Curriculum Delivery Statement

Health

Rationale

God created humanity as physical as well as intellectual, emotional, social and spiritual beings.  God has from the time of creation given clear instructions in regard to humanities total well being or Hauora. God intends the very best for His creation and the Seventh-day Adventist Doctrine and preferred life style are based upon God’s directions. Learning in health should encompass the whole being.  It allows us to appreciate the creative genius of God as we observe the intricacies of the human body and its ability to function despite the ravages of sin.

Curriculum Content and Coverage

• The curriculum delivered is based upon the New Zealand Curriculum and Adventist Schools New Zealand Curriculum Framework.

• Each strand will be covered each year. Teachers will teach the specified Achievement Objectives and Special Character focus from within the topics provided in the prescription. 

• The school provides a Puberty programme through the Life Education Trust facilitator. The programme is run for our Year 6-8 students. The changes faced in puberty are identified and discussed. The community is consulted every two years and parents are provided with the opportunity to withdraw their child from the programme if they choose.

• The Life Education Trust runs its Health Based programme in the school each year.

Programme Emphasis

• Students should recognise health as a total whole. This includes the total person. We can only be truly healthy if we have a balanced lifestyle intellectually, emotionally, socially, spiritually and physically.  Imbalance in one area will affect other areas.

• Students will be actively encouraged to adopt a lifestyle consistent with the doctrinal and lifestyle beliefs of the Seventh-day Adventist Church.

• All school programmes and functions are to be consistent with the principles of the Seventh-day Adventist Church.

• An understanding of the body, it’s systems and their proper functions is seen as important to understanding how to be healthy.

Teaching Methodology

• Health lessons will be integrated throughout the weekly plans and into Inquiry Topics

• Celebration (Kaizen Learning) of student’s healthy lifestyles should be a part of the classroom programme.

• Teaching needs to develop understanding of the body, its systems and their functions in a way that children can describe and understand.

• A sense of the creative genius of God will be developed as an integral part of the teaching process.

Health Topic Cycle

• Health topics are integrated into our school annual programme which can be accessed here: https://docs.google.com/document/d/1sppo6EafKwU16z683It7MEEIVoZ1bM7Kdj4n3fqP2jU/edit

SEXUALITY EDUCATION

Beliefs underpinning sexuality education

1. God created human beings as sexual creatures

2. God has revealed the divine plan for human sexuality in Scripture

3. The Bible views human beings as wholistic in nature.  There is no dichotomy between body and spirit

4. Sexuality is a natural and healthy part of God’s design for human beings

5. Sexuality has biological, emotional, social, psychological, spiritual and ethical dimensions

6. All children should be loved, cared for and protected from harm and exploitation

7. All sexual decisions have effects or consequences

8. Individuals, families and society benefit when children are able to discuss sexuality with their parents, caregivers, teachers and/or other trusted adults

9. Parents should be the primary sexuality educators of their children

10. Families share their values about sexuality with their children

11. The school has a responsibility to help children and youth make good decisions regarding sexuality.  This is primarily accomplished by empowering families to relate in nurturing ways which provide young people with a sense of connectedness to their parents and to the school as they formulate and internalise their own values.  This responsibility also includes education and supporting parents in their important role as primary educators regarding sexuality

Goals of Christian Sexuality Education

The goals of Christian sexuality education are to:

1. celebrate God’s goodness in creating humans as sexual beings

2. identify Biblical principles regarding sexuality and foster the development of Christian beliefs, attitudes and values

3. provide accurate, developmentally appropriate information about human sexuality

4. empower parents as primary, competent and trustworthy sources of information regarding sexuality

5. foster the wholesome development of men and women as persons and enhance their capacities for caring relationships

6. foster connectedness with God and others in the family and community

INDICATORS:

Students will:

1. appreciate his or her own body as God’s unique creation

2. interact with both genders in respectful and appropriate ways

3. develop and maintain meaningful relationships

4. avoid exploitive and manipulative relationships

5. identify one's values

6. take responsibility for one’s own behaviour

7. express sexuality in ways congruent with personal and scriptural values

8. express one’s sexuality while respecting the rights of others

9. recognise that our bodies are the temple of the Holy Spirit and take responsibility for its care

10. continue to learn about sexuality

11. understand the role of society and culture in shaping the way individuals learn about and express their sexuality

12. identify societal and cultural beliefs and practices regarding sexuality that are in keeping with biblical principles and should be upheld and strengthened

GUIDELINES for TEACHERS

1. Teachers value cultural diversity for the unique perspectives and family strengths varied cultures bring to the community of faith

2. While teachers base their values about sexuality on Scripture, they should treat persons with differing values and beliefs with respect

3. Teachers are to share sexuality perspectives that align with those of the Seventh-day Adventist Church

4. Teachers will choose age appropriate topics for each level determined in accordance with community consultation

5. Where issues related to sexuality are raised incidentally by students, teachers should deal with the matter openly and honestly giving consideration to:

   1. Discretion – addressing the matter to those who asked and not drawing other children in the conversation unnecessarily

   2. Context – answering the matter but not providing more information than that which was sought unless appropriate to the situation

   3. Sensitivity – giving consideration to cultural and family perspectives

   4. Student Well Being – identify if this relates to disclosure which may be notifiable to other authorities for students safety and well being

Before teaching sexuality education, teachers should:

• Know their students and the communities they come from

• Be familiar with the requirements of Health and Physical Education in the New Zealand Curriculum

• Be aware of, and committed to, the school’s core values, the statement on the delivery of the health curriculum, and the school’s policies and principles relating to sexuality education

• Be comfortable with the language and content of sexuality education

• Be able to design developmentally appropriate programmes that meet student learning needs identified through the consultation process

• Be able to review and evaluate the programmes and their involvement in them

Key Resources

• Health and Physical Education in the New Zealand Curriculum

• Life Education Trust

• School Health Nurse

POLICY ON SEXUALITY, GENDER IDENTITY AND STUDENT CARE (YET TO BE ADOPTED) 

Outcome statement

That all students are valued and supported as they develop and grow in their individual identity in Christ. (Love does no harm to a neighbour. Therefore, love is the fulfillment of the law. Romans 13:10)

Scoping

To support students and their families as they navigate topics of sexuality, gender and relationships.

Expectations and Limitations

The principal must ensure that:

●      the special character of the school is maintained through its teachings and practices

●      treat all students on an individual basis and in a Christlike manner

Procedures/Supporting Documentation

Our Biblical Foundation - We agree with the Word that a child’s home is the first place in which these topics should be discussed and understood. Guidance from home remains the most important voice for our young people. As a school, we work to support families in this important education.

As a school of special character, reflecting the Seventh-day Adventist church’s sole reliance on Scripture, we also affirm the Biblical view of sexuality, gender, and relationships.

The Garden of Eden revealed God’s sacred design for humanity. We do not believe we should abandon God’s plan in light of new trends. But we acknowledge that sin has marred God’s plan and how humanity experiences sexuality, gender and relationships. We must humbly and wisely navigate these topics as we help everyone experience God’s plan for them.

As a school, we seek to put in place policies and guidelines that honour God and also bless every person God brings into our community. We desire to be a light to the world but also a safe haven from some of the damaging excesses of the world.

The Jesus Method - For all our decisions, we always look to Jesus. His interactions and words always revealed the loving heart of God and the best possible example for his followers to emulate. Being “full of grace and truth” (John 1:14) meant he always upheld biblical truth but did it in a way that was loving and graceful. He never condoned or excused sin. But he also never condemned or disregarded anyone.

Jesus showed utmost concern for those at risk of being socially disconnected due to race, social standing, disease or sin. He taught that everyone is made for communion with God and for community with others. Jesus’ example provides the framework for the type of community we want to continue growing at CAS.

We will take every opportunity to help each young person know the best God has for them, treat them the way Jesus did, and knit them into a school community in which they are safe and cared for.

Supporting Document: Draft Guidance on Inclusive Adventist Schools: Sexual Orientation and Gender Complexity doc

Monitoring

The board will review this policy on a bi-annual basis.

Legislative compliance

Children’s Act 2014

The Human Rights Act

Christchurch Adventist School Integration Deed