Youth Fale

Kapow: Primary And Intermediate Schools Programme (Year 5 – 8)

The KAPOW programme is a combination of

We use the KAPOW programme to connect with Primary aged students in an interactive and fun way. With a holistic approach, this six module programme equips them with personal skills, knowledge and information that will enable them to make great decisions in regards to:

  • ‘Self Acceptance and Diversity’ Respect for self and other
  • Healthy relationships (family and friends)
  • Puberty (highlighting physical, emotion and social changes)
  • Keeping safe (online)
  • Where to get help and support

This sexuality health programme aligns with the New Zealand Curriculum, 2007 – Health and Physical Education and the Arts achievement objectives.

This ensures that our programme/activities are purposeful and contribute to the development of the young person/s, also assisting teaching staff in delivering their achievement objectives.

 
Please follow the key provided below

The letters refer to strands outlined in the curriculum

A – Personal health and physical development
B – Movement concepts and motor skills
C – Relationships with other people
D – Healthy communities and environments

The number relates to the achievement objective (as mentioned in the NZ Curriculum guidelines)

Achievement Objectives

Knowledge, understandings, and skills relating to sexual development – physical, emotional, and socialPersonal and interpersonal skills and related attitudesUnderstandings and skills to enhance relationships; think critically about sexuality in society
A1: Describing stages of growth and development needs, including hygiene practicesA2: Promoting a positive and inclusive body imageB2: Questioning and discussing gender stereotypes in games and physical activities
A1: Describing personal strategies for coping with social and physical changesA4: Self-worth: identifying gender and social strengthsC1: Planning and demonstrating ways to enhance family, classroom, and wider school relationships
A2 & B2: Playing in positive and inclusive ways with others and describing benefits to well-beingC2: Identifying shared and different personal and social characteristicsD1: Describing different views of gender and families from Māori, Pākehā, Pasifika, and Asian perspectives.
A3: Identifying risks and planning safety strategiesC2: Affirming diversity, questioning gender stereotypesD2: Identifying locally available health care services
A4: Describing unique personal qualitiesC3: Expressing and affirming needs and feelings, and listening to othersD3: Contributing to developing a supportive social environment
D1: Considering and demonstrating respect, manaakitanga, aroha, and responsibilityD3: Describing school values related to inclusion and diversity
Knowledge, understandings, and skills relating to sexual development – physical, emotional, and socialKnowledge, understandings, and skills to enhance sexual and reproductive healthPersonal and interpersonal skills and related attitudesUnderstandings and skills to enhance relationships; think critically about sexuality in society
A1: Developing knowledge about, and adjusting to pubertal changeA1: Managing pubertal changeA2 & B4: Affirming diversity and enhancing relationships in games and physical activitiesA1 & C1: Choosing, making, maintaining, and changing friends
A1: Developing knowledge of puberty, and growth and development needsD3: Describing locally available health care servicesA4: Self-worth: identifying and affirming the feelings and beliefs of self and othersB4: Exploring how media representations of games and sport can reinforce gender stereotypes
A2: Developing positive body image A4: Describing personal characteristics and gender identitiesC2: Exploring and critiquing online, social, and popular media representations of gender, sexual orientation, and body image
A3: Identifying risks and planning safety strategies C1: Making friends and supporting others. Being inclusiveC2: Recognising discrimination and acting to support others
  C2: Equity issues: recognising and challenging bullying, stereotypes, and body image messagesD2: Developing strategies for enhancing family well-being
  C3: Assertiveness skills: identifying pressures from others and from own feelings. Demonstrating assertive responses to pressureD2: Exploring community events that celebrate and affirm diversity
  D1: Recognising media, social media, and consumer influencesD3: Developing harassment policies, including strategies for social media and online contexts
    D4: Affirming diverse gender identities

Mates And Dates: High Schools Programme (Year 9 – 13)

Mates & Dates

Mates and dates is a healthy relationships programme for students created by ACC (Accident Compensation Corporation) we work collaboratively with ACC to deliver this programme in high schools across Auckland/New Zealand.

This programme teaches young people:

  • How to have healthy relationships based on respect, negotiation and consent
  • How to identify inappropriate behaviour
  • How to get help if they, or someone they know, are in an unhealthy relationship
  • How to safely intervene in situations that could lead to harm

Mates and Dates is not a sex education programme but will include materials and discussions about sexual and dating violence, consent, dating, relationships, pornography and other related subject matter. We do not show any explicit materials but we discuss

  • What consent is
  • How to seek consent and give it
  • How to recognise coercion and
  • What to do if someone feels pressured to do anything they don’t want to do.

We will also provide information about the law. The aim of the programme is to prevent sexual and dating violence by teaching young people relationship skills and behaviours they can carry with them throughout their lives.

Achievement Objectives

Knowledge, understandings, and skills relating to sexual development – physical, emotional, and socialKnowledge, understandings, and skills to enhance sexual and reproductive healthPersonal and interpersonal skills and related attitudesUnderstandings and skills to enhance relationships; think critically about sexuality in society
A1 & C1: Exploring concepts of love, attraction, and romanceD2: Accessing health care agencies and evaluating their rolesA3: Recognising and dealing with harassment and abuse, including in online and social media contextsA3: Dealing with harassment
A4: Identifying how social messages regarding body image and gender affect self-worthB4: Participating in physical activities and reflecting on the links between various physical activities and gender normsA3 & C2: Planning strategies for supporting self and others in online environmentsA4: Critiquing dominant messages about body image and body size, and affirming diversity
A4: Describing personal gender identity and critiquing media messages about gender, relationships, and sexuality A4: Identifying the influence of gender and sexuality stereotypes on self-worthC1: Recognising the effects of changing roles on relationships
  C2: Supporting the rights and feelings of self and othersD1: Critiquing gendered and sexualised media images
  C3: Identifying pressures in intimate relationships and developing assertiveness skillsD1: Critiquing heteronormative messages and practices in the school and media
  C3: Identifying the importance of positive and supportive intimate and family relationshipsD3: Developing policies for supporting diversity of gender and sexual identities
  C3: Demonstrating assertiveness and problem-solving skills applicable to family relationships, friendships, and intimate relationships 
  D1: Recognising lifestyle factors, media influences, and stereotypes 
Knowledge, understandings, and skills relating to sexual development – physical, emotional, and socialKnowledge, understandings, and skills to enhance sexual and reproductive healthPersonal and interpersonal skills and related attitudesUnderstandings and skills to enhance relationships; think critically about sexuality in society
A1: Developing knowledge about sexual maturation – physical, mental, emotional, socialA1: Managing sexual healthB4 & D4: Investigating gender and sexuality issues in sport and physical activity, and instigating inclusive practicesD1: Describing different views of gender and sexual identity from Māori, Pākehā, Pasifika, and Asian perspectives
A1: Identifying strategies for building resilienceA3: Investigating safety procedures and strategies for sexual health, including access to health care, contraception, issues of consentC2: Understanding the influence of attitudes and values on the safety of self and othersD1: Evaluating societal (including online) messages about bodies, gender, and sexual identity, and questioning and discussing stereotypes and narrow social norms
A2: Describing how physical activity contributes to positive body imageC3: Assertiveness skills: negotiating intimacy, resisting pressure, care, and respectC1: Identifying a wide range of issues in intimate relationships and planning strategies for positive outcomesD3: Identifying legalities in relation to sex and relationships, including issues of consent
A3: Developing knowledge about decision making in intimate relationships, including sexual intimacy, conception, and contraceptionD2: Investigating health services D4: Planning and carrying out actions that support diverse gender and sexual identities
A3: Identifying risks in online and social media environments and acting in ways to enhance well-beingD3: Identifying rights and responsibilities in all relationships, including intimate relationships D4: Evaluating the availability of health and student support services in the school and local community
A4: Self-worth: investigating mana, body image, culture, sexual attraction, sexual orientation, and gender   
Knowledge, understandings, and skills relating to sexual development – physical, emotional, and socialKnowledge, understandings, and skills to enhance sexual and reproductive healthPersonal and interpersonal skills and related attitudesUnderstandings and skills to enhance relationships; think critically about sexuality in society
A4: Celebrating individuality and affirming diversityA1: Making choices about sexual activitiesA1: Problem-solving and decision-making in relation to sexual activity and changesA1: Investigating the reasons for choices that other people make
A1: Reflecting on personal values and choicesA3: Identifying risks and developing skills for safer sexual practices, including preventing pregnancy and sexually transmissible infectionsA3: Identifying risks and planning for safe engagement in a range of social contexts (for example at parties)C2: Recognising different values and taking responsibility
A1: Maintaining and enhancing well-being in intimate relationships, including rights and responsibilitiesD2: Evaluating community sexual health and support agenciesA4: Demonstrating understanding of personal identity factors: gender, sexual identity, and friendshipsC3: Planning strategies and demonstrating interpersonal skills for responding to needs and challenges
  C2: Identifying influences and pressures, including family, media, youth cultures, onlineD1: Advocating for health services and the promotion of diversity in the school and community
  C2: Taking responsibilityD3: Comparing and contrasting different values regarding sex, intimacy, and gender identities, and taking ethical standpoints
  C3: Demonstrating interpersonal skills for responding to needs, changes, and challengesD3 & 4: Investigating community initiatives and organisations, human rights, and laws related to gender, equity, and sexual diversity
  C3: Demonstrating interpersonal skills to advocate for others’ rights 
  D1: Analysing influences affecting pregnancy, screening, and other aspects of sexual health 
Knowledge, understandings, and skills relating to sexual development – physical, emotional, and socialKnowledge, understandings, and skills to enhance sexual and reproductive healthPersonal and interpersonal skills and related attitudesUnderstandings and skills to enhance relationships; think critically about sexuality in society
A1: Identifying lifespan issuesA1: Identifying sexual health needs and developing strategies to ensure well-beingC4: Evaluating information, making informed decisions, and demonstrating relationship skillsA4: Evaluating societal and cultural influences on partnerships, families, and childcare relationships
A3: Identifying risks in intimate relationshipsA3: Understanding safer sexual practicesC3: Evaluating relationship changes and demonstrating skills to manage conflict, breakups, and other changesA4: Explaining influences on gender and sexual identities
A4 and C2: Critically evaluating beliefs, attitudes, and practices that reinforce stereotypes and influence choicesD1: Understanding how community events and organisations promote sexual healthC3 & D2: Using personal, interpersonal, and societal strategies to address issues related to gender and sexualityC1: Analysing close friendships, partnerships, and social interactions
A4: Critically evaluating how social and historical gender and sexuality norms continue to affect identities and practicesD2: Advocating for community agencies and student health centres C2: Analysing beliefs, attitudes, and practices that reinforce stereotypes and influence choices (such as sexism, homophobia)
A4: Evaluating and managing personal identity in changing relationshipsD3: Evaluating human rights and school policies D2: Advocating for diversity
Knowledge, understandings, and skills relating to sexual development – physical, emotional, and socialKnowledge, understandings, and skills to enhance sexual and reproductive healthPersonal and interpersonal skills and related attitudesUnderstandings and skills to enhance relationships; think critically about sexuality in society
A1: Critically evaluating data and devising strategies to meet current and future sexual health needsA1: Evaluating future sexual health needsC1: Critically analysing effective relationships in diverse contextsA3: Analysing ethical issues and dilemmas that influence sexual health
A4: Critically analysing gender and sexuality in societyA3: Analysing ethical issues and dilemmas that influence sexual healthC3: Analysing and evaluating interpersonal skills and issues of social justice and equityA3 & D1: Critically analysing new technologies and current legislation
D1: Critically analysing practices and legislationD1: Critically analysing attitudes, practices, and legislation for promoting safer sexual practices and well-beingC2: Promoting positive, equitable, and supportive relationships in families and partnerships
D2: Justifying equitable access to servicesC2 & D1: Critically analysing gender, sexuality, and equity issues and advocating for sexual justice
D1: Critically evaluating societal attitudes to sex and sexuality, including in families, communities, religious contexts, and online
D3: Using health promotion strategies to enhance sexual health and affirm diversity

The Mates and Dates programme is aligned to the New Zealand Curriculum, 2007 – Health and Physical Education achievement objectives Levels 4, 5, 6, 7, and 8.

ACC recommend that to ensure consistency of assessment across the programme it is advised that teachers take responsibility for formulating and implementing the assessment activities for the Mates and Dates programme.

This resource supports formative assessment. Some if the activities could contribute to aspects of the overall unit of work for the following NCEA qualifications

For formative and summative assessment suggestions teachers/staff please contact us.

Achievement objectives for year 11 – 13 are outlined…

Assessment for NCEA levels 1, 2 and 3

Year 11

NCEA Level 1: Demonstrate an understanding of interpersonal; skills used to enhance relationships

AS910971.44 creditsInternal

Year 12

NCEA Level 2: Analyse an interpersonal issue(s) that places personal safety at risk.

AS912382.44 creditsExternal

Year 13

NCEA Level 3: Analyse a New Zealand health issue.

AS914613.15 creditsInternal