Appendix 1: Evaluation framework and indicators of effective practice

Stewardship

» The BOT support the development of a curriculum statement for sexuality education in the curriculum by:

> ensuring community consultation occurs at least once every two years

> ensuring broad community priorities around wellbeing and sexuality education are reflected in the curriculum

» The BOT effectively addresses incidents or complaints of sexual harassment or bullying, including homophobic and transphobic harassment

» The BOT have a child protection policy that meets the requirements of the Vulnerable Children Act (2014)

» The BOT support the development of a curriculum statement for sexuality education in the curriculum by:

> using resources, for example the Sexuality Education Guide to inform their expectations

> providing guidance about their expectations for comprehensive sexuality education

» The BOT lead policy development that affirms diversity (e.g. through gender neutral uniforms policy, gender neutral bathrooms, acceptance of same-sex partners at balls)

» The BOT have policies that explicitly addresses homophobia, transphobia and sexism, for example in sports

» The BOT demonstrate a desire to increase visibility of and affirm diversity in their school community

» The BOT actively promote the work of student support groups and initiatives

» The BOT have a policy that explicitly addresses bullying through social media, websites and other technology

» There are clear, documented referral pathways to a range of community support services and documented protocols to support these referrals (e.g. when it is appropriate to notify parents; information sharing between the school and support service)

» The BOT scrutinise the delivery of sexuality education in the curriculum by:

> requesting reports on the number of hours of curriculum delivery that were spent on sexuality education

> considering learning outcomes against the expectations of their curriculum statement for comprehensive sexuality education considering the responsiveness of sexuality education to the diversity of cultural and religious beliefs in their community, and those with additional learning needs


Leadership

»  Leaders deliberately plan and implement sexuality education across the curriculum, for example by:

> ensuring somebody has oversight of sexuality education in the curriculum

> allocating resources for the provision of sexuality education, such as time, PLD and learning resources

> being deliberate and discerning in their use of teaching and learning resources, and external providers

> ensuring sexuality education is implemented in culturally appropriate and respectful ways

» Leaders work to create a culture of inclusion and respect that responds to, supports and affirms gender and sexuality diverse students

» Leaders empower students to develop student led initiatives (such as support groups), take leadership and have input into school policies and curriculum

» Leaders ensure a whole school approach to sexuality education by:

> being explicit about expectations for a collective responsibility for student wellbeing

> sharing policies and expectations with new staff, students and their parents/whānau

> aligning policies, curriculum and other practices (e.g. pastoral care systems) to promote student wellbeing

> promoting a collective responsibility to create a culture where it is safe to report incidents of bullying and harassment, and where all incidents of bullying and harassment are responded to

> promoting students' learning about wellbeing and sexual health across the curriculum and school environment

Educationally powerful connections and relationships

» The school effectively consults with their community around sexuality education by:

> providing information about their comprehensive sexuality education programme

> seeking out the views of diverse groups in their community in a respectful and inclusive way (e.g. Māori, Pacific, Asian, religious communities) catering to various preferences for strategies, venues and content

> developing and maintaining strong relationships with whānau Māori prior to consultation (whānau is recognised as including the extended family)

» Effective community consultation involves the wider school community (e.g. parents, whānau, health and pastoral care team, community leaders and organisations, external sexuality education providers, staff and students, iwi health providers, hapu)

» The school effectively consults with their community around sexuality education by demonstrating a positive view (rather than risk avoidance) of sexuality

» The school actively builds networks with local support groups and health providers, and facilitates student access where appropriate. The school is clear when parental permission is/isn't required to facilitate access to these external services

» Memorandums of Understanding between the school and external agencies support the school's desired outcomes for student wellbeing

» The school supports students' learning at home by encouraging and supporting parents to appropriately discuss sexuality topics with their children

» The school reports to parents on students' learning in sexuality education

» Leaders seek out and provide a range of ways for parents and community to contribute to consultation, such as meetings, online and paper based.

Responsive curriculum, effective teaching and opportunity to learn

» There is a deliberate approach to timetabling and planning for sexuality education for Years 1-10. Sexuality education is comprehensive and age appropriate (according to NZC guidelines) and covers a range of topics such as:

> friendship skills

> communication skills

> building selfesteem

> relationships

> gender stereotypes

> gender and sexuality diversity

> social norms and pressures

> anatomy and physiology and pubertal change

> pornography

> sexting

> conception and contraception

> STIs

> consent and coercion

> sexual violence

> alcohol and drugs as they relate to sex

» Students with additional learning needs have equitable access to continued learning in sexuality education which recognises their sexual identity and takes a proactive approach to ensuring their safety and wellbeing

» The sexuality education curriculum takes into account diverse cultural and religious contexts

» Sexuality education involves developing skills and attitudes as well as knowledge

» Sexuality issues are explored across the curriculum, not just in health

» Language used in the school is inclusive. It explicitly and implicitly supports diverse genders, sexualities, experiences, beliefs and perspectives e.g. using correct pronouns

» Mātauranga Māori is valued and teachers are supported to challenge their attitudes, skills, knowledge and practice to promote effective sexuality education for Māori students

» Students have comprehensive opportunities to explore different values, beliefs, perspectives; to develop empathy, reflection and critical thinking on a range of topics

» There are opportunities for students at all year levels to engage in sexuality education

Professional capability and collective capacity

Comprehensive sexuality education is delivered by competent and confident teachers (whether internal or external to the school)

» All staff understand their school process for reporting suspected neglect or abuse, according to the school's child protection policy

» All leaders and teachers have the skills to effectively support student wellbeing, including the skills to:

> identify students needing greater support

> work ethically and responsibly with sensitive student information

> make appropriate and timely referrals to school support people and external agencies

» The school recruits teachers with expertise in health education and provides good levels of support and resourcing

» Teachers are provided with ongoing time and opportunities to learn about sexuality education, diversity, responding to disclosures etc.

» Professional learning and development opportunities for teachers of sexuality education include coverage of curriculum topics relating to sex, gender and sexuality diverse students

» Professional learning and development opportunities support teachers to deliver a matauranga Māori sexuality education programme that meets the needs of Māori whānau and students

» Workshops are held for all teachers, coaches and support staff to promote a positive understanding of sexuality and understanding of sexism, gender and sexuality diversity

Evaluation, inquiry and knowledge building for improvement

» There is ongoing review of students' needs in regards to sexuality education, with attention to the needs of gender and sexuality diverse students, Māori, Pacific and students with additional learning needs

» The school is able to demonstrate how programmes meet the needs of their students

» A range of evidence demonstrates that students are making appropriate progress in sexuality education and is used to inform teaching and learning programmes

» Parent and student feedback on the school's comprehensive sexuality education programme is actively sought and acted upon to develop innovative solutions and initiatives

» Whānau input into the evaluation of programmes (including from students) is sought in safe and meaningful ways

» Evaluation, inquiry and knowledge building is grounded in whanaungatanga and manaakitanga

Outcomes for students

» Students are confident in their identity, language and culture

» Students value diversity and difference: cultural, linguistic, gender, sexuality, special needs and abilities

» Students represent and advocate for self and others

» Students promote fairness and social justice and respect human rights

» Students show a clear sense of self in relation to cultural, local, national and global contexts

» Students establish and maintain positive relationships, respect others' needs and show empathy

» Students are able to take a leadership role and make informed and responsible decisions

» Students self-manage and show self-efficacy

» Students are resilient and adaptable in new and changing contexts

» Students understand, participate in and contribute to cultural, local, national and global communities

» Students are critical, informed, active and responsible citizens

» Students are ethical decision makers and guardians of the world of the future