scholarly journals Relationships and sexuality education: Key research informing New Zealand curriculum policy

2021 ◽  
pp. 001789692110537
Author(s):  
Katie Fitzpatrick ◽  
Hayley McGlashan ◽  
Vibha Tirumalai ◽  
John Fenaughty ◽  
Analosa Veukiso-Ulugia
Keyword(s):  
New Zealand ◽  
Sexuality Education ◽  
National Curriculum ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Compulsory Schooling ◽  
Sexual Diversity ◽  
Policy Context ◽  
Whole School ◽  
Whole School Approach

Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools. The resulting guides detail how schools might take a ‘whole school approach’ to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes.

scholarly journals The Dinosaurs Died a Long Time Ago: A Story from English in the New Zealand Curriculum

2000 ◽  
Author(s):  
Christina Thornley ◽  
Karon Read ◽  
Vivienne Eason
Keyword(s):  
New Zealand ◽  
Language Learning ◽  
National Curriculum ◽  
Literacy Learning ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Long Time ◽  
Children’S Work ◽  
Achievement Levels

It is now six years since English in the New Zealand Curriculum (Ministry of Education, 1994) was mandated as curriculum policy for New Zealand classrooms. While the debate that surrounded the introduction of achievement levels for language learning in this national curriculum statement appears to have abated, it is essential that teachers continue to discuss the implications of the levels for literacy programmes. This paper describes a research case study undertaken in two Year One classrooms where the children's work in exploring language is analysed against the achievement levels, raising concerns related to the possible underestimation of their abilities in literacy learning.

scholarly journals A whole-school approach to developing resilience: Resources and suggestions for New Zealand schools

2020 ◽  
Vol 20 ◽  
Author(s):  
Rachel Poultney ◽  
Dianne Forbes
Keyword(s):  
New Zealand ◽  
Informal Learning ◽  
Ministry Of Education ◽  
Whole School ◽  
Innovation Fund ◽  
Inquiry Approach ◽  
Health Related ◽  
The Face ◽  
Key Competencies ◽  
Whole School Approach

In learning and life, there will always be challenges, requiring resilience to overcome, adapt, and persist in the face of adversity. Resilience is a key aspect of mental health and lifelong learning, reflected in the vision, key competencies, and health-related elements of the New Zealand Curriculum (Ministry of Education, 2007). Working on the understanding that schools can and should help learners to develop resilience, this article shares a recent inquiry undertaken by a full primary school in New Zealand (NZ), as part of a Teacher-Led Innovation Fund (TLIF) project. The inquiry approach and main findings are outlined, along with resources, and suggestions for schools striving to build a shared understanding of resilience among teachers, students, and parents. Our inquiry attests to the power of a whole school approach to the learning of resilience, underpinned by relational connections, the language of resilience and cross-curricula integration, as well as informal learning.

scholarly journals The Council of Europe's Reference Framework of Competences for Democratic Culture : Policy context, content and impact

2020 ◽  
Author(s):  
Martyn Barrett
Keyword(s):  
Learning Outcomes ◽  
Formal Education ◽  
Council Of Europe ◽  
Democratic Culture ◽  
Reference Framework ◽  
Policy Context ◽  
Whole School ◽  
Whole School Approach ◽  
Main Components ◽  
The Impact

The Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC) was published in April 2018, and is currently being implemented in a number of Council of Europe member states. The RFCDC consists of three main components: a conceptual model of the competences that learners need to acquire in order to respond appropriately and effectively to democratic and intercultural situations; validated and scaled descriptors and learning outcomes for all of the competences in the model; and guidance for ministries of education and education practitioners on curriculum, pedagogy, assessment, teacher education, the whole-school approach, and building learners' resilience to radicalization. This article describes the policy background that motivated and accompanied the development of the RFCDC, and the process through which it was developed. It also provides an overview of the contents of the RFCDC, and an explanation of the impact that the framework is beginning to have on Council of Europe actions in the sphere of formal education.

scholarly journals Freire’s Pedagogy of Freedom: Its Contribution to the Development of Ethical Teacher Professionality through the Implementation of the New Zealand Curriculum

Paideusis ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 5-15
Author(s):  
Leon Benadé
Keyword(s):  
New Zealand ◽  
Critical Pedagogy ◽  
Education Reform ◽  
National Curriculum ◽  
Effective Teacher ◽  
Ministry Of Education ◽  
New Approach ◽  
Early 21St Century ◽  
School Based

This paper takes lessons and directions from Paulo Freire’s Pedagogy of Freedom (1998) that both inform the theme of Dialogue and Difference and a particular conception of ethical teacher professionality. Freire’s vision of teachers and teaching challenges managerialist notions of teachers as dispassionate, data-driven objects of bureaucratic policy, aligned to a sanitised list of features that make up ‘the effective teacher’. This representation of teachers is unlikely to motivate or prepare teachers in the future to be critical thinking ethical professionals. An alternative conception of the teaching professional is required, and one is presented here which has strong links to Pedagogy of Freedom in particular, and critical pedagogy more generally. Expressed as ‘ethical teacher professionality’, this account suggests a broader approach to the role of teacher than provided by notions such as ‘satisfactory teacher dimensions’ or ‘characteristics of quality teaching’. The New Zealand Curriculum (Ministry of Education, 2007) is a policy text whose understanding of teachers is informed by such notions. New Zealand schools engaged in a process of preparation in 2008 and 2009 for full implementation of this revised national curriculum in 2010. The scope of these revisions, expectations of teachers, and the requirement that this implementation be school-based (rather than centrally prescribed) mean that in essence this curriculum goes well beyond a mere revision. Further, as a product of early-21st century education reform which seemingly gives schools, teachers and communities greater flexibility, there are lessons that could be relevant internationally. As a fundamentally new approach to policy, implementation of the New Zealand Curriculum could significantly alter how teachers see and approach their work.

scholarly journals ‘Sex Is Not Just about Ovaries.’ Youth Participatory Research on Sexuality Education in The Netherlands

2020 ◽  
Vol 17 (22) ◽  
pp. 8587
Author(s):  
Marianne Cense ◽  
Steven de Grauw ◽  
Manouk Vermeulen
Keyword(s):  
Young People ◽  
Sexual Coercion ◽  
Sexuality Education ◽  
Point Of View ◽  
Sexual Pleasure ◽  
Sexual Diversity ◽  
Sexually Transmitted ◽  
Whole School ◽  
Teacher Skills ◽  
Peer Researchers

Young people are not satisfied with the sexuality education they receive in Dutch high schools. They rate their sexuality education as mediocre (5.8 on a scale of one to ten). In cooperation with 17 young peer researchers, we explored what good sexuality education looks like from the point of view of young people. The peer researchers collected data in their own high school, using mixed methods, starting with individual interviews, followed by focus group discussions and Photovoice sessions to get more in-depth views on topics, class atmosphere, and teacher skills. In total, 300 pupils aged 12–18 participated in the research. Our findings demonstrate that young people want more sexuality education, during their whole school career. They want sexuality education to move beyond biological functions, sexually transmitted diseases, and reproduction into issues like dating, online behavior, sexual pleasure, relationships, and sexual coercion. Moreover, pupils want sexual diversity integrated and normalized in all content. One of the main issues is that sexuality education should be given in a safe class atmosphere, which demands sensitivity from the teacher. In addition to the findings of the study, this article reflects on the steps to be taken to realize the changes desired by young people.

Lessons in building capacity in sexuality education using the health promoting school framework

2016 ◽  
Vol 116 (2) ◽  
pp. 138-153 ◽  
Author(s):  
Debbie Ollis ◽  
Lyn Harrison
Keyword(s):  
Community Engagement ◽  
Sexuality Education ◽  
Lessons Learned ◽  
Building Capacity ◽  
Content Type ◽  
Whole School ◽  
Health Promoting School ◽  
Health Promoting ◽  
Whole School Approach ◽  
The Impact

Purpose – The health promoting school model is rarely implemented in relation to sexuality education. This paper reports on data collected as part of a five-year project designed to implement a health promoting and whole school approach to sexuality education in a five campus year 1-12 college in regional Victoria, Australia. Using a community engagement focus involving local and regional stakeholders and with a strong research into practice component, the project is primarily concerned with questions of capacity building, impact and sustainability as part of whole school change. The paper aims to discuss this issue. Design/methodology/approach – Using an action research design, data were collected from parents, students, teachers and key community stakeholders using a mixed methods approach involving surveys, interviews, document analysis and participant observation. Findings – Sexuality education has become a key school policy and has been implemented from years 1 to 9. Teachers and key support staff have engaged in professional learning, a mentor program has been set up, a community engagement/parent liaison position has been created, and parent forums have been conducted on all five campuses. Research limitations/implications – The translation of research into practice can be judged by the impact it has on teacher capacity and the students’ experience. Classroom observation and more longitudinal research would shed light on whether the espoused changes are happening in reality. Originality/value – This paper reports on lessons learned and the key enabling factors that have built capacity to ensure that sexuality education within a health promoting, whole school approach will remain sustainable into the future. These findings will be relevant to others interested in building capacity in sexuality education and health promotion more generally.

The future of career education in New Zealand secondary schools: A review of the literature

2017 ◽  
Vol 26 (2) ◽  
pp. 62-70 ◽  
Author(s):  
Anne Yates ◽  
Megan Bruce
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Career Education ◽  
School Students ◽  
Whole School ◽  
The Future ◽  
Whole School Approach

Traditionally career education in New Zealand secondary schools has been provided by a dedicated career advisor, but the effectiveness of this model is increasingly being questioned. This review examined approaches to career education in order to recommend a more appropriate model for the future. A review of 14 articles revealed that career education is increasingly important for secondary school students and that advantages exist in an integrated whole-school approach. The authors argue that such an approach is desirable, but acknowledge the issues to be addressed to ensure success. These include professional development for career advisors, principals and teachers, changing entrenched attitudes, reimagining the role of the career advisor and providing increased resourcing. While this review is focussed on New Zealand, it is apparent that other countries are grappling, similarly, with the issue of career education for secondary school students.

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

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