, Asian, and other cultural from the different groups within its community
or religious groups in a school’s community. by enlisting the support of key people from each
cultural group. The board of trustees (or its delegated
representative) issues a general invitation, and then
key people from each cultural group make personal
approaches to other members of their cultural group.
Consider the languages that the school uses to Another primary school uses key people within their
communicate with parents, whānau, and caregivers. community to translate all communications. These
People feel included and valued if material they receive people have mana in the community and a shared
is in their language and is clear and free of jargon. philosophy with the school. When these people are
unable to translate, the school calls on the services
of groups such as the local refugee and migrant
support services.
Contact the parents, whānau, and caregivers of One school provides information about their health
prospective ākonga by liaising with early childhood education programmes when new ākonga enrol.
centres. The board could identify these people as part
of the community for the purpose of this consultation.
Combine a consultation meeting with another school– An intermediate school with a ninety-percent-Māori
community event, such as a working bee, school roll attracted interest by combining a kapa haka group
performance, or display of students’ work. performance with their consultation meeting.
Engaging with the school community

Parent–teacher associations, college Consultation involves listening to others,
associations, whānau, hapū, iwi, and ‘aiga considering their responses, and then deciding
support groups, church groups, home and school what should be done. It is important to use
committees, and parent and caregiver groups at appropriate protocols when engaging with Māori,
local early childhood centres are some important Pacific, Asian, and other communities if the
sources of community opinion. diverse needs of ākonga are to be understood
and provided for. In planning for consultation, do
Not all community members will be comfortable
not assume that the school is the best venue for
discussing sexuality education, and a sensitive
the meeting.
and culturally responsive approach is needed.
Some parents, caregivers, and whānau have Although quoting research findings may
strong views about sexuality education not always be sufficient to allay concerns,
in schools. Some may think that the draft information based on research can help to
programme is not comprehensive enough, and illustrate the rationale for RSE programmes.
others may object to the whole programme. Parents and whānau can also be reminded of the
Issues like this should be worked through during established place of sexuality education in the
the consultation process, but they may also arise New Zealand Curriculum.
during the programme’s implementation.
45
Think about some of the ways that parents and • consulting when parents are engaging in
caregivers might react to RSE programmes and other school-based activities (for example,
develop appropriate ways to respond. These parent–teacher meetings or sports and
general principles may be helpful: cultural events)
• Listen to the concerns of parents and • engaging local community leaders to hold
caregivers and acknowledge their points meetings with their groups (these leaders
of view. could include iwi leaders, church leaders,
• Give parents and caregivers as well as matai, and other community leaders)
ākonga an opportunity to express their • a special newsletter for parents inviting them
values and beliefs. to a meeting about the draft programme
• Ensure that the values on which all school • sharing a draft of the school’s health
programmes are based are those promoted education programme – including RSE –
in The New Zealand Curriculum. before consultation begins
• Reassure parents and caregivers about how • a “test run” of the curriculum content for
you will ensure that the material covered parents, where teachers deliver content
in each classroom is age-appropriate and as they might in a classroom. In this way,
how you will communicate with them if any parents can contextualise the content that
concerns arise during class. will be delivered to their children, and have
• Connect back to The New Zealand the opportunity for discussion and feedback
Curriculum and the established place of afterwards.
relationships and sexuality in the context of
the curriculum key competencies. Consulting with whānau, hapū, iwi,
• Make links to the school’s charter and
and Māori communities
values, the achievement objectives of Schools need to have a strong relationship with
the curriculum, and the relevant learning Māori parents and the Māori community before
intentions of the school’s draft programme. consultation starts. The following suggestions
Refer to the key learning described in this may be helpful when consulting with Māori.
document on pages 30–33 (in section 3). • Ask parents what success looks like for their
child, and link academic success to their child
The report Promoting wellbeing through
taking part in RSE.
sexuality education (ERO, 2018a) offers good
guidance in this area. https://www.ero.govt. • Consider inviting whānau to a consultation
nz/publications/promoting-wellbeing-through- meeting at the local church hall, marae, or
sexuality-education/ community centre.
The brochure Sexuality education in primary

• Hold a consultation meeting after a whānau
event, or a sports or cultural event, and
schools: Information for whānau (ERO, 2018c)
include refreshments. This has been
might also be useful for consultation.
successful for many schools.
ero.govt.nz/assets/Uploads/ERO-18262-
Sexuality-Education-brochure-Primary-
whānau-v2.pdf Consulting with Pacific communities
When consulting with Pacific communities,
Some effective ways of consulting consider the differences between Pacific
groups and engage leaders from the various
In many cases, an existing framework for
communities to assist with consultation.
consultation can be used, as long as it caters
for the diversity of the school community The following suggestions draw on the Ministry
and provides an effective vehicle for parents, of Health (2013) literature review on Pacific
caregivers, and whānau, as well as ākonga, to sexual health:
have genuine input. • Involve Pacific peoples from the outset. The
Consultation that engages the community in decisions need to be driven by them.
convenient and timely ways could include: • Provide information in a way that is culturally
• email responses, virtual meetings, and online sensitive and acceptable.
feedback and discussions
46
• Be aware of cultural protocols and etiquettes Advising the school community of
5. CONSULTING WITH COMMUNITIES

(for example, it may be inappropriate to have
decisions
a brother and sister, or pastor and church
member, in the same group). When consultation is complete, inform the school
• Incorporate communication media that many community that the statement on the delivery of
Pacific peoples respond to, such as ethnic the health curriculum that has been adopted
radio stations, ethnic-specific languages, by the board of trustees specifies:
drama, and music. • how RSE will be implemented across
• Identify and coordinate services that can the school
make school programmes more effective for • that they may withdraw their children from
Pacific groups. any aspect of the RSE programme by writing
• Consider identifying Pacific non-government to the principal.
organisations and Pacific experts in the
Within any community, there is likely to be
sexual and reproductive health sector to
a range of responses. Some initial reactions
help facilitate consultation meetings with
to RSE are based on anxiety about possible
Pacific families.
content and its developmental appropriateness,
• Whenever possible, form partnerships or on misinformation about what is taught.
and clarify roles for consultation meetings Open and honest conversations between
beforehand. Evaluations of these meetings community members and schools will ensure
(by school members and Pacific experts) can that misunderstandings are addressed and do
help inform the process. not escalate unnecessarily.
• Where possible, encourage Pacific teachers
and other professionals to be part of the
consultation meetings.
See also: Engaging Pasifika parents and

communities: http://pasifika.tki.org.nz/Engaging-
with-parents
47
Glossary of terms
Fakafifine: (Niue and Tokelau) Term used
This glossary defines or discusses the terms to describe cultural and gender identity,
used in these guidelines to discuss sexuality encompassing aspects of familial, social, and
and gender, as well as some additional terms. genealogical selfhood. Can be used to describe
Schools need to be aware that gender and the traditional gender identities of males who
sexuality language and terms change over time, identify themselves as having the spirit of a
and that terms can have different meanings in woman or as behaving like a female. However,
different contexts and mean different things to the term is nuanced, cultural understandings can
different people. vary, and the essence of terms such as these are
not always translatable.
Fakaleitī (leitī): (Tonga) Term used to describe

‘Akava‘ine: (Cook Islands) Term used to describe
cultural and gender identity, encompassing
cultural and gender identity, encompassing
aspects of familial, social, and genealogical
aspects of familial, social, and genealogical
selfhood. Can be used to describe the traditional
gender identities of males who identify
themselves as having the spirit of a woman or
as behaving like a female. However, the term
is nuanced, cultural understandings can vary,
and the essence of terms such as these are not
always translatable.
Gay: A person who is emotionally and sexually
Ally: Someone who considers themselves a
attracted to the same gender. This is more widely
friend and active supporter of the LGBTQI+
used by men than women and can be both a
community. This term can be used for non-
personal and community identity.
LGBTQI+ allies as well as those within the
LGBTQI+ community who support each other. Gender: Gender is an individual identity related
to a continuum of masculinities and femininities.
Asexual: A person who does not experience
A person’s gender is not fixed or immutable.
sexual attraction but may experience romantic
attraction towards others Gender binary (male/female binary): The
(incorrect) assumption that there are only two
Bisexual: A person who is emotionally and
genders (girl/boy or man/woman)
sexually attracted to more than one gender
Gender diverse: An umbrella term used to
Cisgender (cis): A person whose gender aligns
encompass people who do not necessarily
with their sex assigned at birth
identify with being transgender but don’t feel
Coming out: Refers to the process of their gender fits into the binary of male or female
acknowledging and accepting one’s own sexual
Gender expression: A person’s presentation
or gender identity. It also encompasses the
of their gender through physical appearance
process of disclosing one’s sexual or gender
– including dress, hairstyles, accessories,
identity to others.
and cosmetics and also mannerisms, speech,
Fa‘afafine: (Sāmoa and American Sāmoa) Term behavioural patterns, names, and personal
used to describe cultural and gender identity, references. Gender expression may or may not
encompassing aspects of familial, social, and conform to a person’s gender identity.
genealogical selfhood. Can be used to describe
Gender fluid: Describes a person whose gender
the traditional gender identities of males who
changes over time and can go back and forth.
identify themselves as having the spirit of a
The frequency of these changes depends on
woman or as behaving like a female. However,
the individual.
the term is nuanced, cultural understandings can
vary, and the essence of terms such as these are
not always translatable.
48
Heteronormativity: The assumption that Palopa: (Papua New Guinea) Term used
GLOSSARY OF TERMS
heterosexuality is the “default” or “normal” to describe cultural and gender identity,
sexual orientation, rather than being just one of encompassing aspects of familial, social, and
many possibilities genealogical selfhood. Can be used to describe
the traditional gender identities of males who
Heterosexual, straight: A person who is sexually
identify themselves as having the spirit of a
attracted to people of the other binary gender
woman or as behaving like a female. However,
Homophobia, transphobia, bi-phobia: An the term is nuanced, cultural understandings can
irrational negative response to, or fear of, vary, and the essence of terms such as these are
people who are homosexual, transgender, not always translatable.
bisexual, or otherwise gender and sexually
Pansexual: A person who is attracted to people
diverse. Such phobias may manifest as
regardless of their gender or sexual identity
discrimination or violence.
Queer: A reclaimed word used in a positive
Intersex: This term covers a range of
sense to describe non-normative sexual or
people born with physical or biological sex
gender identities. Queer is sometimes used as an
characteristics (such as sexual anatomy,
umbrella term for same-gender attraction and
reproductive organs, hormonal patterns and/
gender diversity.
or chromosomal patterns) that are more diverse
than stereotypical definitions for male or female Rainbow: An umbrella term that covers all
bodies. sexual and gender minorities and avoids the
acronym LGBTQI+. This can be used to identify a
Lesbian: A woman who is emotionally and
community as well as an individual.
sexually attracted to other women. This is used
as both a personal identity and a community Sex: The biological sex characteristics of an
identity. individual (male, female, intersex)
LGBTQI+: An acronym for lesbian, gay, bisexual, Sex assigned at birth: All babies are assigned
trans, queer, and intersex, and the “+” on the end a sex at birth, usually determined by a visual
denotes other gender and sexual identities. The observation of external genitalia. A person’s
combination and number of letters can vary. gender may or may not align with their sex
assigned at birth.
Māhū: (Tahiti and Hawai‘i) Term used to describe
cultural and gender identity, encompassing Sex characteristics: A person’s physical features
aspects of familial, social, and genealogical relating to sex, including genitalia and other
selfhood. Can be used to describe the traditional sexual and reproductive anatomy, chromosomes,
gender identities of males who identify hormones, and secondary physical features
themselves as having the spirit of a woman or emerging from puberty
Sexual orientation: A person’s sexual identity
in relation to the gender or genders to which
they are attracted. Sexual orientation and
gender identity are two different things. Sexual
MVPFAFF: An acronym for māhū, orientation can be fluid for some people.
vakasalewalewa, palopa, fa‘afafine, ‘akava‘ine,
Sexuality: The World Health Organization defines
fakaleitī (leitī), fakafifine
sexuality as “a central aspect of being human
Non-binary: An umbrella term for gender throughout life [which] encompasses sex, gender
identities outside the male/female binary identities and roles, sexual orientation, eroticism,
pleasure, intimacy and reproduction. Sexuality is
experienced and expressed in thoughts, fantasies,
desires, beliefs, attitudes, values, behaviours,
practices, roles and relationships. While sexuality
can include all of these dimensions, not all of them
are always experienced or expressed. Sexuality
is influenced by the interaction of biological,
psychological, social, economic, political, cultural,
legal, historical, religious and spiritual factors.”
(WHO, 2006)
49
SOGIESC: An acronym which stands for sexual Vakasalewalewa: (Fiji) Term used to describe
orientation, gender identity and expression, and cultural and gender identity, encompassing
sex characteristics aspects of familial, social, and genealogical
Sexually transmissible infections: Sexually
transmissible infections (STIs) are infections
that can result from unprotected sex. The most
common STIs in New Zealand are chlamydia,
genital warts, genital herpes, and gonorrhoea.
Straight/heterosexual: A person who is sexually always translatable.
attracted to people of the other binary gender
Whakawahine: There is no direct English
Takatāpui: Also written “takataapui”, this is translation, but this roughly translates as trans
a traditional Māori term meaning “intimate woman. More literally, it translates as being (or
companion of the same sex”. It has since been becoming) in the manner or spirit of a woman.
broadened to include all Māori who identify as
sexually and gender diverse.
Transgender (trans): This term describes a wide Useful resources for terms relating to sexuality
variety of people whose gender is different from and gender
the sex they were assigned at birth. Transgender https://genderminoritiesaotearoa.
people may be binary or non-binary, and some files.wordpress.com/2016/06/gender-
opt for some form of medical intervention (such minorities-aotearoa-glossary-gender-
as hormone therapy or surgery). minority-words-and-how-to-use-them.pdf
Trans man: A transgender person who was https://outline.org.nz/glossary/

assigned female at birth but identifies as male https://takatapui.nz/#home
Trans woman: A transgender person who was https://ry.org.nz/what-we-do/resources

assigned male at birth but identifies as female https://www.hrc.co.nz/our-work/
sogiesc/resources/
Transitioning: The process a transgender person
may take to live in their gender identity. It may http://insideout.org.nz/wp-content/
involve social, legal, and/or medical steps. uploads/2016/07/Starting-and-
Strengthening-Rainbow-Diversity-
Transsexual: This term tends to be used by older Groups-Digital.pdf
generations and is generally considered by
younger people to be outdated. It may refer to
a person who has changed their body to affirm
their gender or is in the process of doing so.
50
GLOSSARY OF TERMS
51
TEACHERS LEADERS
References, useful links,

and support
References Education Review Office (2018a). Promoting
wellbeing through sexuality education.
Allen, L. (2005). “‘Say everything’: Exploring Author. https://www.ero.govt.nz/
young people’s suggestions for improving publications/promoting-wellbeing-through-
sexuality education.” Sex Education, sexuality-education/
vol. 5, no. 4, pp. 389–404. https://doi.
Education Review Office (2018b). Sexuality
org/10.1080/14681810500278493
education in primary schools: Information
Bearinger, L. H., Sieving, R. E., Ferguson, J., and for boards of trustees. Author. https://www.
Sharma, V. (2007). “Global perspectives ero.govt.nz/assets/Uploads/ERO-18262-
on the sexual and reproductive health Sexuality-Education-brochure-Primary-
of adolescents: Patterns, prevention, BOT-v2.pdf
and potential.” Lancet, vol. 369, pp.
Education Review Office (2018c). Sexuality
1220–31. https://doi.org/10.1016/S0140-
education in primary schools: Information
6736(07)60367-5
for whānau. Author. https://www.ero.govt.
Bishop, R., Berryman, M., Tiakiwai, S., and nz/assets/Uploads/ERO-18262-Sexuality-
Richardson, C. (2003). The Experiences of Education-brochure-Primary-whānau-v2.pdf
Year 9 and 10 Māori Students in Mainstream
Futter-Puati, D., and Maua-Hodges, T. (2019).
Classrooms. Māori Education Research
“Stitching tivaevae: a Cook Islands research
Institute, University of Waikato.
method.” AlterNative: An International
Denison, E., and Kitchen, A. (2015). Out on Journal of Indigenous Peoples, 15(2), 140–149.
the Fields: The first international study on https://doi.org/10.1177/1177180119836788
homophobia in sport. Nielsen, Bingham Cup
Human Rights Commission (2010). Human Rights
Sydney 2014, Australian Sports Commission,
in New Zealand. Author.
Federation of Gay Games.
http://www.outonthefields.com/ Human Rights Commission (2020). PRISM:
Issues Relating to Sexual Orientation,
Durie, M. (1994). Whaiora: Māori Health
Gender Identity and Expression, and Sex
Development. Oxford University Press.
Characteristics (SOGIESC) in Aotearoa New
https://teara.govt.nz/en/diagram/31387/
Zealand. Author.
maori-health-te-whare-tapa-wha-model
Human Rights Commission, “Sexual orientation,
Durie, M. (1999). “Te Pae Mahutonga: A model for
gender identity and expression, and sex
Māori health promotion.” Health Promotion
characteristics.” https://www.hrc.co.nz/our-
Forum of New Zealand Newsletter.
work/sogiesc/
Education Council New Zealand and Ministry
Hutchison, P. (2013). Inquiry into Improving Child
of Education (2011). Tātaiako: Cultural
Health Outcomes and Preventing Child
Competencies for Teachers of Māori
Abuse with a Focus from Preconception
Learners. https://teachingcouncil.nz/sites/
until Three Years of Age. Volume 1: Report
default/files/Tataiako_0.pdf
of the Health Committee, November 2013.
Education Review Office (2007a). The Teaching New Zealand House of Representatives,
of Sexuality Education in Years 7–13. Author. Wellington.
Education Review Office (2007b). The Teaching
of Sexuality Education in Years 7–13: Good
practice. Author.
52
Landi, D. (2019). “LGBTQ youth, physical NZCER (2012). A Whole-school Approach to
REFERENCES, USEFUL LINKS, AND SUPPORT

education, and sexuality education: Affect, Change Using the Wellbeing@School Tools.
curriculum, and (new) materialism.” Doctoral Research brief. https://wellbeingatschool.
dissertation, University of Auckland. org.nz/sites/default/files/W%40S-A-whole-
http://hdl.handle.net/2292/47621 school-approach-research-brief.pdf
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54
Sources of support for teachers
REFERENCES, USEFUL LINKS, AND SUPPORT

Te Kete Ipurangi
TKI has a range of curriculum resources
to support the teaching of relationships
and sexuality in line with the New Zealand
Curriculum. health.tki.org.nz/Teaching-in-HPE
The New Zealand Health Education

Association (NZHEA)
NZHEA is the national teaching association for
health education. It produces resources, provides
support, and advocates for health education,
including relationships and sexuality education.
healtheducation.org.nz
Family Planning
Family Planning runs half-day and full-
day courses for teachers that provide key
information for the delivery of relationships
and sexuality education in schools. They also
provide in-school supports, including tailored
training programmes, New Zealand Curriculum
teaching resources, support with programme
development, parent consultation meetings and
policy development, classroom support, and
whole-school approaches. familyplanning.org.nz
Te Whāriki Takapou
Te Whāriki Takapou provide Māori sexual and
reproductive health promotion and research
services. Their team is located around the
country and works together using internet-based
technologies. tewhariki.org.nz
The Village Collective

The Village Collective is a Pacific sexual health
service that equips Pacific youth, families, and
communities with relevant knowledge, resources,
and information relating to sexual health and
wellbeing. villagecollective.org.nz
New Zealand Sexual Health Society

The New Zealand Sexual Health Society is an
inclusive, multidisciplinary professional body
dedicated to advocating and promoting sexual
health for all in New Zealand. nzshs.org
55
56
Acknowledgments
The Ministry of Education would like to thank The following people participated in
lead writer, Associate Professor Katie Fitzpatrick, consultation: Jean M Allen (AUT), Kirsten
University of Auckland, and the following people Anderson (Te Aho o Te Kura Pounamu), Ben
and groups who were instrumental in helping to Bacon (Sancta Maria College), Tabby Besley
shape the development of the guide: (InsideOUT), Haana Bovaird (Mount Albert
Grammar), Coram Bradbury (Shelly Park
The writers’ group: Dr John Fenaughty
School), Kirsten Donovan (St Cuthbert’s),
(University of Auckland), Dr Katie Fitzpatrick
Jo Elvidge (Ministry of Health), Robyn Fausett
(University of Auckland), Dr Alison Green
(Nest Consulting), Jennifer Goddard (Sancta
(Te Whāriki Takapou), Ruth Lemon (University
Maria Catholic College), Lesley-Ann Guild
of Auckland), Hayley McGlashan (University of
(Rape Prevention Education), Krisania Hunt
Auckland), Robert Muller (The Village Collective),
(Community Approach), Amanda Kirkup (Shelly
Dr Darren Powell (University of Auckland),
Park School), Ruth Lemon (Te Puna Wānanga),
Dr Joeliee Seed-Pihama (Te Whāriki Takapou),
Sarah Loomb (Alfriston College), Jess Lythe
Vibha Tirumalai (University of Auckland),
(Mount Albert Grammar), Aych McArdle (Intersex
Dr Analosa Veukiso-Ulugia (University of
Trust of Aotearoa New Zealand), Josephine
Auckland)
McKendrey (Newton Central School), Amelia
The international academic advisory group: McKibbin (St Cuthbert’s), Rob Muller (Village
Prof. Peter Aggleton (University of New Collective), Tama Olive (Community Approach
South Wales), Prof. Louisa Allen (University of Mt Roskill), And Pasley (University of Auckland),
Auckland), Dr Deana Leahy (Monash University, Mar Regan, Jenny Robertson (NZHEA), Ngaire
Australia), Prof. Mary-Lou Rasmussen (Australian Sandel (Ministry of Health), Joeliee Seed-Pihama
National University) (Te Whāriki Takapou), Andrew Shiers (Mount
Richmond Special School), Lyn Smith (National
The full document review group: Jackie Edmond
Centre for Religious Studies), Kim Southey
and Zaif Khan (Family Planning Association
(Te Whāriki Takapou), Vibha Tirumalai (University
NZ), Mary Hall (New Zealand School Trustees
of Auckland), Debbi Tohill (Rape Prevention
Association), Aych McArdle (Intersex Trust NZ,
Education), Kate Whitaker (Office of Film and
Rainbow Youth, Outline), Taine Polkinghorne
Literature Classification), Tracey Wright (Little
(Human Rights Commission), David Shanks
River School), 2019 Youth Advisory Group
(Chief Censor, Office of Film and Literature
Classification), Tracey Wright (Little River
Primary School), Dr Jenny Robertson (NZ Health
Education Association), Jo Elvidge (Ministry of
Health), Dr Deana Leahy (Monash University),
Prof. Mary-Lou Rasmussen (Australian National
University), Prof Peter Aggleton (University of
New South Wales)
RELATIONSHIPS AND SEXUALITY EDUCATION YEARS 1—8
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MOST RELEVANT TO: TEACHERS LEADERS BOARDS OF TRUSTEES

MOST RELEVANT TO: TEACHERS LEADERS BOARDS OF TRUSTEES

MOST RELEVANT TO: LEADERS BOARDS OF TRUSTEES

2. A WHOLE-SCHOOL APPROACH TO RELATIONSHIPS AND SEXUALITY EDUCATION................ 16

School management systems ..................................................................................................................................... 21

MOST RELEVANT TO: TEACHERS

3. RELATIONSHIPS AND SEXUALITY EDUCATION IN THE NEW ZEALAND CURRICULUM ..........24

MOST RELEVANT TO: TEACHERS LEADERS BOARDS OF TRUSTEES

4. WHAT ARE SCHOOLS REQUIRED TO DO?................................................................................................ 40

MOST RELEVANT TO: LEADERS BOARDS OF TRUSTEES

5. CONSULTING WITH COMMUNITIES............................................................................................................. 44

MOST RELEVANT TO: TEACHERS LEADERS BOARDS OF TRUSTEES

REFERENCES, USEFUL LINKS, AND SUPPORT ..................................................................................... 52

Our vision for relationships and sexuality education

This book is a revision of Sexuality Education: Consulting with the school

Section 3, RSE in the New Zealand Curriculum LEADERS BOARDS OF TRUSTEES

(pages 24–39) describes the place of RSE

1. Overview of relationships and

Sex education or sexuality education? Advantages for students

It is important to note that sex education Good quality sexuality education:

young people to:

1. OVERVIEW OF RELATIONSHIPS AND SEXUALITY EDUCATION

The Treaty guides schools to recognise the

The health and physical education learning

1. OVERVIEW OF RELATIONSHIPS AND SEXUALITY EDUCATION

School policies School culture

2. A WHOLE-SCHOOL APPROACH TO RELATIONSHIPS AND SEXUALITY

Ethos and environment

2. A WHOLE-SCHOOL APPROACH TO RELATIONSHIPS AND SEXUALITY

• the school has clear and safe procedures for

in which gender and sexual diversity are valued groups

2. A WHOLE-SCHOOL APPROACH TO RELATIONSHIPS AND SEXUALITY

Schools can address this sort of bullying by:

online and image-sharing Communications Act (2015). When images of

2. A WHOLE-SCHOOL APPROACH TO RELATIONSHIPS AND SEXUALITY

The NZCER Wellbeing@Schools self-review cycle is • Professional capability and collective

3. Relationships and sexuality

RSE and the underlying concepts of health and physical education

HAUORA SOCIO-ECOLOGICAL PERSPECTIVE

HEALTH PROMOTION ATTITUDES AND VALUES

RSE in health education

3. RELATIONSHIPS AND SEXUALITY EDUCATION IN THE NEW ZEALAND CURRICULUM

example, advertisements, movies, or other

3. RELATIONSHIPS AND SEXUALITY EDUCATION IN THE NEW ZEALAND CURRICULUM

In the arts, ākonga can:

Key learning at levels 1–4 Ākonga Ākonga

LEVEL 1 KO AU — KO AKU HOA — KO TŌKU AO —

3. RELATIONSHIPS AND SEXUALITY EDUCATION IN THE NEW ZEALAND CURRICULUM

Key learning at level 3

LEVEL 3 KO AU — KO AKU HOA — KO TŌKU AO —

Ākonga • Know about pubertal • Understand consent, • Understand how

Key learning at level 4

3. RELATIONSHIPS AND SEXUALITY EDUCATION IN THE NEW ZEALAND CURRICULUM