Appendix 1: Evaluation questions and indicators
Question 1: Content of the learning programmes
How effectively does the content of the learning programmes provide an appropriate sexuality education for students?
Possible indicators/sources of evidence:
- School guidelines for sexuality education have appropriate sequences and coherent progression over the years.
- There are appropriate procedures to determine students’ learning needs in sexuality education.[1]
- There are appropriate procedures to determine parents and caregivers’ concerns and ideas for their children’s learning in sexuality education.
- There is a match between the identified learning needs of students in sexuality education and the taught programme.
- The taught programme provides students with opportunities for learning about positive sexuality education and opportunities to learn about aspects of sexuality other than physical changes at puberty.
- Elements of sexuality education are effectively integrated into the wider Health and Physical Education learning programmes and into other curriculum areas.
- The school meets the legislative requirements for consultation about the implementation of the health curriculum as stated in Section 60B of the Education Act 1989, as amended by the Education Standards Act 2001.[2]
- Any other factors/indicators.
Question 2: Resources used in the learning programme
How effectively are resources used in the teaching of sexuality education?
Possible indicators/sources of evidence:
- Appropriate teaching and learning resources held by this school are used in the teaching of sexuality education class.
- Appropriate teaching and learning resources held by outside providers are used in the teaching of sexuality education class.
- Any other factors/indicators.
Question 3: Subject and pedagogical knowledge of teachers and outside providers
To what extent to the teachers and outside providers have the subject and pedagogical knowledge to provide an effective sexuality education programme?
Possible indicators/sources of evidence:
- The teachers provide programmes and accurate information to students (appropriate to their understanding and life experiences).[3]
- The outside providers provide programmes and accurate information to students (appropriate to their understanding and life experiences).[4]
- The teacher has pedagogical knowledge to identify and respond effectively to the learning needs of students.
- The outside provider has pedagogical knowledge to identify and respond effectively to the learning needs of students.
- Any other factors/indicators.
Question 4: Teaching for diverse groups of students.
How effectively are the needs of diverse groups of students in the class identified and met by the teacher?
- Māori students;
- Pacific students;
- International students
- Students of diverse sexual orientations and gender identities;
- Students who may hold strong religious or cultural beliefs; and
Students with special educational needs.
Question 5: Assessment of student achievement
How effective is the teacher’s assessment of student learning in sexuality education?
Possible indicators/sources of evidence:
- Assessment records demonstrate that students are making appropriate progress and achievement in sexuality education.
- Appropriate assessment information is used to inform the evaluation of the effectiveness of classroom programmes.
- The school has appropriate systems for reviewing the effectiveness of its sexuality education programme.
- Students are taught to evaluate their own learning in sexuality education.
- The teacher communicates effectively with parents about the educational progress and learning needs of their child in sexuality education.
Question 4: Teaching for diverse groups of students.
How effectively are the needs of diverse groups of students in the class identified and met by the teacher?
- Māori students;
- Pacific students;
- International students
- Students of diverse sexual orientations and gender identities;
- Students who may hold strong religious or cultural beliefs; and
- Students with special educational needs.
Question 5: Assessment of student achievement
How effective is the teacher’s assessment of student learning in sexuality education?
Possible indicators/sources of evidence:
- Assessment records demonstrate that students are making appropriate progress and achievement in sexuality education.
- Appropriate assessment information is used to inform the evaluation of the effectiveness of classroom programmes.
- The school has appropriate systems for reviewing the effectiveness of its sexuality education programme.
- Students are taught to evaluate their own learning in sexuality education.
- The teacher communicates effectively with parents about the educational progress and learning needs of their child in sexuality education.
- Any other factors/indicators.
Question 6: Student motivation and engagement
How effectively are students motivated and engaged in sexuality education?
Possible indicators/sources of evidence:
- Students have access to learning experiences in sexuality education that meet their particular aspirations, interests and needs.[5]
- There are strong, positive and supportive relationships between students and the teacher in the sexuality education learning environment.
- There are strong, positive and supportive relationships between students and the outside provider in the sexuality education learning environment.
- Any other factors/indicators
Question 7: Positive attitudes towards sexuality and diversity in school culture
The whole school culture effectively supports the development of positive attitudes towards sexuality and diversity.
Possible indicators/sources of evidence:
- The school actively develops and maintains a culture of respect for others.
- There are effective support networks readily accessible by all students.
- The school environment is inclusive and safe for staff and students.
- Any other factors/indicators.
[1] This indicator was merged with one other and is reported in the findings under “Subject and pedagogical knowledge of teachers.”
[2] This indicator was merged with one other and is reported in the findings under “Subject and pedagogical knowledge of outside providers.”
[3] This indicator was merged with the next two and they are reported in the findings under “Students’ learning needs.”
[4] This compliance point is reported along with the self report information about legislative changes.
[5] This indicator was merged with one other and they are reported in the findings under “Student engagement with teachers.”