Hornby High School

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Blue title page showing a swirling lines pattern (from the Relationships and Sexuality guide) along with Ministry of Education Te Tāhuhu o te Mātauranga logo and ‘Relationships and Sexuality Education A series of effective practice showcases’

Teacher (Alex) in a classroom

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Alex: Kia ora, my name is Alex and I'm a teacher at Hornby High School. I've been here for seven years and I'm head of department.

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Blue title page showing a swirling lines pattern (from the Relationships and Sexuality guide) along with ‘How have we approached community consultation?’

Alex talking to camera in a classroom.

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Alex: So on reflection we realised that running the consultation wasn't as effective as what we would like, so what we did was we looked at what events were running during school time and what ones were bringing in a lot of diversity from the community.

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Students and community members at a community international culture and foods evening

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Alex: This led us to looking at running our health consultation during the international culture and foods evening where we tend to have over 500 people come in for the event. The students know the people within the community and they will discuss with people walking by what's going on, what they're learning about and why it's important and this helps draw people over to your stand to give you information.

So we gather lots and lots of information and voice and feedback that's outside of the consultation. We will discuss with people such as the nurses, the counsellors, the wānanga teachers, senior leadership and we use all of this evidence alongside the consultation data to develop our programmes in health.

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Blue title page showing a swirling lines pattern (from the Relationships and Sexuality guide) along with ‘How did we develop the delivery statement?’

Alex talking to camera in a classroom.

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Alex: The draft delivery statement was developed through reflection, discussion with the health department looking at what we want our future learners to know and experience within health education.

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Screenshot of the Hornby High School website showing the ‘Health Consultation Statement approved by the Board of Trustees May 2021’ webpage.

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Alex: And the delivery statement is made up of voice and information and thoughts and feelings about health education and it's built up of thoughts from those in the community, those in the school, those from the health department about what's vital, what's needed within the delivery of the programme.

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Alex talking to camera in a classroom.

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So once the consultation was complete we went through the data. A lot of what we got was we're happy with what's happening, we like the progressions across years seven to ten and we're offering what they believe their children need to learn about.

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Screenshot of the Relationships and Sexuality Guide ‘Key learning at level 5’

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Alex talking to camera in a classroom.

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Alex: We met with the board of trustees one evening and went through what happened in the consult, what our results were, what the feel was and whether we felt we consulted enough of the community by running the consultation at the international foods fair.

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Community members in the school at the foods fair. TV screen in a classroom showing ‘Pornography & Consent’ slide from a presentation

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Alex talking to camera in a classroom.

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Alex: Once we sort of discussed that process and what had happened, we went through the delivery statement and the board approved the delivery statement. We then discussed where we would put the delivery statement for people to see and for the community to access.

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Screenshot of the Hornby High School website showing the ‘Health Consultation Statement approved by the Board of Trustees May 2021’ webpage.

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Alex: We felt the best place to put the delivery statement was on our school website so it was available for all to see.

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Blue title page showing a swirling lines pattern (from the Relationships and Sexuality guide) along with ‘How do we incorporate ākonga voice into our RSE planning?’

Alex talking to camera in a classroom.

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Alex: Oh we have informal discussions regularly with the students regarding how they found the programme, whether they enjoyed it, and they're honest, we ask them for their honest feedback and we ask them questions such as what was your favourite part? What do you think we could have maybe made a little bit better or more interesting for you? Do you think we should deliver this to the year 9s next year?

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Students in a classroom chatting with each other working on laptops.

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Alex: We've been really lucky, we've been given two hours in year nine each week for the whole year and the same has been given in year ten. We've been able to open up the subject so much more. We've been able to dive into students' passions, interests rather than just having to sort of direct a whole pile of information for them to know. We've been able to go so much broader than that. Our students always learn in groups at our school here. They learn from each other, they build on each other's ideas, it builds on their confidence. I think students get the opportunity to show their strengths and the tuakana-teina process is really important at our school as well.

So we look at what consent is, we look at how to show consent, we look at popular TV shows, movies and scenes where there's an issue around consent or whether consent was given, and we analyse those scenes and we look at was consent given? Why did one person think they had the right to have that relation with that person?

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Blue title page showing a swirling lines pattern (from the Relationships and Sexuality guide) along with ‘How do we use the RSE guide to inform our planning?’

Screenshot of the Relationships and Sexuality Guide ‘Key learning at level 5’

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Alex: The key learning charts in the RSE guide have been really helpful. They give you a basis of where to start. They've got progressions, they're real life, they're relevant and they are what students are going to need in this modern world.

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Screenshot of the Relationships and Sexuality Guide page about pornography

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Alex: We recently introduced topics such as digital communication and pornography education within the RSE programme. These topics are becoming an increasingly large issue within the school's community and it's something that needs to be addressed.

So what we do is we do sort of post-box box activities where we ask the students questions such as what do you want to know?

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A piece of paper is shown being put into a cardboard box with a slit in the top.

Titles are shown in white on a blue background:

What do you want to know?
What do you wish you knew?
What are you worried or curious about?

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Alex: What do you wish you knew? And what are you worried or curious about? Once we get that information we can start developing a programme from there.

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Blue title page showing a swirling lines pattern (from the Relationships and Sexuality guide) along with ‘What tips can you offer?’

Footage of community members at the international culture and foods evening mingling and completing paper-based consultation questionnaires.

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Alex: I would advise that you run your health consultation during an event that's already established within the school that's popular, that's relaxed, that's family-friendly.

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Alex talking to camera in a classroom.

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Alex: A second tip would be to use the Tūturu guide.

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Screenshots of the tūturu website

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Alex: We use the Tūturu guide to help develop our surveys, help develop our feedback responses and how to develop putting information through to the board, as well as the draft of the delivery statement.

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Alex talking to camera in a classroom.

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Alex: We came to the realisation that students were interested in RSE education outside of the unit as well and they've told us this over and over again

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Image of the Whare Tapa Whā diagram showing a whare labelled with the four elements of hauora: Taha tinana (Physical well-being); Taha hinengaro (Mental and emotional well-being dimension); Taha whānau (Social well-being); Taha wairua (Spiritual well-being)

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Alex: and they can do these through units such as hauora, interpersonal skills, staying mentally healthy.

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Alex talking to camera in a classroom.

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Alex: Health education is a great place to be covering topics such as pornography education because health education classes are non-fear-based, non-judgmental and they look at this influences, consequences and strategies.

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Footage of the school buildings. Students in a classroom chatting with each other working on laptops. Alex teaching a group of senior students in a classroom.

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Alex: It's health-enhancing and therefore it's not a fear-based subject or topic which therefore results in students actually engaging in learning in this.

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Closing blue title page with Ministry of Education Te Tāhuhu o te Mātauranga logo, www.education.govt.nz , and New Zealand Government logo.