These indicators of learning progression have been prepared to help teachers unpack the learning intentions for sexuality education suggested in the Ministry of Education Sexuality Education: Guide for principals, boards of trustees and teachers (2015).
Objectives: Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE.
Health Promoting Schools (or HPS) is a school community focused national service funded by the Ministry of Health in New Zealand to help schools assess and address the health and wellbeing requirements of their students to advance student learning and achievement outcomes.
Promoting Student Health and Wellbeing: A Guide to Drug Education in Schools is intended for school Boards of Trustees, principals, and teachers of drug education within the context of the health and physical education curriculum.
This pamphlet summarises the key points about current sexuality education in New Zealand.
This guide is a revision of Sexuality Education: A guide for principals, boards of trustees, and teachers (2002).
This guide provides introductory information for schools on alcohol and other drug education (AoD) programmes.This guide focuses mainly on two contexts for AoD education programmes for young people: school-wide health promotion activities; and curriculum teaching and learning programmes in the h
This guide provides introductory information for schools about relationship education programmes. Relationship education supports the vision of The New Zealand Curriculum (NZC) so that young people will be confident, connected and lifelong learners.
In 2001 phase one of the Sexual and Reproductive Health Strategy was released. It provided the overall vision, principles, obligations, strategic context and strategic directions for achieving the vision of good sexual and reproductive health for all New Zealanders.
In November 2009, the NFER's International Information Unit (comprising the Eurydice Unit for England, Wales and Northern Ireland1 and the team responsible for the International Review of Curriculum and Assessment Frameworks Internet Archive - INCA) completed some desk research on the ways i