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These guidelines have been designed and revised to help schools with strengthening their programmes for relationships and sexuality education. This is one part of health education in the NZC.

In 2018, the Education Review Office found that whilst schools were meeting the minimum requirements, there were substantial gaps in the curriculum taught, specifically in areas such as consent, digital technologies and relationships.

The document includes specific policies for inclusion and diversity throughout a whole school environment. This programme is designed to help young New Zealanders develop skills and knowledge that will enable them to:
• understand their identities
• form positive relationships
• care for themselves and others
• impact their worlds.

Advice and suggestions are offered for kaiako and school leaders to create a safe and inclusive whole school environment, as well as legal requirements in terms of National Performance Measures, the Human Rights Act and specific rights and responsibilities.

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As a kaiako, this policy emphasises the importance of our role in facilitating a robust education and awareness about relationships and sexuality. This includes providing a safe environment for ākonga, curriculum delivery, pedagogy, making connections with students, parents and caregivers, and contributing to a schoolwide culture of positive relationships and support of RSE.

How does it affect the future?
This is vital for contributing to the inclusive culture of each school, community and ultimately Aotearoa New Zealand.

Why is it important?
This is important as the culture of a school and its values are strongly aligned. Values that do not promote healthy and positive relationships or acceptance of individuals' sexuality will not be tolerated in modern-day Aotearoa society.

What critical information does this information cause us to ask?
Are HPE kaiako diverse enough to meet the needs of their community?
How can kaiako who are uncomfortable talking and teaching about some topics in the RSE curriculum be supported?
How will we manage confrontation from whānau who are not supportive of the RSE curriculum?

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Relationships and Sexuality Education is part of the NZ curriculum. With a rapidly changing world, it is important to teach relevant information in relation to relationships and sexuality. This policy incorporates the latest information regarding this to help support students in the best way possible. Building relationships is something that everyone does which makes it vital education. Students have a right to an education that can help them make health-enhancing and informed decisions around their relationships with others, become positive in their own identities, and develop competencies for promoting and sustaining their own well-being of themselves and others. This updated policy ensures this education is effective, safe and inclusive.

The consequences for the students are that if this education is not taught thoroughly or effectively, then students don’t have the information to make health-enhancing decisions. This can lead them into relationships and scenarios that are unhealthy and therefore damaging to their overall well-being. Our relationships with others have a huge impact on our own identities and how we view ourselves, and if this is not done in a healthy way, then students are developing negative imagery of their own identities leading to a myriad of health issues. As we all know, teenagers are going through so much emotionally as their bodies and emotions are changing and developing, this can have a strain on the parents and family around them trying to keep their children happy and healthy.

Our role as a teacher is to provide this knowledge for students to be able to make health-enhancing decisions that lead to an overall happy and healthy individual. Giving students tools to be able to overcome difficulties they may face in their identities and relationships. Our role as teachers is to provide an environment where students feel safe and comfortable to learn, to take in this knowledge also. It is the student's right to be receiving a high-quality education, so teachers must ensure that their teaching methods and practices are up to date and relevant to the learner.

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As a kaiako, I need to ensure that I am providing a safe and comfortable space for my learners, policy and curriculum informed teaching, where to access support inside and outside of school, maintaining sensitivity, privacy and confidentiality.

This is important as not only do students have the right to these things, but in this period of time, relationships, sexuality, and identity are developing and changing which can be really scary for students. Ensuring that we are providing this information to help support students through this changing period in their lives means we are supporting them to become happy and healthy individuals which ultimately is the most important thing. If students can have the knowledge to make health enhancing decisions, and know where to go for support, then we know as teachers that we have done our job in helping these students navigate this difficult time.

This information critiques how sexuality and relationship education has been taught in the past, and forcing kaiako to critique their teaching and learning - is this really the best teaching I can do? Are my students getting all of the information that they need? Do they have enough support? Have I created a space where they are comfortable and safe to learn? Is there something else I could be doing? Asking ourselves these questions ensures that our students are receiving the best possible learning to make decisions in their identities and relationships.

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I have learned what should be taught at certain levels in sexuality and relationships health education. The resource provides ample information about the roles of teachers and learners to help support students in their learning. I have also learnt about different approaches you can take to this learning specifically supporting groups such as Maori & Pacifica, LGBTQI+ and disabled akonga.

I will use this information to inform my future teaching. Although I am confident that I will be teaching relevant and well-informed learning, I need to ensure that I am thinking about the different approaches I can take for certain cohorts of students. I will also ensure that I am fulfilling my role as a health teacher to the best of my ability with the support of resources like this one.

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I have learned that teaching RSE has real responsibility due to the long-term implications that it can have on students during what can be a turbulent time in life. With this, individuals need to be recognised and supported, taking into consideration their sexuality, culture, support networks and well-being. As kaiako we have a legal obligation to oblige with the National Performance Measures and Human Rights Act.

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The Education Review Office (2018) released a report into sexuality education in schools, Promoting wellbeing through sexuality education. The report concluded that while most schools were meeting minimum standards, many had significant gaps in curriculum coverage, particularly in teaching and learning about such important aspects as consent, digital technologies, and relationships. Its overall aim is to enable these schools to deliver effective, quality programmes covering relationships and sexuality education (RSE) to their ākonga. It describes a school-wide approach to RSE focused on the idea of wellbeing.

In the context of RSE, this means that schools need to:

- ensure inclusive environments for all young people
- allow their ākonga freedom of expression in relation to their gender identities and sexual orientation, including the right to determine their own identity and name
- include content on the diversity of sex characteristics, sexuality, and gender identities in their curriculum programmes.

Good quality sexuality education has advantages for students by:

- promotes students’ overall wellbeing
- increases students’ ability to make good decisions about their health
- helps students think critically and act fairly toward others
- helps students thrive and become confident and actively involved life-long learners.

Boards of trustees are required to ensure quality outcomes for all students through sexuality education.

Quality RSE programmes need effective teachers. Programme evaluation should include links to Registered Teacher Criteria, to Tātaiako: Cultural Competencies for Teachers of Māori Learners (Education Council New Zealand and Ministry of Education, 2011), to the Code of Ethics for Registered Teachers, and to general performance appraisal procedures within the school. This includes provision for effective professional learning in the area of RSE. We as kaiako need to provide information for students to be able to make informed decisions that lead to positive outcomes. By kaiako knowing this information and knowledge we can give students tools to be able to overcome the difficulties in relationships and sexuality. We need to make sure schools are safe places for akonga to be able to come to and not feel judged or bullied.

While digital platforms can be sites of inclusion and connection for young people, they are also places where exclusion and bullying are common. Young New Zealanders need to learn how to develop healthy relationships in both offline and online contexts. Such learning not only supports their development and overall wellbeing, it also contributes to the development of a more inclusive and positive society.

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These guidelines have been developed so that nothing is left to chance in schools. It supports schools, teachers, and BOT to provide an inclusive and safe environment when teaching students about relationships and sexuality. The guidelines consider the diversity amongst cultures, recognise Te Tiriti o Waitangi and protect and promote the sexual and reproductive health of Māori. It ensures that the information aligns and upholds the human rights of all New Zealanders.

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These guidelines support Kaiako in delivering this information within the curriculum's expectations, using pedagogical approaches, and connecting with culture to ensure an inclusive and safe environment when teaching about relationships and sexuality. Teaching relationships and sexuality to students can help them with their sense of positive identity, to engage in healthy relationships, and look after their wellbeing. These effects are significant as students transition into society. I think the critical question this information asks is, am I being diverse enough to meet the needs of my students?

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I am fortunate enough to be a qualified Mates and Dates facilitator for ACC. The guidelines on relationships and sexuality when teaching students have similarities that I can use to my advantage. I have also had experiance with being a facilitator in the classroom and having the confidence to discuss sensitive subject. What this reading has shown me is the connections between the relationships and sexuality education with the Our Code Our Standard and the values we must demonstrate in the classroom when teaching students about this topic as compared to Mates and Dates which only has a focus on being fair, acting with integrity and treating everybody with respect. From reading this I can start to understand how to incorporate Matauranga and Tikanga Māori and build relationships with students to encourage a sense of belonging.