Beacon Schools Project

Health Education Level 7 Planning Guide

Beacon Teachers: Karalee Green, Maryanne McAllum, Maureen Martyn, Tricia Robertson, Anne Grimmer,
Dianne Stewart, Jacqui Symes, Roz White, Debbie McDonald, Rosie Brodie, Vanda McKerchar, Sue Harlow.
Professional Leader: Gillian Tasker.

Revised 2006 by Rachael Dixon, Vincie Billante and Sue Harlow

Unit of Work: Personal Safety in Interaction with Others

Key Area of Learning: Mental Health

Links to Achievement Standards: These activities will help prepare students for
assessment against AS90329 Health 2.4 Examine an issue relating to personal safety in
interaction with others. They will also help prepares students for assessment against
AS90327 Health 2.2 Examine aspects of mental health; and AS90328 Health 2.3 Develop,
describe and implement a plan of action to enhance hauora/well-being if an aspect of
harassment is chosen as the social action focus.

Links to Unit Standards: These activities help prepare students for assessment against:
Health Education 14250 Level 2 Examine issues related to sexual harassment.

These unit plans have been adapted so they meet the specifications for AS 90328 v2
dealing with sexual harassment.

If teachers wish to address discrimination and abuse and more fully, they should use the
existing Unit Plans developed for the Beacon Level 2 resource developed in 2002, and the
revision of 2005. These can be accessed from the TKI site under Beacon Project Health
Education.

The Planning Guide has the following components:

• Background notes to the teacher pgs 2 - 8

• Unit Plan pgs 9 – 14

• Preparing for external assessment pg 15

• Worksheets pgs 16 - 28

• Resource Sheets pgs 29 - 32

• Learning Journal pgs 33 - 42

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Key Supporting Documents you will need:
Human Rights Commission Sexual Harassment Facts Sheets 8 & 12:
www.hrc.co.nz
Unwelcome and Offensive: A Study of Sexual Harassment Complaints to the
Human Rights Commission 1995-2000
NFO CM Research Survey on sexual harassment
The University of Waikato Sexual Harassment and Harassment Policy (as a
thorough case study policy example):
www.waikato.ac.nz/hrm/internal/policy/harassmentpolicy.shtml
New Zealand Bill of Rights Act 1990
Human Rights Act 1993
Related School Policies

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 Notes to the Teacher
A safe supportive learning environment will be important and teachers will need to
ensure that safety guidelines have been established with the class and are adhered to.
Many of the issues addressed are of a personal nature and could have emotional
significance for some students. It will be helpful to briefly revise effective listening skills
and blocks to listening with students.

Teachers will need to be aware how to handle disclosures and of the school’s safety
policies and reporting procedures. Students must be aware of support structures and
reporting procedures and a strong emphasis should be placed on encouraging help-
seeking for students.

It is important for teachers to ensure students know what the intended learning
outcomes for each lesson are so they have a clear understanding of the intended learning
to be achieved through the learning opportunities provided. Making links to previous
lessons and enabling students to see where the lesson is heading assists them to have a
clear sense of purpose thus enhancing involvement in activities.

It is assumed that the Achievement Standards will be used as summative assessment

for qualification purposes. Possible formative assessment opportunities will be provided
through classroom observation and in the form of “learning journal” entries. To enable
maximum participation in student-centred, interactive classroom learning approaches,
learning journal entries are designed to be used as homework sheets rather within the
body of the lesson since they provide opportunities for students to engage in reflection,
consolidate learning and apply understanding to other situations. They also provide
teachers with opportunities to give feedback and feedforward to students in relation to
their progress towards meeting the intended learning outcomes. A useful collaborative
strategy teachers can use for giving feedback, when appropriate, is a ‘round table’
discussion. The class forms a circle and students share their responses to the learning
journal questions. They are encouraged by the teacher to give each other feedback. The
teacher’s role is largely facilitation, adding comments only when student interaction needs
guidance or further information. Students can amend their learning journal entries as a
result of the process. Students can then be involved in deciding what needs to happen
next to extend their learning in this context ie feed-forward.

The learning journal entries are examples only, and teachers should adapt and extend
these to meet the learning needs of their students.

To assist students in self assessment of their progress towards meeting the intended
learning outcomes, criteria for success are identified for each learning journal entry.
These indicate to students what learning they are required to demonstrate in their
responses. Once again, this should assist in making expectations of learning necessary for
achievement at this level, transparent for students.

Professional development opportunities are available for this unit in all regions of New
Zealand. Regional contacts for this professional development can be found in the Beacon
Project introductory section.

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Achievement Standard Links:

2.4 Examine issues relating to personal safety in interaction with others

It could also provide background learning for

2.2 Examine aspects of mental health

and for

2.3 Develop, describe and implement a plan of action to enhance hauora/well-being

if an aspect of harassment or discrimination is chosen as the social action focus

Unit Standard Links:

14248 Discrimination
14249 Safe Interactions with Others
14250 Sexual Harassment

Links to the Underlying Concepts of the Curriculum

Hauora:
This unit of work examines the effects of discrimination, abuse and harassment on all
dimensions of hauora.

Health Promotion:
Students will examine support structures available within the school and community to
enable them to make health-enhancing decisions in relation to personal safety and the
safety of others.

Socio-ecological perspective:
Students will analyse how determinants of health influence personal safety and
interactions with others in New Zealand society.

Attitudes and Values:

Through examining the impact of discrimination on individuals, students will develop a
positive and responsible attitude to their own well-being, care and concern for others,
respect for the rights of others and an understanding of social justice issues.

Recommended Resources
Youth Education Services. 1994 Keeping Ourselves Safe: Senior resource (KOS) New
Zealand Police. (additional useful resources can be found on pg 16 of this resource).
Youth Education Services.2004 Building Resilience New Zealand Police.
Youth Education Services. 2002 Our Place New Zealand Police,
Mental health Foundation, SPIN, 2001. Helping and Help-seeking. Mental health
Foundation, Auckland.
Tasker G, with Hipkins, R., Parker, P. & Whatman J., 1994. Taking action: Life skills in
health education. Learning Media, Wellington, New Zealand.
Legal Resources Trust (can provide useful videos)
Human Rights Commission
Community Law Centres
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Videos such as “North Country” (from video stores);
A variety of resources relating to resilience building including:
Ministry of Education, 2004. Making Meaning Making a Difference.:Ideas for learning
about the socio-ecological perspective and health promotion strategies at years 11-13. Pgs
12-13; 128-129; 44-45; 67-69. Learning media. Wellington.
Ministry of Youth Affairs. 2002. Youth Development Strategy Aoteoroa. Copies from
www.youthaffairs.givt.nz or PO Box 10-300, Wellington. Ph 044712158
Newspaper clippings or articles from HRC sexual harassment case notes

Prior Learning:
It is assumed students will have had comprehensive learning opportunities on
assumptions, abuse, discrimination and harassment, for example from programmes for
Achievement Standard 1.3 Describe strategies for managing changing states of health;
and on assertiveness, problem-solving and decision making (Taking Action: Life skills in
health education , Learning media, 1994, provides many useful activities for this).

Students will need to have participated in Activities 5A, 5B & 5C, Theme One, focusing on
the ‘Determinants of Health’ from the resource Social Issues – Alcohol: A resource for
health teachers of years 12 & 13 students (2002) early on in the year. These will be
revisited in a personal safety context within this unit of work. These activities are also
referenced in the Learning Media Curriculum in Action resource Making Meaning, Making
a Difference (2003)

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All about sexual harassment

Under the Human Rights Act two types of sexual harassment are prohibited. They are:

1. A request for sex together with an implied or overt promise of preferential treatment or a
threat of detrimental treatment.

2. Sexual behaviour, language or visual material which is unwelcome or offensive and

either repeated or significant enough to have a detrimental effect on the person subjected
to it.

Sexual harassment of either kind is unlawful when it occurs in any of the following
areas of life:

· Employment
· Access to education
· Access to public places, vehicles and facilities
· Provision of goods and services
· Land, housing and accommodation
· Industrial and professional associations, qualifying bodies and vocational training bodies
· Partnerships

Examples of Sexual Harassment

Sexual harassment may include:

• Personally sexually offensive verbal comments.
• Sexual or smutty jokes.
• Repeated comments or teasing about someone's alleged sexual activities or private life
• Persistent, unwelcome social invitation or telephone calls from workmates at work or at
home
• Following someone home from work.
• Offensive hand or body gestures.
• Physical contact - ie: patting, pinching, touching or putting an arm around another
persons body, which is unwelcome
• Provocative visual material - ie: posters - with a sexual connotation.
• Hints or promises of preferential treatment in exchange for sex, or threats of deferential
treatment if sex is not offered
• Sexual assault and / or rape.

Sexual Harassment is Serious

Sexual harassment should always be taken seriously because:
• People don't have to put up with sexual behaviour they don't like.
• Sexual harassment is often repeated unless action is taken.
• Sexual harassment may affect people's ability to work, study, access services or to
feel comfortable in their home, school, tertiary institution or workplace.
• Sexual harassment can lower self-esteem and cause health problems.
• Sexual harassment can cause major disruption to a workplace.
• Employers may be liable for harassment by their employees, or of their employees
by their clients, if they do not take sufficient steps to prevent harassment occurring.
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What You Can Do if you are Being Harassed

• Keep a record of the incidents that you find offensive.

• Talk it over with someone you trust and who will keep the information confidential.
This may help clarify your best course of action.
• Confront the person who is harassing you and tell them that you don't like their
behaviour. Tell them that you do not like what they are doing and that it is unlawful.
Tell them you want them to stop - otherwise you will complain. You can do this in
person, in a letter, or with a union or other representative.
• Don't confront the alleged harasser if you don't want to. Only do so if you feel
confident and safe.

If this doesn't work, or is inappropriate, you can seek advice and assistance from:
• A sexual harassment contact person at work.
• A manager or school counsellor.
• The Human Rights Commission
• Your union representative or a lawyer.
• A professional disciplinary body such as the Medical Association.
• The Employment Relations Service (if you have been harassed at work).
• The police (especially if you have been sexually assaulted). In addition, you can
also go to the police under the Crimes Act.

You can then decide whether you want to make a complaint. If you do
complain, the situation should be dealt with and the harassment stopped.

For further information see Fact sheet no.13: What is the process for
dealing with disputes?

What employers can do to protect against Sexual Harassment

• Develop a sexual harassment prevention programme

• Step-by-step sexual harassment prevention policy formation
• Sample of a sexual harassment prevention policy
• For sexual harassment prevention training phone 0800 496 877

Victimisation

The Act protects people from victimisation. Victimisation is being treated badly because you have exercised
your rights under the Act (eg: by making a complaint about harassment) or because you have been involved
in a complaint (eg: by providing evidence).

For further information see Fact sheet no.12: Victimisation.

The Employment Relations Act also makes sexual harassment unlawful in paid
employment. A person who believes they have been sexually harassed in employment
must make a choice of procedure. That is, they may make a complaint to the Human
Rights Commission or take a personal grievance under the Employment Relations Act, but
they are not able to do both. For further information on personal grievances, contact
Employment Relations Infoline on 0800 800 863.
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Resources

• Sexual Harassment Prevention Campaign 2001

• Sexual Harassment Prevention Week 2000
• Fact sheet 8: Sexual harassment
• Unwelcome and Offensive: A Study of Sexual Harassment Complaints to the
Human Rights Commission 1995 - 2000
Summary / Full text version / pdf version
• NFO CM Research Survey on sexual harassment
• Links to websites of related information
• Posters:
Don't touch it!
Unfair, unwanted, unacceptable, unlawful

Sourced from www.hrc.co.nz

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AO’s
and
Intended Learning Outcomes Processes / Activities / Strategies
level
s

Distinguishing discrimination from abuse and

Recognise words, actions and harassment.
6C1
behaviours that constitute abuse, Puzzle activity.
7C1 discrimination and harassment. Using worksheet 1, cut up the definitions and mix them
together in an envelope. Give groups of 3 a set of
definitions.

Students construct definitions of

abuse/harassment/discrimination and discuss differences
between each definition.

Spot the difference activity.

Give each group a set of Spot the difference activity cards
– worksheet 2. Students categorise according to
abuse/harassment/discrimination. Students select an
example of each to complete worksheet 2.

OR USE

“Different Perspectives” (taken from “Building Resiliency

(Teachers Guide for the health modules Pg 67). NOTE:
Teachers choose some of these situations – situation 6
would need to be handled very carefully depending on
students in class – this could in fact lead to discrimination.

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7D2 Explore the availability of helping NOTE: It is important that students are aware of
services and helping agencies available support services in case issues arise for
them during this unit.

Students brainstorm services that are available, in their

school and community. Use 6 sheets of A1 paper. Head
two sheets up ‘PERSONAL’, two ‘SCHOOL’, and two
‘COMMUNITY’.
Place one of each on tables on one side of the room and
the remaining three on tables on the other side of the
room.
Put 3 vivids with each sheet. Place pamphlets,
newspapers, telephone books, textbooks, etc. in the centre
of the room.

Students use the resources provided, their own notes and

personal knowledge to move around the room and write
examples of support services on each of the A1 sheets.
Explain that there is no restriction on the type of service – i
is to be treated as a brainstorm activity.

Allow 15 – 20 minutes for them to complete this.

Bluetac the two ‘Personal’ sheets on the board.

Discuss the similarities on the sheets, explain the services
each could provide. Repeat for ‘School’ and ‘Community’.
Students now complete worksheet 3 and keep it in their
learning journal for their personal reference.

Discuss the barriers to help-seeking and the enablers.

Refer to Activity 3 p74 Social Issues: Alcohol.

7A4 Analyse assumptions people make Assumptions. Use the activities attached to worksheet 4
7C2 and how these contribute to sexual – the quick quiz, and the picture quiz, to enable students to
harassment appreciate the assumptions we make from minor pieces of
information.

Attitudes, values, beliefs and behaviours. In groups of

7A4 Analyse attitudes, values, beliefs 4, students draw an outline of a human torso. They use
7C2 and behaviours that can lead to magazines and newspapers to cut out words, pictures,
abuse, discrimination or headings that symbolise or indicate possible attitudes,
harassment. values and beliefs that contribute to, or cause, situations of
sexual harassment (focus could also be abuse or
discrimination). Beside their collage they complete the
table in Worksheet 4. Give a few examples to start them
going. Posters should identify factors that cause someone
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 to sexually harass others or cause others to harass
individuals (split class so each is being covered).

Students complete and compare collages. They discuss

commonalities, key words etc. Introduce the term “power”
and link this to their collages.

Teachers should highlight a range of factors that can cause

a person to be sexually harassed such as
- Personal Characteristics (age, gender, sexual
orientation, personality, behaviour, health status,
disability, appearance)
- Lifestyle Factors (Smoker, historic context…)
- Culture, ( religion, ethnicity, refugee/immigrant
status..)
- Socio-economic
- Early Life

7A1 Describe & explain short and long
term effects of abuse, discrimination
and harassment on hauora/well-
being.
Brainstorm short and long term effects of different
types/forms of sexual harassment (abuse or
discrimination), on self and others in society. Refer to
Resource sheet 1. This should be provided to students to
assist them with Learning Journal 4 and also for
preparation for external assessment.

7A1 Demonstrate understanding of ways If focusing on abuse follow Part A

7A3 in which people can be supported Part A: Watch the Video “Silent all these years”.
7A4 and support others. Answer the following questions:
7C3 - what factors have put these people at risk
- what are the possible short term consequences
- what are the possible long term consequences
- what coping strategies did individuals use to
experience gain rather than loss from these
situations

For discrimination follow Part B:

Part B: Watch an appropriate video e.g. “A place for
Paul”
( HIV Student is discriminated against; or ”Paradise
Bent”: Boys will be girls in Samoa (sexuality
discrimination) or use other examples of
discrimination, and apply the questions listed in part
A. (from Building Resiliency Teachers Guide Pg 69).

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7A1 Analyse research case notes of
sexual harassment in NZ
7A4 Analyse the nature and benefits of
7C1 power balance relationships.
7A1 Evaluate the types of behaviours in
7A4 relationships which reinforce
7C1 equality and respect.
7C2
7A1 Analyse different ways of dealing
7A3 with sexual harassment, recognising
7C2 the influence of social determinants
7C3 and short and long term
consequences of harassment
7D1 Evaluate laws, policies and
7D2 regulations with regard to sexual
7D3 harassment in school and society.
Teachers should encourage their students to explore the
Human Rights Web Site www.hrc.co.nz and/or collect
newspaper clippings with regard to sexual harassment
cases or use Resource Sheet 2
Discuss the determinants/factors that contribute to sexual
harassment.
Use Worksheets 6. Give each group the four scenarios.
One group member completes each scenario. When the
task is finished
• all those who completed scenario 1 sit together and
compare their responses, all those who did scenario
2 sit together, etc.
• decide as a group TWO factors that could cause
personal safety to be at risk because of an
imbalance of power in the relationships. Describe
these factors in detail at the bottom of the scenario
worksheet.
Students return to their original group and report back their
responses to the scenario, including the two factors
decided upon by the previous group.
Refer K.O.S. pg 46 “People control others by”….. and
“Building equal relationships.” Complete activities as
directed using copy sheet 6, K.O.S pg 57-59
“Relationships can be…” Identify and discuss words that
describe positive and or negative relationships.
Revise personal & interpersonal strategies for addressing
sexual harassment. Chose a scenario of sexual
harassment from the media or one used previously. In
groups students investigate how one of the key human
rights documents and school policies could be used to
assist this particular situation. A list of supporting
documents is found on the cover of the unit.
Invite local Community Law Centre and/or a representative
from the Commission for Children, to address laws/policies
including Human Rights legislation and UNROC (United
Nations Rights of the Child).
Examine Waikato University sexual harassment policy and
own school policy.
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 Preparation for external assessment.

This unit has been designed to ensure learning opportunities to meet all the
achievement standard criteria. If you adapt it or change it make sure that you have
covered these too. The learning journals are also linked to the criteria in the
Achievement Standard. They provide excellent practice opportunities for students to
write coherently but students need teacher feedback and feedforward if improved
literacy is to be achieved.

Use the exam format from the previous year with changed scenarios to fit a sexual
harassment focus. Students could sit the exam in pairs with access to their learning
journal and any other notes. The teacher could mark it with them or pairs could swap
work and mark with teacher guidance to the whole class.

Try to give students practice in a wide range of sexual harassment situations so they
get used to thinking and writing specifically about the consequences and strategies for
different situations.

If you have any of last years papers for 2.4 you could use these with students to see
the difference in marking between achieved, merit and excellence work.

Ensure they fully understand the language used to define criteria for achieved , merit
and excellence.

Ensure they understand that for excellence they are required to justify their answer –
explain and give them practice at writing in-depth answers .

Ensure they understand the coherence needed across the criteria ie the consequences
they describe should relate to the factors they have identified. The strategies may
relate to the consequences they describe but should also relate to the factors ( what is
going to bring about the greatest change is addressing the cause rather than just the
symptoms).

Recommend that students read the whole exam first so they get a sense of what is to
come and can be more careful in how they respond to early sections to ensure
coherence and avoid repeating themselves.

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