Promoting rangatahi health and wellbeing

1. Promoting rangatahi health and wellbeing Sexuality education. Drug education. Gaye McDowell University of Otago College of Education, 2011

2. He Karakia Tīmatanga (Beginning Karakia) E te Atua, He mihi tēnei ki a Koe, Mo Āu painga ki a mātou. Āwhinatia mātou, i tēnei wā. Āmine Lord This is a greeting to you for your goodness to us. Care for us at this time Amen

3. Tutira Mai Tūtira mai, ngā iwi, Tātou,tātou e-e. Tūtira mai, ngā iwi Tātou,tātou e-e. Whaia te māramatanga, Me te aroha, E ngā iwi, Kia Tapatahi, Kia kotahi rā , Tātou,tātou e-e, Tātou,tātou e-e.

4. Enhancing the relevance of new learning. Learning to learn ( Ministry of education, p. 34, 2007). What are we learning for this session? • Experience learning activities that meet the needs of students in sexuality education and drug education • Unpack Health AS 1.5 • Explore drug education and its place in the New Zealand curriculum Why are we learning this? • To meet the learning needs around sexuality education and drug education for rangatahi • To develop resilient strategies in rangatahi so they can manage their changing states of wellbeing How will we be able to use this learning in our teaching practice?

5. Learning activities for sexuality education • Erin and Jill …Reproduction and body parts • Ben and Alex...Changing bodies and feelings Puberty Mix and match • Maggie and Ange…Changing bodies and feelings Diamond Dilemma • Mahia and Erin… Changing bodies and feelings Gender stereotypes Fairytale fantasy

6. Learning activities for sexuality educationcontinued • Lisa R and James… • Hannah S and Lisa G…Relationships Car Park! • Elliot and Kevin…STIs Category cards • Marie and Mai… • Hannah J, Katie and Ashlee…Contraception • EmJ and Kate… Decision making Scenarios NB…Jen-Yi Adora Kuo, EDUS 322 student 2010 left her health resource tasks she created for future use. Some of the above tasks are hers. They are all on blackboard. Other learning activities are sourced from ‘The sexuality road-discovering me: year 8’ (Family Planning, 2009).

7. Some references and available resources for sexuality education • Family Planning, (2009) The sexuality road-discovering me: year 8. New Zealand Family Planning. www.familyplanning.org.nz • Ministry of Education. (2002). Sexuality Education: Revised guide for principals, boards of trustees and teachers. Wellington: Learning Media. • Please see course booklet and recommended resource list on blackboard.

8. Promoting rangatahi health and wellbeingDrug education

9. Students require a range of learning opportunities in mental health. Opportunities to develop knowledge, understandings, and skills to make informed, health-enhancing decisions in relation to drug use and misuse. For example, through learning about the effects of drugs on all dimensions of hauora, becoming aware of choices and consequences, using communication and problem solving skills effectively, developing strategies for protecting themselves and other people, examining their own rights and responsibilities and those of other people and society, accessing support in problem situations, learning about policies and laws, and critically analysing ways in which society influences people in relation to drugs and the impacts that drug use and misuse have on society. Health and Physical Education in the New Zealand Curriculum, p.37, 1999.

10. Key messages from drug education guidelines (Ministry of education, 2009).All evidence-basedWhole school approach.Based on principle of drug harm minimisation. Harmful or illegal drug use is not condoned.

11. Teachers are facilitators of learning • Teaching and learning to be relevant, aligned to outcomes, inclusive of a productive learning community where the power is shared between teacher-student and aimed at engaging all learners towards collective action to implement enjoyable drug-free events to enhance student well-being. • Focus is wellness • Focus is strength-based. Teaching and learning is designed to build resilience in rangatahi. Focus on pūmanawa of rangatahi.

12. Teachers are facilitators of learning continued • Develop inclusive learning environment for diverse values and beliefs • Use external providers thoughtfully • Connect to the front part of the New Zealand curriculum and the underlying concepts of the health and physical education learning area. • Use outcomes matrix when planning for lessons.

13. Follow-up task Read and become familiar with the New Zealand Ministry of Education. (2009). Promoting Student Health and Wellbeing: A guide to drug education in schools.Retrieved December 15, 2010 http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/SpecialEducation/SupportForStudentsQuickGuide/DrugEducationGuidelines80410.pdf Lesson plan with one teaching resource included, to be handed in by Monday 11 April 2011. See the example on blackboard.

14. Reference List • Adolescent Health Research Group. (2003). New Zealand Youth: A profile of their health and wellbeing. Auckland: University of Auckland. www.youth2000.ac.nz • Adolescent Health Research Group. (2008). Youth ‘07: The health and wellbeing of secondary school students in New Zealand. Initial findings. Auckland: University of Auckland. • Ministry of Education. (1999). Health and physical education in the New Zealand curriculum. Wellington: Learning Media. • New Zealand Ministry of Education. (2009). Promoting Student Health and Wellbeing: A guide to drug education in schools.Retrieved December 15, 2010 http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/SpecialEducation/SupportForStudentsQuickGuide/DrugEducationGuidelines80410.pdf

15. He Karakia Whakamutunga (Finishing/Ending Karakia) E te Atua, Kua mutu a mātou mahi mo tēnei wā. Āmine Lord Our work at this time has finished Look after us at all times Amen