Beacon Schools Project - Health Education Level 7 Planning Guide

Beacon Teachers: Karalee Green, Maryanne McAllum, Maureen Martyn, Tricia Robertson, Anne Grimmer, Dianne 
Stewart, Jacqui Symes, Roz White, Debbie McDonald, Rosie Brodie, Vanda McKerchar, Sue Harlow. 
Professional Leader: Gillian Tasker.

Unit of Work: Personal Safety in Interaction with Others

Links to Achievement Standards: These activities will help prepare students for assessment 
against AS90329 Health 2.4 Examine an issue relating to personal safety in interaction with others.  
They will also help prepares students for assessment against AS90327 Health 2.2 Examine aspects  
of mental health; and AS90328 Health 2.3 Develop, describe and implement a plan of action to  
enhance hauora/well­being if an aspect of harassment or discrimination is chosen as the social
action focus.

Links to Unit Standards: These activities help prepare students for assessment against: Health 
Education 14248 Level 2 Identify ways to address the effect of discrimination on well­being; Health 
Education 14249 Level 2 Demonstrate knowledge and strategies for safety in interactions with  
others; Health Education 14250 Level 2 Examine issues related to sexual harassment; and Health 
Education 14252 Level 3 Explore alternatives to violent behaviour. 

Notes to the Teacher

A safe supportive learning environment will be important and teachers will need to ensure that 
safety guidelines have been established with the class and are adhered to. Many of the issues 
addressed are of a personal nature and could have emotional significance for some students. It will 
be helpful to briefly revise effective listening skills and blocks to listening with students.

Teachers will need to be aware how to handle disclosures and of the school’s safety policies and 
reporting procedures. Students must be aware of support structures and reporting procedures and a 
strong emphasis should be placed on encouraging help­seeking for students. 

It is important for teachers to ensure students know what the intended learning outcomes for each 
lesson are so they have a clear understanding of the intended learning to be achieved through the 
learning opportunities provided.  Making links to previous lessons and enabling students to see 
where the lesson is heading assists them to have a clear sense of purpose thus enhancing 
involvement in activities.

It is assumed that the achievement standards will be used for summative assessment for 
qualification purposes. Possible formative assessment opportunities will be provided through 
classroom observation and in the form of “learning journal” entries. To enable maximum 
participation in student­centred, interactive classroom learning approaches, learning journal entries 
are designed to be used as homework sheets rather within the body of the lesson since they provide 
opportunities for students to engage in reflection, consolidate learning and apply understanding to 

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other situations. They also provide teachers with opportunities to give feedback and feedforward 
to students in relation to their progress towards meeting the intended learning outcomes. 
Round table discussion
A useful collaborative strategy teachers can use for giving feedback, when appropriate, is a ‘round 
table' discussion. The class forms a circle and students share their responses to the learning 
journal questions. They are encouraged by the teacher to give each other feedback. The teacher’s 
role is largely facilitation, adding comments only when student interaction needs guidance or 
further information. Students can amend their learning journal entries as a result of the process. 
Students can then be involved in deciding what needs to happen next to extend their learning in 
this context i.e. feed­forward.
The learning journal entries are examples only, and teachers should adapt and extend these to meet 
the learning needs of their students.

To assist students in self assessment of their progress towards meeting the intended learning 
outcomes, criteria for success are identified for each learning journal entry. These indicate to 
students what learning they are required to demonstrate in their responses. Once again, this should 
assist in making expectations of learning necessary for achievement at this level, transparent for 
students.

Professional development opportunities are available for this unit in all regions of New Zealand. 
Regional contacts for this professional development can be found in the Beacon Project introductory 
section.

Links to the Curriculum

Key Area of Learning: Mental Health
Underlying Concepts: Hauora: This unit of work examines the effects of discrimination, abuse 
and harassment on all dimensions of hauora.
Health Promotion: Students will examine support structures available 
within the school and community to enable them to make health­enhancing decisions in relation to 
personal safety and the safety of others.
Socio­ecological perspective: Students will analyse how determinants of 
health influence personal safety and interactions with others in New Zealand society.
Attitudes and Values: Through examining the impact of abuse, 
discrimination and harassment on individuals, students will develop a positive and responsible 
attitude to their own well­being, care and concern for others, respect for the rights of others and an 
understanding of social justice issues.

Recommended Resources
Youth Education Services. 1994. Keeping Ourselves Safe: Senior resource (KOS) New Zealand 
Police. (Additional resources can be found on pg. 16 of this resource). 
Youth Education Services. 2002. Our Place New Zealand Police.
Mental health Foundation, SPIN, 2001. Helping and Help­seeking. Mental health Foundation, 
Auckland.

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Ministry of Education. 1994. Taking action: Life skills in health education. Learning Media, 
Wellington, New Zealand.
Legal Resources Trust (can provide useful videos)
Human Rights Commission
Youth Law Centres
Videos such as “Erin Brockovich”; “Unlikely suspects” (from video stores);
“Stopping the Bash" TV 3, 2002. 

Prior Learning
It is assumed students will have experienced comprehensive learning opportunities on assumptions, 
and discrimination for example, from: programmes to help prepare students for assessment against 
achievement standard AS90063 Health 1.3 Describe strategies for managing changing states of  
health; and on assertiveness, problem­solving and decision making (Taking Action: Life skills in  
health education). 

Students will need to have participated in Activities 5A, 5B & 5C, Theme One, focusing on the 
‘Determinants of Health’ from the resource Social Issues – Alcohol: A resource for health teachers  
of years 12 & 13 students (2002) early on in the year. These will be revisited in an personal safety 
context within this unit of work. These activities are also referenced in The Curriculum in Action 
series resource Making Meaning: Making a Difference (due in schools mid 2003).

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Unit Plan: Personal Safety in Interaction with Others
AO & Intended Learning Processes/Activities/Strategies Assessment Opportunities
Level Outcome
6C1 Recognise words, actions Puzzle activity. Cut up the definitions from Worksheet 1 and mix Diagnostic assessment opportunity,
and behaviours that them together in an envelope. Give groups of 3 a set of definitions. observation of students working
7C1
constitute abuse, Students construct definitions of abuse/harassment/discrimination and
discrimination and discuss differences between each definition.
harassment.
Spot the difference activity. Give each group a set of Spot the Formative assessment opportunity,
Difference activity cards, Worksheet 2. Students categorise according Learning Journal 1
to abuse/harassment/discrimination. Students select an example of
each to complete Worksheet 2.
7C1 Demonstrate The Continuing Story. In groups students use a nursery rhyme Formative assessment
understanding of starter for example, to develop a continuing story to clarify examples Learning Journal 2
behaviours that of abuse, discrimination and harassment. Teachers should use any
contribute to unsafe starters appropriate to their particular students. Each group member
relationships adds a sentence. Starters could include:
• Bo-peep had spent the night minding her sheep…
• Jack and Jill went up the hill for a walk….
• Snow white’s step mum looked in the window….
• Hansel and Gretel arrived in NZ from a refugee camp…..
• Little Jack Horner sat in the corner of his bedroom….
7D2 Explore the availability Students brainstorm services that are available in their school and
of helping services and community. Use 6 sheets of A1 paper. Head two sheets up
helping agencies ‘PERSONAL’, two ‘SCHOOL’, and two ‘COMMUNITY’.
Place one of each on tables on one side of the room and the
remaining three on tables on the other side of the room.
Put 3 marker pens with each sheet. Place pamphlets, newspapers,
telephone books, textbooks, etc. in the centre of the room.

Students use the resources provided, their own notes and personal
knowledge to move around the room and write examples of support

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 services on each of the A1 sheets.
Explain that there is no restriction on the type of service – it is to be
treated as a brainstorm activity.

Allow 15 – 20 minutes for them to complete this. Worksheet 3 could be used as a

formative assessment to help
Attach the two ‘Personal’ sheets on the board. prepare students for assessment
Discuss the similarities on the sheets; explain the services each could against AS90329 Health 2.4 
provide. Examine an issue relating to  
Repeat for ‘School’ and ‘Community’. Students now complete
Worksheet 3 and keep it in their learning journal for their personal personal safety in interaction with  
reference. others, assessment criteria 2.
7A4 Analyse assumptions Assumptions. Use the activities attached to Worksheet 4: The Quick
7C2 people make and how Quiz, and The Picture Quiz, to enable students to appreciate the
these contribute to assumptions we make from minor pieces of information.
discrimination
7A4 Analyse attitudes, values, Attitudes, values, beliefs and behaviours. In groups of 4, students Worksheet 5 could be used as a
7C2 beliefs and behaviours draw an outline of a human torso. They use magazines and group formative assessment.
that can lead to abuse, newspapers to cut out words, pictures, headings that symbolise or Groups giving each other feedback
discrimination or indicate possible attitudes, values and beliefs that contribute to, or can also be used as formative
harassment. cause, situations of abuse, harassment or discrimination. Beside their assessment.
collage they complete the table in Worksheet 5. Give a few examples
to start them going.

Students complete and compare collages. They discuss Summative assessment. If preparing
commonalities, key words etc. Introduce the term “power” and link students for assessment against unit
this to their collages. standard Health Education 14248
Level 2 Identify ways to address the  
Videos of harassment, abuse, discrimination can be shown before or
effect of discrimination on well­
after this exercise to highlight associated attitudes, values, beliefs and
behaviours. being use Elements 1.1, 1.2, 1.3 of
the Elements and Performance
Criteria.
7A1 Assess short and long Brainstorm short and long term effects of different types/forms of Complete Task 1a, and 1b in

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7A3 term effects of abuse, abuse. assessment guide for unit standard
7A4 discrimination and Health Education Level 2 14249
7C3 harassment on Demonstrate knowledge and
hauora/well-being. strategies for safety in interactions
with others.
Demonstrate Watch the Video “Silent all these years”. Summative assessment if preparing
understanding of ways in Reflective Worksheet – questions taken from K.O.S pg 31-32. students for assessment against unit
which they can be “Recognise people’s feelings and ways of supporting others”, refer to standards.
supported and support K.O.S. pg 32. Formative assessment if against
others. achievement criteria 1, achievement
standard AS90329 Health 2.4 
Examine an issue relating to  
personal safety in interaction with  
others.
7C2 Analyse Brainstorm influences and histories that we have with people and Formative assessment
determinants/influences things that shape our behaviour. i.e. Social Determinants and other Learning Journal 4
on people’s behaviour in e.g. family, friends, culture, age, gender, past experiences. Evaluate
relation to abuse, the impact of such personal histories with regard to relationships with
harassment and self, others and society. Complete Learning Journal 4.
discrimination

7C2 Analyse reasons why Group Activity: Students complete “Impacts of Personal History” Formative assessment – observation
people behave the way Worksheet 7. of outcomes of student group work.
they do.
7A4 Identify factors that Watch video clip “All about Attitude” to reinforce why people behave
7C3 influence young peoples’ the way they do. This clip emphasises the importance of being
7D4 behaviour. Recognise resilient. Define resiliency.
opportunities to make Teachers should make links here to the activity “Understanding
health enhancing Resilience” in Making Meaning: Making a Difference (due in schools
decisions. mid 2003)
Complete Worksheet 8: Resiliency

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7A4 Analyse the nature and Use Worksheet 9: Imbalance of Power. Give each group the four
7C1 benefits of power scenarios. One group member completes the questions related to each
balance in relationships. scenario. When the task is finished:
• all those who completed the questions related to scenario 1 sit
together and compare their responses, all those who completed
questions related to scenario 2 sit together, etc;
• decide as a group on TWO factors that could cause personal
safety to be at risk because of an imbalance of power in the Formative assessment
relationships. Describe these factors in detail at the bottom of the Each group member chooses a
scenario worksheet. scenario from Worksheet 9 and
Students return to their original group and report back their responses completes questions related to it on
to the scenario, including the two factors decided upon by their their own as a learning journal entry.
previous group.
A1 Evaluate the types of Refer K.O.S. pg 46 “People control others by…..” and “Building
7A4 behaviours in equal relationships.” Complete activities as directed using copy sheet
7C1 relationships, which 6, K.O.S pg 57-59 “Relationships can be…”. Identify and discuss
7C2 reinforce equality and words that describe positive and or negative relationships.
respect.

7A1 Analyse different ways Refer to Unit Std. 14249, Task 3 – Scenarios and strategies for Worksheet 10 could be used as a
7A3 of dealing with change. Refer to Unit Std. 14248, Task 3 – “Dealing with learning journal entry for formative
7C2 discrimination, Discrimination”. Use Worksheet 10: Personal; Interpersonal and assessment purposes
7C3 recognising the Societal Responses.
influence of social Summative assessment
determinants and short Task 3 of the assessment guide for
and long term Health Education Level 2 14249
consequences of Demonstrate knowledge and
abuse/discrimination/ strategies for safety in interactions
harassment with others or formative assessment
for achievement standards.

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7D1 Evaluate laws, policies Invite local Police Youth-aid officer and/or a representative from the Formative Assessment
7D2 and regulations with Commission for Children, to address laws/policies including Human Learning Journals 5 and 6
7D3 regard to abuse, Rights legislation and UNROC (United Nations Rights of the Child).
discrimination and Students complete Worksheet from KOS pg. 53. Examine current
harassment in school and newspaper clippings in relation to abuse in N.Z. using the questions
society. in Learning Journal 5: Abuse in New Zealand. Report findings to
class for discussion.

View “Stopping the Bash” New Zealand Documentary on family

abuse in NZ. Discuss impacts of abuse on individuals, family and
society groups.
7D2 Analyse and evaluate the Examine own school policy and National Administration Guidelines; Summative assessment if activities
7D3 relevance and importance refer Unit Std. 14248, Task 4. Advocate for any change considered are helping prepare students for
of school policy and necessary to ensure student safety at school and to provide necessary assessment against unit standards.
National Administration support structures. Refer to Task 4 of the assessment
Guidelines. guide for Health Education 14248
Level 2 Identify ways to address the  
effect of discrimination on well­
being.
Formative assessment if activities
are helping prepare students for
assessment against achievement
standards..
7A3 Demonstrate Revision Re-visit types of behaviour and ways of responding. Formative assessment – classroom
understanding of Students practise assertive strategies that could help them in abusive observation of activities from KOS
responsible behaviour situations. Complete activities from KOS pp. 37-39. pg.37-39
and ways of responding
in challenging situations.

7D1 Analyse local Identify / visit / invite guest speakers as a means of introducing Summative assessment Complete
organisations and groups support agencies and networks eg. Women’s Refuge, Youth Health Task 2 of the assessment guide for
who promote health- Services, Sexual Health Clinic. Unit Standard Level 2 14249
enhancing strategies and Demonstrate knowledge and

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 provide support. strategies for safety in interactions
with others (write a story that
addresses ways of responding,
making safe decisions and seeking
appropriate help).
Formative assessment for
achievement standard -
7A1 Analyse and implement Revision. Revisit Problem Solving Models (KOS pg. 54) and ways of Formative assessment KOS pg. 54,
7A3 problem-solving making health-enhancing decisions. “Problem Solving Grid” as a learning
7C3 strategies that can be View television programme “How’s Life?” or video tape, and show journal entry
used to make safe students. Use this as a model to create an expert panel that has to
decisions with regard to solve a given problem.
unsafe situations. Examples in KOS pg. 55 - “Problem Cards”. A good reinforcement
activity involves students identifying and solving a problem of their
own using problem solving grid.
7C1 Evaluate information Complete question 3 “Identify and justify a personal, interpersonal Practice summative assessment
7C3 given to make informed and societal response that could make either Robyn or John’s Complete question 3 “Identify and
decisions using effective situation in Question Two safer" of the NCEA Sample Examination Justify responses that could make a
personal / interpersonal / papers for achievement standard AS90329 Health 2.4 Examine an   given situation safer”, of the NCEA
societal skills. issue relating to personal safety in interaction with others. This could Sample Examination papers for
be completed under usual test conditions as a practice for external achievement standard AS90329 
exam. Health 2.4 Examine an issue relating  
to personal safety in interaction with  
others.
7A1 Critically evaluate the Possible extension View “Erin Brockovich” Video. Formative Assessment
7A4 personal, interpersonal This has some superb examples of abuse, harassment and Learning Journal 7
7C1 and societal attitudes, discrimination. Complete Learning Journal 7: Film Study “Erin
7C2 values and expectation Brockovich”.
7D4 that affect people’s
personal identity and self
worth.

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Worksheet 1: Definitions

DISCRIMINATION HARASSMENT ABUSE

Discrimination occurs when a person is treated less

favourably than another person in the same

or similar circumstances.

Harassment is verbal or physical behaviour (including

misuse of written or visual material) of a sexual nature

by one person toward another and the conduct is unwelcome or offensive

to the recipient, of a serious or persistent and having a detrimental effect

nature

on the recipient.

Abuse is anything that one person

does to another that damages a person physically

emotionally, mentally, or sexually.

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Worksheet 2: Spot the Difference

Activity Cards

Henry’s mum climbs into bed with him.

Susie’s boss patted her bottom.

Jo’s classmates keep imitating his foreign accent.

ADVERT

“Young pakeha girl wanted for flat sharing”.

Tom is given a hiding with the electric jug cord.

Diabetic denied employment due to medical condition.

Casey’s grandma keeps telling her she is overweight.

Mary walks by the building site and three builders wolf -

whistle at her.

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Worksheet 3: Support Agencies

Activity
Complete the table. Write in the first column the names of the support agencies, and in the second
column whether they would be applicable for instances of discrimination, harassment and/or abuse. An
example is provided.

Support agency For instances of…

Guidance counsellor Discrimination, harassment, abuse.

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Worksheet 4:

Activity 1: Quick Quiz – Assumptions

Put the questions on an OHT or give a copy to students. Students must answer each question within a 
15­second time limit and questions will not be repeated

• Students record the MOST PROBABLE answer.

1.  Jackson came to class, sat down and went to sleep. He was:
a. unwell;
b. stoned;
c. tired from studying all night;
d. tired from partying all night.

2.  Terry walked into the boys’ toilets and was told to get out by the other students in there because:
a. they were full and there was no more room;
b. they were self­conscious, as the doors wouldn’t close properly;
c. they didn’t like Terry;
d. Terry had walked into the girls’ toilets by mistake.

3.  Carmine went back to Greg’s place after the party and didn’t get home until 5:00am. They:
a. played monopoly;
b. drank all Greg’s parents’ whisky;
c. studied for their exams; 
d. had a one­night­stand.

4.  The bus drove straight past Jerry because:
a. he was in a private school uniform;
b. he didn’t signal;
c. he gave the fingers instead of signalling correctly;
d. the bus was full.

5.  Margot’s application for the golf club was turned down because:
a. she was a woman;
b. she was a man who dressed as a woman;
c. she did not earn enough money;
d. the club only took members who had been recommended by current members.

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• The class now discusses the following questions:

- Did you have enough information?
- What influenced your answers?
- Were any responses discrimination? Which? What was the discrimination?
- What is an assumption?

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Worksheet 4: Contd.
Activity 2: Picture Quiz - Assumptions
Provide a copy of ‘Picture Quiz - Assumptions we Make’ (refer to the following page) to each student.
Use either photos, or drawings such as those from Taking Action: Life skills in health education, pg197:

• Show the picture on an OHT, one at a time.

• Read out the question stem, adding the relevant sentence ending for each picture from the list
below. (Those given below relate to the pictures in Taking Action.)
• Students write their response in the first column then give reasons for their response in the second.

NB: Students MUST write their first impression for their response.

Question: What is/are the person’s/people's…

Picture 1 – relationship?
Picture 2 – occupations?
Picture 3 – physical appearance?
Picture 4 – gender of the adult?
Picture 5 – level of education?
Picture 6 – age?
Picture 7 – level of education?
Picture 8 – gender?
Picture 9 – relationship?
Picture 10 – relationship?
Picture 11 – occupation?
Picture 12 – age?
Picture 13 – ethnicity?
Picture 14 – occupation?

Discuss how assumptions might contribute to:

• harassment
• discrimination
• abuse

Discuss what factors can contribute to people making assumptions about others.

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Worksheet 4: Contd. Picture Quiz ­ Assumptions we Make

Picture Assumption Reasons for Assumption

10

11

12

13

14

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Worksheet 5: Attitudes, Values and Beliefs of Individuals who Create Situations
of Harassment, Discrimination or Abuse

In your group:
• Write words, cut out headings, and cut out pictures that symbolise or indicate possible attitudes,
values, and beliefs that contribute to or cause situations of harassment, discrimination, or abuse.
• Write beside or over the pictures/words the possible attitudes, values, beliefs associated with
them.
• Complete the table below.

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Photograph Attitudes, values or   Reason
beliefs that could lead to  
possible harassment,  
discrimination, or abuse

A man in a suit Position of power High status, high salary – is

conservative and privileged

Religious symbol Fixed beliefs Different from others and therefore

strange, or dangerous

Rugby scrum Macho attitudes Rugby males are tough, rough and

superior to other males

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Worksheet 6: Continuum Cards

Abuse is always physical

There is racial discrimination in NZ with regard to

employment opportunities

Males are more likely to be involved in physical violence

Domestic violence can be linked to national sporting events

Most people who create unsafe situations are men

People with lower social status are more likely to be harassed

in the work place

Males do not get harassed

Only women suffer from psychological abuse

There is discrimination in this school

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Worksheet 7: Impacts of Personal History

Scenario 1
Petra is 17 years old and has been going out with her boyfriend for over a year. Petra’s parents hold
strong religious values and believe that Petra should attend church each Sunday. She has always
been told that you should remain a virgin until married. She really loves her boyfriend and has
recently started having sex with him. She is very worried because she thinks she may be pregnant.

Task
1 Read the scenario above.
2 How would Petra’s background and experiences affect her hauora/well-being?

3 List the factors that affect Petra’s well-being.

4 How could these impact on her relationship with others?

Scenario 2
Moana is one of the “in-crowd” at school because she is considered to be very attractive and has a
successful boyfriend from a wealthy family. Her female friends have a lot of money to spend on
clothes and entertainment, but Moana’s mum doesn’t earn that much (her Dad left when she was a
baby), although her friends don’t know that. Moana has an after school job so that she has enough
money to spend when she goes out with her friends. However she is very unhappy about her job
because her boss makes sexual suggestions to her when he thinks no one can hear.

Task
1 Read the scenario above.
2 How would Moana’s background and experiences affect her hauora/well-being?

3 List the factors that affect Robyn’s well-being.

4 How could these impact on her relationship with others?

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Scenario 3
Jon’s father has high expectations of his son and believes in strict discipline. Twice this year, John
has been physically punished for not achieving high marks. Jon belongs to a different culture group
to his mates. Sometimes they don’t involve him in their activities because they don’t want to be
hassled by others for having someone from a different culture in their group.

Task
1 Read the scenario above.
2 How would Jon’s background and experiences affect his hauora/well-being?

2 List the factors that affect Jon’s well-being.

3 How could these impact on his relationship with others?

Scenario 4
Robert is sixteen. He is very angry. His father came home from work in a bad temper and gave
him a hiding – again. This happens all the time. Robert’s going to make someone pay for this. He
goes off to school. On the way he sees the new kid who has just moved in. The new kid is only in
Year 9. He looks frightened when he sees Robert. Before Robert realises he is doing it, he pounces
on the boy. Robert takes the boy’s bag and throws it over the fence. The boy cringes with fear.
Robert snarls at him and says that if he tells anyone he’ll get a real hiding.

Task
1 Read the scenario above.
2 How would Robert’s background and experiences affect his hauora/well-being?

3 List the factors that affect Robert’s well-being.

4 How could these impact on his relationship with others?

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Worksheet 8: Resiliency

Show students video clip “All about Attitude”

Resiliency can be defined as:

“The ability to adapt and succeed despite risk and diversity. It is the capacity for
self righting and for transformations and change.”

Students complete the following:

List some of the factors that the young people in the video said, that influenced their behaviour.
Add any others that you can think of.

What do you think was the main message the young people in the video gave about getting on
in life?

Describe what the woman in the video found so surprising in young people.

Can you think of a time when you “bounced back” from a difficult situation? Explain the
situation.

What helped you “bounce back” (e.g. support from friends, family, having a positive attitude,
using own skills etc)?

What skills do you think a “resilient person” would have?

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Worksheet 9: Imbalances of Power

Scenario One
Roger has an opportunity to trial for his region’s representative team. His father has been his coach
for the last three years and his mother seldom misses a game. Last week he dropped the ball and
prevented his team getting a certain try. His father gave him a hiding when he came off the field and
he was excluded from family meals for three days afterwards. He knows he must perform well this
weekend in the trials or he will be letting his father down.

1. What factors in this scenario could be placing Roger’s personal safety at risk?

2. Describe possible short-term consequences on:

a. Roger’s well-being:

b. Roger’s team’s well-being:

3. Describe possible long-term consequences on:

a. Roger’s well-being.

b. Roger’s team’s well-being:

4. Outline any short or long-term effects on Roger’s wider sporting community:

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Scenario Two

Mele is popular at school and has a wide circle of friends. Her parents are divorced and she lives
one week with her father, who is the same culture as her school friends, and one week with her
mother, who is from a different cultural group to her friends. Her friends do not know about her
mother’s cultural background, as Mele has never told them. Her friends make ‘jokes’ and ‘put
down’ people from different cultures. She is scared they won’t include her if they find out about her
mixed cultural heritage. When she stays with her mother she does not invite any of her friends to
visit and she has even walked home from parties to avoid her friends dropping her off.

1. What factors in this scenario could be placing Mele’s personal safety at risk?

2. Describe possible short-term consequences on:

a. Mele’s well-being:

b. Mele’s family’s well-being:

3. Describe possible long-term consequences on:

a. Mele’s well-being:

b. On the well-being of both of Mele’s families:

4. Outline any short or long-term effects on Mele’s wider school community:

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Scenario Three
Shari lives with her mum. They don’t have much money so Shari has a part-time job. She uses the
money she earns to help her mum pay the bills and for some personal spending money. Most of the
people in her workplace are males. She is becoming increasingly uncomfortable at work due to the
sexual comments and jokes being made towards her by her workmates. The two other women in the
workplace just ignore what is happening. Shari spoke to her boss last night about the harassment
and he told her that a pretty girl like her should expect men to behave this way towards her, he then
placed his arm around her shoulders and told her they could talk about it some more after work on
Friday. Shari really needs this job.

1. What factors in this scenario could be placing Shari’s personal safety at risk?

2. Describe possible short-term consequences on:

a. Shari’s well-being

b. The well-being of Shari’s other workmates:

3. Describe possible long-term consequences on:

a. Shari’s well-being

b. The well-being of Shari’s other workmates:

4. Outline any short or long-term effects on Shari’s wider community:

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Scenario Four
Cole and Deirdre have been going out together for five months; they are both in Year 12. Deirdre is
Cole’s first girl friend and he is very much in love. Deirdre has had a couple of relationships
previously, one of which was intimate. Over the last couple of weeks Deirdre has been putting
pressure on Cole to have sexual intercourse, he has explained to her that it is against his religious
beliefs to have a sexual relationship outside of marriage. Deirdre thinks this is a ridiculous belief in
this day and age and says he is using his religion as an excuse. Cole is scared he will lose Deirdre if
he doesn’t agree but he feels distressed at ignoring the beliefs that he and his family hold so dear.
He has not been sleeping well since Deirdre started pressuring him and his schoolwork is suffering.

1. What factors in this scenario could be placing Cole’s personal safety at risk?

2. Describe possible short-term consequences on:

a. Cole’s well-being:

b. Cole’s families’ well-being:

3. Describe possible long-term consequences on:

a. Cole’s well-being:

b. Cole’s family’s well-being:

4. Outline any short or long-term effects on Cole’s wider community:

26
Worksheet 10: Personal, Interpersonal and Societal Responses

Choose two of the ‘Imbalances of Power’ scenarios.

Provide a personal, interpersonal and societal response that could make the main characters
situation safer and explain how it would improve their safety.

Scenario: …………………………………
1. Personal Response:

2. Interpersonal Response:

3. Societal Response:

Scenario: …………………………………
1. Personal Response:

2. Interpersonal Response:

3. Societal Response:

27
Learning Journal 1: What’s the Difference?

Success Criteria:
• Students can explain the meaning of the difference between abuse, discrimination and harassment.

Task:
Read each situation, categorise the situation in column two as either discrimination, harassment or
abuse. In column three give reasons for your choice.

Situation Category Reasons

Three guys wolf-whistle Mary as

she walks past.

Henry’s mother climbs into bed with

him.

Suzie’s boss pats her on the bottom.

Casey’s ballet teacher keeps telling

her she’s fat and needs to diet more.
She does not enjoy ballet classes
now.

Jo’s classmates imitate her accent.

Tom is given a hiding with the

electric jug cord.

The advertisement reads; ‘Pakeha

flatmate wanted’.

Ken’s mother climbs into bed with

him and caresses/fondles his
genitals.

A diabetic was denied employment

because of his medical condition.

Tane is given a hiding by his dad.

Laurie’s boss pats her on the

shoulder.

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Learning Journal 2: The Continuing Story

Success Criteria:
• Students can explain the meaning of the difference between abuse, discrimination and harassment.

Task:
In the space provided, write your own nursery rhyme style story to clarify abuse, discrimination
and/or harassment.

Once you have written your story, answer the questions at the bottom of the page.

Questions:

1. What was identified in your story i.e. abuse, discrimination, harassment, or a combination of
these?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. List all the examples from your story to justify this i.e. behaviours, words etc.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

29
Learning Journal 3: Attitudes, Values and Beliefs

Success Criteria:
• Students can identify attitudes, values and beliefs that people hold from different perspectives.
• Students can think critically about some of the influences on their attitudes, values and beliefs.

Statement Why might Why might What I think What has

people agree people disagree about this influenced my
with this with this statement? attitudes, values,
statement? statement/ and beliefs about
this?
Only women
suffer from
psychological
abuse

Males do not get

harassed

Domestic
violence can be
linked to
national
sporting events

Most people
who create
unsafe situations
are men

People with
lower social
status are more
likely to be
harassed in the
work place

Learning Journal 4: Influences on Relationships with Others

Success Criteria:
• Students can identify a range of influences that may cause people to behave the way they do in

30
situations of abuse, discrimination and harassment.

Task:
There are many influences on our relationships with others. Ou histories with people and events
may shape our behaviour in the future.

Using the outline below. Identify as many of these influences as possible from the categories of self,
others and society.

Self

Others

Society

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Learning Journal 5: Abuse in New Zealand

Success Criteria:
• Students can analyse the determinants of abuse in New Zealand society and identify changes
necessary to reduce levels of abuse in our society.

Task:
Use the provided article from the newspaper or a magazine to answer the following questions:

1. Do you think the article/s reflects a part of a wider picture of violence in New Zealand? Why or
why not?

2. Is it possible that social determinants have been an influence with regard to this article? Identify
and justify.

3. Why do you think there is so much abuse in New Zealand?

4. What allows it to continue?

5. What could be done in New Zealand society to reduce or stop violence?

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Learning Journal 6: Self-reflection

1. Describe a situation in school that you have witnessed, that made you feel uncomfortable.
Explain what happened below.

2. Describe a situation within the school environment where you felt unsafe. Explain below why.
Identify what it was that made you feel unsafe (was it something someone said, the tone in
which it was said, something someone did physically either to you or to someone else, were you
put in a difficult position?

3. Can you recognise what was happening? Was it a form of discrimination, harassment or abuse?
If so, what form (eg. visual, verbal, physical)?

4. Did you report this incident to anyone? If so who?

5. If you did not report this incident, explain why you didn’t?

6. Identify other people and/or groups within the school who could have supported you in this
situation.

7. Explain the role of the person / group from whom you sought support?

8. Write down ideas which would help students at this school to become more aware of harassment
issues:

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Learning Journal 7: Film Study “Erin Brockovich”

Success Criteria:
• Students can analyse a film to identify evident forms of abuse and the effects on the characters in   
  the movie.

Task:
Answer the following questions.

1. What forms of discrimination are evident in this movie?

2. How does discrimination impact on the characters' well­being?

3. List forms of harassment evident in this movie.

4. Write down an example of an assertive response that was used by “Erin” in this movie.

5  a.  Describe one scene in the movie, which showed an imbalance of power in the relationship.

5  b.  How did this effect the well­being of the characters involved?

34
6.  What did you enjoy most about this movie?

35