Health Education at Diamond Harbour School
Every two years, the Diamond Harbour Board consults with the community about Health Education at Diamond Harbour School.
As part of this we are in the process of:
• informing the school community about the content of the health education components of the curriculum; and
• consulting with members of the school community about the needs of the students and the way in which the school implements health education; and
• considering any comments we receive.
The draft statement is below and it is also attached to this article in pdf format.
The Board would appreciate if you take the time to read the draft statement and provide the school with feedback. The feedback form, with additional questions, is linked here. Alternatively you may send an email with your feedback to the school office.
We would appreciate if feedback is provided by Monday, 18 September so this can be collated by the board.
If you would like any further detailed information please contact your classroom teacher.
Draft statement on the delivery of the health curriculum at Diamond Harbour School.
At Diamond Harbour School our Health Education has been designed to reflect the school’s values, the school charter and the requirements of the New Zealand Curriculum.
Our Health Education programme provides students with the tools and knowledge to support their own wellbeing. Resources are used from a range of providers and are at the appropriate level for the development of the learners. Teachers use teaching approaches to develop learners’ understanding to make health-enhancing life choices in a caring and non-judgemental way. The programme supports students’ understandings in three interconnected areas: the wellbeing of the students themselves, the wellbeing of other people, and the wellbeing of society. Social and societal influences on wellbeing are included.
Programme Implementation
Health and Physical Education are combined in one curriculum document with Health Education situated as a separate subject in this document.
The curriculum is underpinned by four concepts.
Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.
Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.
The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.
Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.
Within this the key areas of learning are Mental Health, Sexuality Education, Food and Nutrition, Body Care and Physical Safety, Physical Activity, Sport Studies, and Outdoor Education. The four learning areas are Health and Mental Health, Sexuality Education, Food and Nutrition, Body Care and Physical Safety.
In the junior and middle school ākonga will learn about:
the human body and its growth and development
friendships
different kinds of families
consent in a range of relevant contexts (eg, at the doctor, in the playground, online)
respect for themselves, each other, and people who are different from them,
how to stay safe.
In the senior school ākonga will also learn about:
puberty
body development and image
human reproduction
different types of relationships
risks and issues that can arise online and when using social media.
Depending on the content of the learning area, these areas are covered through the Inquiry programme, included in our PB4L programme, or as separate stand-alone subjects. Some learning areas may be covered using a combination of these approaches. These learning areas may also be covered as appropriate, to meet the changing needs of our students.
Mental Health Draft Programme Content
Opportunities to develop knowledge, understanding and skills to:
Strengthen personal Identity and enhance a sense of self-worth, including an understanding of character strengths
Ensure ongoing wellbeing/hauora of ākonga
Develop effective relationships with others
Sexuality Education
Opportunities to develop knowledge, understanding and skills to:
Understanding of sexual development; physical, social and emotional
Positive attitudes towards sexuality
Take care of their sexual health
Enhance their personal and interpersonal skills now and in the future
Think critically about the role of sexuality in society
Food and Nutrition
Opportunities to develop knowledge, understanding and skills to:
Make informed decisions about food
Prepare healthy food
(Includes Garden to Table programme)
Body Care and Physical Safety
Opportunities to develop knowledge, understanding and skills to:
Ensure effective personal body care
Recognise hazards in the environment
Adopt safe practices in relation to those hazards
Sexuality education is implemented each year, in year level groupings. There are specific learning outcomes at each year level that cover three main areas.
Development - physical, social and emotional
Personal and interpersonal skills
Relationships and sexuality in society
Throughout the process there is a strong emphasis on a safe, inclusive classroom culture and strategies are used to ensure students feel able to ask questions in a confidential manner.
While aspects of the sexuality education curriculum (physical development) are taught as a standalone subject other aspects are incorporated throughout the year. Teaching about personal and interpersonal skills, social and emotional needs, strategies for dealing with conflict, and the development of healthy and respectful relationships are both a key part of setting up the school culture at the beginning of the year and revisited during the year, both in a manner that is specifically planned for and in response to identified needs or concerns.
Year 1 and 2: At years 1 and 2 sexuality education includes learning about the growth and development of the human body, respecting others, friendships, family relationships, communication, and dealing with bullying and harassment.
Year 3 and 4: Sexuality education in years 3 and 4 includes personal identity, relationships, growth and development of the human body, including human reproduction, strategies to cope with bullying and harassment and staying safe online.
Year 5 and 6: Sexuality education in years 5 and 6 includes sexuality and diversity; critical stereotypes; friendships; supporting self and others; pubertal change; body image; risks and issues; and how to access health care.
Year 7 and 8: Relationship and sexuality education in years 7 and 8 includes respectful relationships; diverse gender and sexual identities; pubertal change; body image; intimate relationships and sexual attraction; conception, and contraception; bullying and discrimination; influences of the media; communication and decision-making skills; consent; being safe online; support people and community organisations; celebrating diversity.
Before these lessons are taught, parents and caregivers are informed of the elements that will be covered. This enables parents, if they wish, to withdraw their child from the programme. To do this, parents need to communicate this in writing to the Principal.