YEARS 1–8 RELATIONSHIPS AND SEXUALITY EDUCATION 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: [email protected] 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 8 — Contents MOST RELEVANT TO: TEACHERS LEADERS BOARDS OF TRUSTEES PREFACE ............................................................................................................................................................ 6 MOST RELEVANT TO: TEACHERS LEADERS BOARDS OF TRUSTEES 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 RELATIONSHIPS AND SEXUALITY EDUCATION YEARS 1 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 MOST RELEVANT TO: LEADERS BOARDS OF TRUSTEES 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 ...............................................................................