Professional Documents
Culture Documents
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.
• Worksheets pgs 16 - 28
1
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
2
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.
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.
3
Achievement Standard Links:
and for
14248 Discrimination
14249 Safe Interactions with Others
14250 Sexual Harassment
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.
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
4
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)
5
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.
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
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?
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).
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.
7
Resources
8
AO’s
and
Intended Learning Outcomes Processes / Activities / Strategies
level
s
OR USE
9
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.
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.
7A1 Describe & explain short and long Brainstorm short and long term effects of different
term effects of abuse, discrimination types/forms of sexual harassment (abuse or
and harassment on hauora/well- discrimination), on self and others in society. Refer to
being. Resource sheet 1. This should be provided to students to
assist them with Learning Journal 4 and also for
preparation for external assessment.
11
7A1 Analyse research case notes of Teachers should encourage their students to explore the
sexual harassment in NZ 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.
7A4 Analyse the nature and benefits of Use Worksheets 6. Give each group the four scenarios.
7C1 power balance relationships. 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.
7D1 Evaluate laws, policies and Invite local Community Law Centre and/or a representative
7D2 regulations with regard to sexual from the Commission for Children, to address laws/policies
7D3 harassment in school and society. including Human Rights legislation and UNROC (United
Nations Rights of the Child).
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.
14