Source: Post Primary Teachers Association (PPTA)
The ERO report from a review of relationships and sexuality education in our schools is welcomed by the NZPPTA, says President Chris Abercrombie.
“The report has shown us that there is widespread support from parents, whānau and students for relationships and sexuality education (RSE), but there is a need to improve consistency across the RSE curriculum as a whole.”
“In an increasingly fractured and online world, it is important that parents and whānau know what their rangatahi are learning at school. Nowhere is this more important than in relationships and sexuality education.”
“The 21 key findings and the seven recommendations will make a welcome difference to the experience of RSE for all of our ākonga. In particular, the recommendation to move away from the current ad hoc practice towards a more prescriptive and structured approach is one we support in this case. RSE is too important to be left to chance, and often much of the material is outside of the lived experience of those delivering the curriculum. A structured approach ensures age-appropriate, identity-affirming information is delivered across the board.”
“Students have made it clear what they want to learn, and when. It is essential that student voice is recognised when the curriculum is reviewed. It is also important that any changes are properly resourced. The addition of appropriate teaching resources and professional learning for teachers should also be considered, to support those delivering RSE.”
“We acknowledge the challenge that principals and schools face when consulting with their communities on the RSE guidelines, and that this process can be difficult and divisive. We support the recommendation to consider moving from a two-yearly consultation requirement to one that requires schools to inform parents and whānau about what they plan to teach, and how, before teaching it.
This knowledge will enable parents, whānau, and their young person to make decisions about what is right for them. For the minority that want less RSE, they would be better able to identity the lessons they wish to withdraw from, and the same would be true for those who wish to know more. With a clear understanding of what is not being taught, they can supplement the learning in their own homes”.
“We know that often there is a narrow view of what RSE is. In most cases it is about helping young people understand how to navigate friendships and thinking about others in an inclusive way. These are key skills for being an active member of your community and wider society.”
