Lynfield College

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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’

Two students (Brooklyn and Ayesha) at a table in a classroom talking to the camera

[Audio]
We don't have a guide of how to live how to be an adult so that's going to give us guidance we need and maybe guidance that some people want.

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Blue title page showing a swirling lines pattern (from the Relationships and Sexuality guide) along with:

‘Lynfield College’
‘Te Kaareti o Pukewiwi’
‘Students at the centre’

Teacher (Kat) standing in front of 7 students who are standing in front of a whiteboard in a classroom listening to her reading from a teachers planner. On the whiteboard is written ‘Agree’ and ‘Disagree’ with arrows pointing in opposite directions to form the continuum.

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Kat: "Okay here's my first one. If a couple cannot discuss condom use they shouldn't be having sex. Where are you going to stand?”

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The students move along the imaginary continuum

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Kat: “Okay now what I'd like you to do is have a 30 second conversation with the person next to you about why you're standing where you're standing."

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A group of students standing in a group discussing the statement.

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Student A: "I think having sex is a very mature thing to do so in order to do that we need to discuss being safe first”

Student B: “and it also regards like the safety of you and the other person."

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Blue title page showing a swirling lines pattern (from the Relationships and Sexuality guide) along with ‘How do we acknowledge diversity?’

Teacher (Kat) sitting at a table in a classroom talking to the camera.

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Kat: In a school that's as diverse as ours with more than 60 ethnicities and a whole range of different students with different cultural backgrounds we have a real passion for allowing students to form groups that are not only based on interests but also where they are able to take action within our school. We have rainbow groups, feminist club, PSSP groups. These students are able to make a difference within our school to allow the school to continue to be as inclusive, and to create a safer space as possible as well as them being able to just hang out together and learn from each other.

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

Teacher (Kat) sitting at a table in a classroom talking to the camera.

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Kat: Years ago when I became the HOD of health education here at Lynfield I was asked by the board of trustees to engage in some community consultation and I asked the students to make a huge list of all of the different stakeholders within our school. The different student groups, different student-led groups, the different types of staff within our school, even looking at international students, ESOL, learning support, engaging with the counsellors, the nurse, the deans, senior leaders - everybody. And then they systematically started to engage with each of those different groups.

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Student (Ishita) in a classroom talking to the camera

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Ishita: So far we've interviewed the students, teachers, nurses and counsellors in our school so the next step is going to be to interview the parents of the students so we know what their opinions are about relationships and sexuality education in addition to what the students think about relationships in sexuality education so we know what's important to the parents.

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Interviewees in classrooms talking to the camera

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Ayesha: Students would get into a pair and we would be assigned or we would choose a group of people around the school that we want to interview and for example Brooklyn and I we chose the year 12 dean. We had an interview with her during school time which was during health period and we asked her questions about what she found around the school was an issue for students at our school.

Ishita: Each person in our health class we interviewed so many different like cultural groups so there was Islamic group, Indian group, mental health committee, skittles group, and there was like a lot of groups that we interviewed and the deans and student exec. to find out what each group's needs were and issues were which is important because then it shows like all of the issues each group has that the school needs to focus on that the school might not know about so that was really important for us.

Brooklyn: So when we incorporate that evidence into what we learn in health people can realise that it's not just them facing the problems and that's actually more a widespread issue.

Ayesha: The community was invited so not only did the students get to come but their families got to come as well so I think that was a good way to promote how Lynfield College is quite diverse.

Brookly: Yeah and it was by having that cultural day we were celebrating not just the diversity within Lynfield College but also within the wider community.

Kat: Through that process we gathered so much valuable data and even though the community consultation is only a requirement every two years this is something we actually undertake every year.

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

Two students (Brooklyn and Ayesha) at a table in a classroom talking to the camera

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Ayesha: I think it's important that the teachers take into consideration that we're the students that are learning and taking information from them so they should understand what we want from them and what kind of help or information we need rather than their perception of what they think we need.

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Teacher (Kat) sitting at a table in a classroom talking to the camera.

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Kat: Our health education delivery statement says that we need to meet the needs of our learners. When I'm designing the units of learning for the health teachers within the school I like to keep the units quite broad without specific lesson plans because every class will have slightly different needs and I want to encourage the teachers to use a range of resources and investigate the needs of their learners and come up with their own activities that will meet the needs of the learners.

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Two students (Brooklyn and Ayesha) at a table in a classroom talking to the camera

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Brooklyn: I just think if you include student voice it becomes like it automatically becomes more relevant to them, yeah.

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Two students (Joshua and Ishita) at a table in a classroom talking to the camera

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Joshua: Hearing your students’ voice is very important because for example a couple of my friends just hopped into a relationship and they don't know what is real love and what is in today's society the perception of what love is from TV shows, movies and all that. So I think them struggling with that, hearing a student's perspective they would want to learn about what helps their relationship grow.

Ishita: That was the same with me like a couple of my friends also just hopped into a relationship and for them it was like it was their first relationship so they don't really know what's like what's good for them, what's not and what to expect in a relationship so I think it's important for them to tell the teachers like what they want to learn because then it'll it'll make it easier for them for their relationship.

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Teacher (Cat) in a classroom of students standing at the whiteboard with ‘Real relationships vs Relationships on screen’ written on it.

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Cat: Today we're going to be doing a little bit of work looking at the differences between relationships in real life compared with relationships that you might see on TV, or in movies, or on Netflix - basically going to do a compare contrast activity. Okay so what I'd like you to do on your paper is organise your thoughts in two categories around what real relationships might be like um and what relationships on screen look like.

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Blue title page showing a swirling lines pattern (from the Relationships and Sexuality guide) along with ‘How do we know if we’re getting RSE right?’

Student (Joshua) in a classroom talking to the camera

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Joshua: Being a teenager, we struggle with finding our identity and knowing if we fit into society properly and so if we are able to communicate with our classmates and teachers we would be, we would feel comfortable with ourselves and that we're normal and that we're accepted into society.

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Teacher (Kat) in the classroom talking with a group of 4 students who have been doing the Real relationships vs Relationships on screen activity.

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Kat: How does the disagreements in the conflict look differently in the things that you've sort of generally seen on screen compared with real life?"

Brooklyn: "Because on screen it's more like it's smooth running no like all ups and no downs whereas in real life it's not that's not realistic.

Ishita: I think one of the good things about class discussions is that you get to find out where everyone is at because like not everyone's going to be in a relationship and not everyone's having sex like people watch a lot of shows and everyone's in a relationship but when you have class discussions it shows that we're all normal and that not everyone's going to be at the same place.

Brooklyn: It's better to have knowledge around those things just for the sake of it and if you personally identify with it or if it's relevant to you then that's good.

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Back in the classroom with teacher (Kat) and the students with the Agree - Disagree continuum on the whiteboard.

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Kat (talking to the class): Okay I want you to think really carefully. “Love is the most important thing in a relationship.”

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Students move along the imaginary continuum

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Kat: What I'd like you to do now is spend 30 seconds having a quick chat with the person next to you about why you've decided to stand where you're standing."

Student C: Because you've also got to trust in the relationship as well as love.

Student D: Exactly and you can still love someone but that doesn't necessarily make your relationship healthy, yeah.

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Two students (Brooklyn and Ayesha) at a table in a classroom talking to the camera

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Ayesha: I feel like this type of education will give students a sense of idea of what's going to come up and how they should live their lives because we don't have a guide of how to live how to be an adult so that's going to give us guidance we need and maybe guidance that some people want.

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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.