(The narrator – Hon Jan Tinetti – a woman with blonde hair, wearing a pink and multi-coloured top, is standing in front of the camera. In the background is a cream wall with a clock and framed artwork, wooden door and cabinetry.) Logo mark of the Ministry of Education is positioned on the top right throughout the video.
A label in white appears on the right ‘Hon Jan Tinetti’.
Tēnā koutou katoa. As a former teacher I'm delighted to launch some new resources to support relationships and sexuality teaching and learning.
These resources aim to support holistic teaching and learning for relationships and sexuality education in our schools and kura.
(When the narrator says “…resources aim to support…” a clip is being played, of a woman/school teacher in a classroom standing in front of a written whiteboard, and a bookshelf below with board with bins and books, two tables with seven students (mixed genders) seated and facing the teacher as she speaks.)
Education on what quality relationships look and feel like, begins from early childhood and builds consistently, year after year. It prepares young people for navigating a range of relationships through their childhood, teen years and adult life.
(When the narrator says ‘… Education on what…” a clip is played of a group of four primary aged students leaning over a white table in a classroom, discussing and smiling whilst looking at an A4 piece of paper. The background is of a grey felt wall with colourful posters hung up and a window with a sink below it.)
(Another clip is shown when the narrator says “…look and feel like…” of three students and one male teacher in a classroom, looking at a piece of paper on a desk, the teacher is pointing and looking at the piece of paper. The students are wearing their (blue) school uniform and the male teacher with brown hair is wearing a light denim shirt.)
(Another clip is shown when the narrator says “…prepares young people…” a full shot of a female teacher is sitting in a swivel chair, leaning towards a small group of teenagers sitting on a grey sofa with study material in their hands and laps. The teacher has blonde hair, wearing a bright green dress and white sneakers. The students are teenagers, all wearing white tops and mixed coloured trousers and footwear. The setting is in a classroom with walls covered with colourful posters/artwork and fairy lights hung. The students and teacher are engaged in a conversation. Then showing a medium shot, angled to the right, facing the students and the back of the teacher.)
In 2020 we refreshed our Relationships and Sexuality Education guidance, and this new package of supports is designed to help teachers put these guidelines into effect. This package was designed with both health education experts and young people. It will assist teachers, school leaders and boards of trustees to take a whole school approach to wellbeing.
(The video is now back at the narrator, the narrator is facing camera one, a medium close-up, slightly angled, and the narrator is on the far left of the screen (camera two). When the narrator says “… and now this new…” the video shifts back to camera one, and the narrator is facing the camera straight ahead.)
(When the narrator says “… guidelines into effect…” a short clip of a person reading/flicking through the pages of a resource. Then, the covers of the ‘Relationships and Sexuality Education, a guide of teachers, leaders and board of trustees (years 1-8) and (years 9-13) are overlayed on top of the clip.)
(When the narrator says “… boards of trustees…” a short clip is show of a woman (a teacher) in a dark green top and grey cardigan with short brown hair working on a laptop in a classroom. The camera then shows a closeup shot of the keyboard/the woman’s hands. One hand is on the keys, showing a red strap watch and a ring, the other with a pen in her hand and scrolling on the mouse trackpad. The camera then shows the laptop screen with the resources.)
This means quality teaching and learning, powerful community connections and inclusive school environments.
(When the narrator says “… quality teaching …” it then switches to a clip of an indoor expo with lots of people (adult and school children). In a medium shot, a man with glasses, filling out a form being instructed by a blonde woman on the other side of the table, and a young girl in a puffer vest with a plate of food).
(When the narrator says “… and inclusive environments…”, a clip is shown of a low-angle shot of a woman in a red top and glasses, is looking up whilst raising up a rainbow flag, and then a wide angle shot which is the flag being raised by the woman within the school’s grounds.)
Included in the suite of resources are videos of the guidelines along with actions and supports for teachers for planning their programs and creating inclusive environments.
(Four media in a grid are shown on a white background:
- Top left – ‘Relationships and Sexuality Education – A series of effective practice showcases’. With the Ministry of Education logo on the top right.
- Top right – Two students (male on left) with black hair, and (girl on right) wearing school uniform sitting and discussing, in a classroom setting.
- Bottom left – Woman with short hair in a red blazer, holding books, in a library. Speaking with hand gestures.
- Bottom right – Man in a denim shirt, sitting and speaking with hand gestures in a classroom setting.
- Top left - When the narrator says “… supports for teaching …” it then switches to a clip of a young woman in a white t-shirt in a classroom setting, speaking to the camera.).
As well as resources to make it easier for teachers to notice and respond to social and emotional learning using the key competencies of the New Zealand Curriculum, there are resources in this package that align with Te Marautanga o Aotearoa.
(The video is back on the narrator, facing camera one. When the narrator says “… respond to social …” a short clip of a person using the resources: Ata and Oho – social and emotional learning resources.)
(Another short clip of a person holding the ‘Te Ira Tangata’ book, when the narrator says “… Te Marautanga o Aotearoa…”)
They present Māori knowledge, including whānau, hapū and iwi, as the foundation for learning about relationships, which includes sexuality and an indigenous Aotearoa perspective on relationships and the importance of whakapapa.
(When the narrator says “… as the foundation for…” a clip is shown of a teacher discussing with a group of students around the table in a classroom.)
Both the guidance and the resources reflect the identities and cultures of Pacific learners. They affirm the value of community and family connections when learning about relationships and sexuality.
(The video is back on the narrator, viewing from camera two, and when the narrator says “… They affirm the value…”).
The suite also includes a range of resources that have been designed for supporting rainbow young people in our schools. I want to especially mention our trans and non-binary learners. You are seen and valued.
(When the narrator says “… includes a range of…” a clip of a woman’s hands are shown holding up a resource booklet in A4 size ‘Creating rainbow-inclusive school policies and procedures. A resource for school boards, leaders, teachers, guidance counsellors, and school communities’. The cover of the resource is of a range of illustrated characters and a purple block at the bottom with the title and subtext in white. The woman then opens up the booklet, showing a page titled, ‘How you might use this resource?’. There are also other resources on the wooden table. The camera is back on the narrator when they say “… I want to especially mention…”).
There are also tools to assist in the teaching and learning about periods and menstruation. Supporting the Government's initiative to ensure all young people have access to free period products in schools and kura.
(When the narrator says “… learning about periods …” a clip of a person wearing orange clothing, holding an A4 book titled: ‘Waiwhero: The Red Waters. A Celebration of Womanhood. He Whakahirahiratanga o te ira Wahine.’ Written by Ngāhuia Murphy, translated by Sean Ellison, illustrated by Regan Balzer. The book cover image is of an illustrated image of a blue being intertwined with an orange being. The person also shows the cover of the Te Reo Māori book with the same illustrated cover. The person is then opening the book, flicking through the pages.)
Finally, we have created an interactive module for educators to learn about the research around young people and pornography and how to have safe, non-judgmental conversations.
(When the narrator says “… finally, we have …” the narrator is speaking to the camera and then quickly jumps to the landing page of the interactive module [a screen with a blue background with white text ‘Ka huri i te kōrero | Changing the conversations around pornography within relationships and sexual education. An orange button on the bottom left labelled ‘start | tīmata’ and with the Ministry of Education (in English and Te Reo Māori) and Classification Office (with Te Reo Māori) located on the top right. A menu bar on the right.] It then shows a short demo of the module in use showing: ‘How to use this resource’, Introduction to the resources, Section 1: Changing the kōrero.)
The digital resources will be made available through a variety of channels, including the refreshed Health and Physical Education TKI website. Which is now live. And hardcopy resources will be sent out to your school or kura directly over the coming months. It is undeniable that ākonga who are happy and healthy learn better.
(When the narrator says “… in digital resources …” the narrator is shown in camera two, facing camera one. When the narrator says “… including the refreshed …” a short clip is shown, scrolling through the Ministry of Education, Health and Physical Education Online’ website homepage. When the narrator says “… hardcopy resources …” covers of the Waiwhero booklet in both English translation and Te Reo (on the left) and ‘Te Ira Tangata’ with an image of Māori weaving on the front cover (on the right) on a grey background.
The narrator is on the screen, through camera two, when they say “… it is undeniable..”.)
When ākonga have a strong sense of wellbeing, they can engage meaningfully in learning, and I encourage you to explore these new resources and discuss with your community about how they could be best used in your school or kura.
(The narrator is shown via camera one, when they say “… When ākonga have…”
The following text appears once the narrator stops speaking. The Te Reo Māori then English, Ministry of Education (top), web address: www.education.govt.nz (middle) and the Te Reo Māori then English, New Zealand government logo (bottom).)
