Exemplar for internal assessment resource Health 1.5A for Achievement Standard 90974
Exemplar for Internal Assessment Resource
Health Level 3
Resource title: Promoting Positive Sexuality
This exemplar supports assessment against:
Achievement Standard 90974
Demonstrate understanding of strategies for promoting positive
sexuality
Student and grade boundary specific exemplar
The material has been gathered from student material specific to an A or B assessment
resource.
Date version published by
Ministry of Education
© Crown 2014
December 2014
To support internal assessment from 2014
Exemplar for internal assessment resource Health 1.5A for Achievement Standard 90974
Grade Boundary: Low Excellence
1.
To achieve this standard at Excellence level the student needs to demonstrate
comprehensive understanding of strategies for promoting positive sexuality.
This involves critically explaining the four types of strategies and how these strategies
promote positive sexuality for a diverse variety of people in society.
Comprehensive understanding of the strategies is demonstrated by explaining in a
detailed manner the essential actions and applying them to the people involved,
showing effective communication (1).
Across the work the different strategies effectively address the important issues and
sexuality needs that are present in the scenarios for the diverse range of people. For
example for Liz, a peer mediation strategy and a health promotion committee are
recommended, and multiple strategies have been included (2).
For Kath and Tim, the strategy includes the opportunity for the couple to find out about
their unknown fertility through testing, and multiple strategies have been included (3).
Critical explanations are provided for how the strategies promote positive sexuality for
a diverse range of people, and clear links have been made to the underlying health
concepts across the responses. The student shows understanding of how a strategy:
 reflects and develops health-enhancing attitudes and values (4), (5) & (6)
 impacts on and enhances well-being now and in the future (7)
 provides opportunity for health promotion (8).
To meet the requirements of Excellence more securely, the student needs to provide:
 more detailed explanations of the interconnections between strategies (9)
 critical explanations of how well-being is enhanced and how positive sexuality is
promoted (10).
© Crown 2014
Student 1: Low Excellence
Personal and Interpersonal strategies in sexual relationships
Scenario A
Josh can be assertive when he is communicating with Mere about their relationship to help
him to make his opinion clear to her. He could do something like taking her to a place where
they are alone... When he is talking to her he should look her in the eye and... He must be
careful not to use a too loud voice or… Josh should be sitting down beside Mere and not
play with his hands or look down as... Josh could say something like “I have been thinking
about our relationship and I love and respect you a lot. I am ready to take it to the next level
and have sex. How do you feel about it?” [1] First he should be using “I” statements to tell
her how he feels and then he asks her how she feels so she feels like she has a say in the
matter and doesn’t feel pressured. It is important he listens to her carefully and doesn’t
interrupt her when she responds. He also has to accept her decision and not try to pressure
her if she says she is not ready yet. [4] It also could help him to think about what he is going
to say and practice it in front of the mirror at home, if he feels he needs to before he
approaches her.
Josh and Mere’s well-being will be enhanced in a positive way by…
When Josh is communicating assertively with Mere he will be enhancing how much he and
Mere value their personal well-being because...
Scenario B
One right that Polly has is to feel safe…
School and community strategies for promoting positive sexuality
Scenario C
A support system that Liz could access through the school to help her in her situation could
be “Bully busters”. The Bully busters are a group of teachers and students that are trained in
conflict resolution. The Bully busters programme is designed so both parties are sat down (in
this case it would be Liz with a support person and the group of students that are giving her
a hard time) and then the Bully buster acts as a mediator and listens to both sides of the
story. They are not biased or in favour of one side of the bullying so the outcome of the
resolution is fair on everyone. If Liz did not feel confident to speak about this with one of the
Bully busters contact people she could talk to her dean, guidance counsellor, any teacher or
a staff member that she trusts about what has happened to her and they could pass this
onto the Bully busters to solve the issue of the other students bullying Liz. [2]
An inclusive practice that the school could be involved in to promote positive attitudes and
behaviours towards people of all sexual orientations in the school is a health committee or
group that is open to all students and staff in the school. This health committee would have
meetings at lunchtimes and could do presentations in assemblies to inform people that there
is a wide diversity of sexual beliefs and orientation within the school community. [8] If people
are better informed about sexual diversity and know that everyone is different, then they
might...
These two supports would enhance Liz’s well-being because they would... Other students’
well-being will be enhanced because they know that there are groups that they can go to,
discussed their problems in secret. These two supports will help promote positive sexuality
in the school community because it is helping people to understand that it is alright to be
different than them and the supports are allowing people to accept diversity in sexual
orientation. [5]
These supports could help Liz and the other students to develop and maintain positive
attitudes and values about sexual orientation by letting them accept different people and
helping inform people about sexual orientation. Liz can learn how to deal with the bullies in
the school and this would have a positive impact on others’ values because they will know
that it is not OK to make fun of people with different sexual orientation. [6]
These two groups are interconnected because they both promote positive attitudes and
values towards sexual orientation and many other things. They can deal with the problems
as well as preventing it from happening in the future. [9]
Scenario D
A community based support strategy that Scott and Brenda could access in this situation is
“ABC” which is a free youth clinic in our town…
Scenario E
A community based support strategy that Kath and Tim could use in this situation is visiting
their local doctor who will discuss the situation with them and coping with the stresses of
trying to start a family. The doctor could test Kath and Tim’s fertility or they could be referred
to visit a specialist clinic like ‘Fertility Associates’ if this is needed. The people at the clinic
would also give them advice and help them through their attempts to start a family and
provide what medical help is needed for them to conceive. They also could meet other
people who have been through the same thing as them and would have the opportunity to
talk and this would provide more support. [3]
This strategy will enhance Kath and Tim’s well-being because... Fertility Associates will
promote positive sexuality in the community because the web-site alone provides
information on conception and fertility. Having a web-site raises the issue of infertility in the
community. It also assists people who cannot conceive a child naturally and helps them to
become parents and start a family. [10]
Strategies for promoting safer sex and sexual health
Scenario F
Two contraceptives options that Aroha and Freddie could use are:

The combined pill. This pill is made… prescribed by a doctor. Aroha would…

The implant. This is a contraceptive that consists of rods…. This is an easier option for…
Two methods Aroha and Freddie could use to protect themselves from STI’s are:

The condom used with lubricant. This is a form of protection that covers...

Having a STI test. These tests are completed by a nurse…
A free sexual health service that Aroha and Freddie could use is the schools health clinic.
They have a … It is free to students apart from a small prescription charge and all services
are entirely confidential so... Aroha and Freddie will be able to talk about... They can ask any
questions and... will answer them honestly.
Correct use of safer sex practices and having access to a school nurse to get advice from
will enhance Aroha and Freddie’s well-being and promote positive sexuality because they
will know they will be safe from STIs and pregnancy now and in the future. They will also
know that they have got advice from a professional who knows what they a talking about and
gives reliable information. They have control over their fertility and sexual health so they both
do not need to worry about what would happen if Aroha became pregnant or if either of them
got a STI. By being responsible and looking after their own sexual health will mean they are
more confident in their relationship knowing each other is protected. Safe sex practices will
promote positive sexuality within the school, community and nationally because there will be
less teenage pregnancies and less people in New Zealand with sexually transmitted
diseases. [7]
Exemplar for internal assessment resource Health 1.5A for Achievement Standard 90974
Grade Boundary: High Merit
2.
To achieve this standard at Merit level the student needs to demonstrate in-depth
understanding of strategies for promoting positive sexuality.
This involves explaining the four types of strategies and how these strategies help
promote positive sexuality for a variety of people in society.
The student has demonstrated in-depth understanding by providing detailed
explanations of the actions involved in the strategies (1), and how well-being is
enhanced and positive sexuality is promoted for a variety of people (4) & (5).
To meet the requirements of Excellence, the student would need to:
 include strategies that promote positive sexuality by effectively explaining the
important issues and sexuality needs for the diverse range of people that are
present in the scenarios.
For example, including within the explanation an action that provides the
opportunity for the people in the scenario to have face-to-face contact with the
service (2), and taking into account the information from the scenario when
selecting and explaining the strategies to prevent STIs (3)
 further develop and provide critical explanations of how well-being is enhanced
and positive sexuality is promoted. The reasoning needs to be more connected
to the actions involved in the strategies and explain in more depth the
effectiveness for the people involved (6).
© Crown 2014
Student 2: High Merit
Personal and Interpersonal strategies in sexual relationships
Scenario A
Li should express his opinions to Kate and tell her how he feels he is ready to have sex….
Scenario B
Polly has the right to…
School and community strategies for promoting positive sexuality
Scenario C
At school Liz could visit the SSC (Student Support Centre). The SSC has a range of different
people to help students in different situations. Liz can go there and book an appointment to
see the guidance counsellor. Liz can discuss her situation with him/her, and they would be
happy to help her and support Liz be giving useful advice- like how to talk to her dean about
what has happened so he/she can talk to the bullies and organise a restorative justice
meeting to sort out what has happened. They could organise the meeting between the dean
and Liz and be there to support her.
The school should get involved in ‘diversity’ groups. This is a way for students to take
leadership roles in creating the kind of school environment they need to combat isolation,
and promotes a safe place for people to connect with others. These groups provide
resources, on-going support and a place for people to connect. They could have regular
lunchtime meetings with speakers and activities. They also could organise promotions for
the whole school community like having a speaker from Rainbow Youth at assemblies and a
‘diversity’ themed week at school. [1]
These supports enhance Liz’s well-being because she now has people she can talk to from
the diversity group so she won’t feel alone or exclude. The diversity group can enhance her
and other student’s well-being because... This promotes positive sexuality within the school
community because other students will understand that bullying is wrong, and they will
become more accepting of other students personal lives and sexual orientation.
By making this topic more open in the school community, will it will allow other students to be
more accepting of people with sexual orientations that may differ from their own. Students
will be able to express their own sexual orientation, and this will make them feel more
comfortable with themselves. These supports would cause Liz and other students to be
empowered to make decisions which acknowledge their own feelings and needs.
These two supports can both help Liz and other people who suffer from bullying, understand
that they are not alone no matter what, and that they are people out there they can talk to
any time. They can help people providing them with advice, and both supports provide a
safe place for people that suffer from bullying. People will be able to express their feelings
and opinions with others, and most importantly. All students will feel more confident and selfassured and more self-accepting with themselves. [4]
Scenario D
Scott and Brenda should contact the IHC. They can visit their web-site www.ihc.org.nz. IHC
works for all people with an intellectual disability. They provide…
Scenario E
Kath and Tim can visit www.fertilitynz.org.nz. Fertility New Zealand is committed to
supporting, advocating for, and educating all people who face infertility challenges at all
stages of their journey and beyond. They provide their members with services including:

Regional support and contact groups

General advice and contact service

Information (brochures, research articles)

A chat-room here you can seek online support from people in situation situations. [2]
If Kath and Tim went through with this strategy, the Fertility New Zealand web-site can
provide them with the information and support they need to get through this stressful time.
By talking to other people who are in similar situations, this makes Kath and Tim feel like
they are not alone. They also will be able to have Kath’s fertility checked to see if the
chemotherapy caused any damage and see if she will be able to conceive. The regional
support and contact groups can help both Kath and Tim by reducing the levels of anxiety
and stress, and provide them with a variety of options. [5]
Strategies for promoting safer sex and sexual health
Scenario F
The first option Aroha and Freddie should use is a condom. A condom is…. The second
option they could try is Aroha taking birth-control pills. The pill is….
To protect against STIs Freddie could use a condom when they are…. The second method
they could use is to simply not engage in sexual intercourse. Although it may be hard, it is
the only 100% effective way to prevent catching an STI. [3]
Aroha and Freddie should visit www.familyplanning.org.nz Family planning can provide
them with all of the information and resources they need about prevention of pregnancy and
STI’s. They could also make an appointment to see the schools public health nurse (or they
could visit the Family planning clinic) to seek information about their situation and be
prescribed the oral contraceptive pill and condoms.
Aroha and Freddie’s well-being will be enhanced because they both would be protected
physically. They would be more able to express their feelings and opinions with one another.
This allows them to rely on each other more, and they can trust each other to make the right
decisions for their sexual relationship. With access to a sexual health service, it allows Aroha
and Freddie to be more knowledgeable about the consequences of pregnancy and STI’s
and take control of their sexual health both now and in the future. [6]
Exemplar for internal assessment resource Health 1.5A for Achievement Standard 90974
Grade Boundary: Low Merit
3.
To achieve this standard at Merit level the student needs to demonstrate in-depth
understanding of strategies for promoting positive sexuality.
This involves explaining the four types of strategies and how these strategies help
promote positive sexuality for a variety of people in society.
The student has demonstrated in-depth understanding by explaining strategies that are
appropriate for a variety of people in society.
When explaining the actions that are part of the strategies most of the responses are
applied to and relevant for the people involved, and reasoning has been included to
explain how the strategies enhance well-being and help promote positive sexuality (1)
and (2).
To meet the requirements of Merit more securely, the student would need to:
 ensure the strategies are effective for the people involved, related to the issues
described in the scenarios (4)
 provide more detailed explanations of the actions involved in the strategies (3)
and how they enhance well-being and help promote positive sexuality for a
variety of people in society (5) and (6).
© Crown 2014
Student 3: Low Merit
Personal and Interpersonal strategies in sexual relationships
Scenario A
When Li talks to Kate...
Li and Kate’s well-being will be enhanced because they will be able to communicate with
each other and they’ll know that in the future they can talk about sex without putting pressure
on each other or making each other feel uncomfortable. This promotes positive sexuality
because they would feel less pressure. They will have a choice to say no without hurting
each other’s feelings and they will have more respect for each other’s feelings. Li is showing
that he cares and respects himself and Kath’s well-being. This is a good value because he is
being responsible and showing he can communicate well.
Scenario B
Polly has the right to ask William if he would get checked for STIs so that she is sure
everything is safe before continuing a sexual relationship with William. Polly’s responsibility
in the relationship is to also get checked for STIs because if William had an STI from a
sexual relationship in the past he could have already given it too Polly, so she too needs to
get checked.
William has the right to ask Polly to be checked for STIs too as she could have a STIs from a
previous relationship as well. William has the responsibility to get checked for STIs because
he has had sex with a couple of other girls that could have had a STI. He should get
checked each time before he starts a new relationship to prevent the spread of STIs. [1]
This will enhance their well-being because….
School and community strategies for promoting positive sexuality
Scenario C
Liz could go to talk to the school counsellor about the way the other students have been
treating her lately, so they can sort out a way to stop the other students bullying her about
her Mum’s and how they are making assumptions about her own sexual orientation because
she has two Mums.
The school could have people from LGBT groups in New Zealand (like Rainbow Youth)
come and talk to students in classes or have an assembly that promotes positive attitudes
and behaviours towards people of all sexual orientations. They could also have a group for
LGBT students within the school that students from all sexual orientation could attend so
they can discuss any positive or negative issues to do with sexual orientations happening
within the school. These issues could be changed or sorted out to make the students feel
more safer and happier at school like the ‘GSA’ that we have at our school. [2]
This will enhance the well-being of Liz and the other students because they will feel that the
school will be a safer community, with better attitudes towards people of all sexual
orientation and will help the student to feel more self-accepting towards themselves and
others. This will promote positive sexuality because of the better understanding and
knowledge about people with different sexual orientations that is being developed. This will
help support other students who are struggling with their own sexual orientation and make
them feel more comfortable at school.
People talking to students will make them understand more…
Scenario D
Brenda and Scott could go to the IHC because…
Scenario E
Kath and Tim could use ‘Natural Fertility NZ’ which is an organisation with clinics throughout
New Zealand and a distance learning programme. NFNZ educators teach the couple how to
assess their fertility requirements to either achieve or avoid pregnancy. [4]
By attending the clinic they can understand and learn about different ways to make their
chances of conceiving a baby better. This will make them feel less pressure and frustration
when it comes to trying to have a baby. [5]
Strategies for promoting safer sex and sexual health
Scenario F
Aroha could use the pill which is a contraceptive that is taken daily; it uses hormones that
change the way the body works to prevent pregnancy. Freddie could use a condom, which is
form of birth control that is fitted over the penis and prevents the sperm from fertilising an
egg. [3]
They both could visit the local health clinic and get tested for STIs to see if they already have
any infections. They could use condoms each time they have sex which prevents some skin
to skin contact and contains the sperm and other secretions. Using condoms is the best way
to prevent STI’s when having sex.
A sexual health service in the community would be the Family Planning clinic. This is where
you can go and have a consultation and get information about and be prescribed
contraceptives and get STI checks. They are experts and treat you confidentially so you do
not have to worry about them sharing any information.
It will enhance their well-being because they will be protected against pregnancy and STIs
because they are making the decision to have safe sex, which will make it a much more
pleasurable experience and their relationship can grow stronger. [6]
Exemplar for internal assessment resource Health 1.5A for Achievement Standard 90974
Grade Boundary: High Achieved
4.
To achieve this standard the student needs to demonstrate understanding of strategies
for promoting positive sexuality.
This involves describing the four types of strategies. For example, describing what the
strategy involves with an indication of how the strategy helps promote positive sexuality
for some people in society.
The student has described what is involved with the strategies in a detailed manner.
For example they have described Polly’s rights (1) and the school inclusive practice (2),
and have indicated how the strategies enhance well-being and help promote positive
sexuality for some people in society (3).
To meet the requirements of Merit, the student would need to:
 ensure the responses are applied to and appropriate for the scenarios.
For strategies for the prevention of unplanned pregnancy and STIs the strategy
of ‘Progesterone Only pills’ (4) should be changed to a method of preventing
STIs, and the explanation of how ‘IUS’ works should be modified so it is correct
(5). However in Scenario B, additional supporting evidence is found in (6) to
demonstrate understanding.
For strategies that consider ways the local community, and/or the whole society
can support the promotion of positive sexuality for Kath and Tim, all of the
description should be appropriate for the couple (7).
 explain how the strategies enhance well-being and help promote positive
sexuality for a variety of people in society (8) and (9).
© Crown 2014
Student 4: High Achieved
Personal and Interpersonal strategies in sexual relationships
Scenario A
Li could start talking about their relationship in a very assertive way and how he would like to
take it up to the next level. He could start by saying “Kate you…
Scenario B
Polly ... has the right to talk to him about how she feels and discuss her thoughts but in an
assertive and caring way as assertive communication doesn't cause arguments. It is also her
responsibility that he uses a condom when having a sexual intercourse because a condom
offers protection from STIs so she won't catch STls if he has them, or she could just not
have a sexual intercourse until she gets the results of the STIs test and he is proven to be
safe. lf he does happen to have STIs then she needs to support him and get him treated by
a specialist. [1]
William … is not sure if he has STIs or not' Polly (girlfriend) wants him to take a STI checkup. William has a right to say “No” to a STI check-up but…
By considering these rights and responsibilities they will enhance their well-being and
promote positive sexuality as they get to understand each other and their needs, also if it
does show that William has STIs then he could get treated and that would prevent Polly from
not getting STIs, so by supporting and understand each other would make the relationship
last longer. [8]
lf you are unsure and would like a STl test and don't know about a health service around
your area then you should visit this website http://www.ashs.org.nz/nz clinics.html. [6]
School and community strategies for promoting positive sexuality
Scenario C
The support that Liz could access from school would be a school counsellor. The school
counsellor could help her to stand up for herself and how to cope when other kids bully her
about her family situation and having two Mums.
An inclusive practice that the school could be involved in to promote positive attitudes and
behaviours towards people of all sexual orientations could be a talk about how to accept
everyone's sexual orientations (heterosexuality, homosexuality, and bisexuality). The talk
should include how accepting your own sexuality, it is important that you accept other
people's sexuality which is as valid and important as your own. More people are coming out
as gay, lesbian and bisexual in their teenage years, very often people do not come out until
they are older because of this. You most likely know people who are gay who just haven't
told you. [2]
Having talks about sexual orientations will enhance Liz's well-being because all the other
kids would understand how to accept Liz as a normal person and wouldn't get bullied by her
peers at school. Also the well-being of the other students would be enhanced by the
knowledge and understanding that they will get from the talk and would use that
understanding in real life which will promote a positive sexuality within the school
community.
The support Liz would get from her school community would help her feel good about her
family, she would be able to share her thoughts among her peers and also the students
would be able to accept her thoughts and feelings. From all the support, positive attitudes
and knowledge, heaps more students would start to admit that they are homosexual or
bisexual as they know that they would be supported and treated with the same respect as
everyone else.
The talk about sexual orientation would enhance Liz's well-being as she would feel much
more comfortable around everyone even knowing that her parents are homosexual. Also the
support from the sexual orientation talk would make Liz and other kids stand up for what
they are as they would know that everyone is going to support them and tell them how brave
they really are. lf you are gay, lesbian or bisexual, check out the www.belongto.org
website… This website is about how you can stand up for what you are and a lot more
information. [3]
Scenario D
The community based support strategy that Scott and Brenda could access in…
Scenario E
A community based support for Kath and Tim would be the local GP or family planning about
sex and their situation and ask what rights they have and ask questions about what they
could do or how they could contact a Disability support service or advocate and talk to them
about their situation. These strategies would enhance Kath and Tim's knowledge and
provide guidance for them and promote positive sexuality as they grow in knowledge. [7]
Strategies for promoting safer sex and sexual health
Scenario F
Two contraception's that they could use to protect against pregnancy is a IUS (lntra Uterine
System) which is a small plastic system to place progesterone inside the uterus and it stops
the sperm reaching an egg. You need to get this from a doctor as they need to fit it [5] or
they could use a condom that is a thin rubber barrier that fits over an erect penis and
catches ejaculates and is best used with a water based lubricant.
Two methods that Aroha and Freddie could use to protect themselves from STIs is a
condom as it has no health concerns, it is very easy to use and protects from STIs, it is fitted
over the penis every time they have sex and stops some of the skin to skin contact.
The other thing that they could use to protect themselves from STIs is’ Progesterone Only
Pills’ which works by thickening mucus in the cervix or stop ovaries from releasing an egg
each month and it protects from STIs . [4]
A health service that is available for Aroha and Freddie at school would be the nurse as she
can provide them with all the information that they need and answer any of their questions
and also the school nurse is free.
By going to the nurse they will learn more about safer sex and what is right such as how to
keep themselves safe from unwanted pregnancy and STIs. The nurse could also get rid of
any of their doubt's which will promote positive sexuality and organise a prescription for
condoms or organise a time that a doctor could meet with Aroha to fit an IUS. [9]
Exemplar for internal assessment resource Health 1.5A for Achievement Standard 90974
Grade Boundary: Low Achieved
5.
To achieve this standard the student needs to demonstrate understanding of strategies
for promoting positive sexuality.
This involves describing the four types of strategies. For example describing what the
strategy involves with an indication of how the strategy helps promote positive sexuality
for some people in society.
The student demonstrates understanding by describing the four types of strategies, as
follows:
 Strategies that enhance interpersonal (sexual) relationships, which includes
knowledge of rights and responsibilities (1) and effective communication
including verbal and non-verbal components of assertiveness (2).
 Strategies that consider ways schools, local communication, and/or the whole
of society can support the promotion of positive sexuality for all people (3).
 Strategies for the prevention of unplanned pregnancy and sexually transmitted
infections (4).
 Strategies that consider ways school and community can support young people
in relation to sexual health (5).
The student has indicated how the strategies enhance well-being and help promote
positive sexuality for some people in society (6) and (7).
To meet the requirements of Achieved more securely, the student would need to:
 include more details of the actions involved when describing the strategies, and
apply the responses to the scenarios by making direct connections to the issues
that are present (1) and (3)
 further indicate how the strategies enhance well-being and help promote
positive sexuality for some people in society (8) and (9).
© Crown 2014
Student 5: Low Achieved
Personal and Interpersonal strategies in sexual relationships
Scenario A
When Li decides to approach Kate it is important that he considers her feelings and his. He
should use direct eye contact, and speak in a clear, confident voice and he should stand tall
with his shoulders back. He should say “Kate we have been dating for a while now and I
really like and respect you and I am feeling that I am ready to take it to the next level (sex)
but only if you are ready too”. [2]
Kate and Li can approach each other now; this brings them closer and builds confidence and
enhances well-being. Positive sexuality is promoted by both people gaining confidence and
expressing their opinions. The values of respect, honesty and the attitudes of being
respectful, charming, patient and being well-mannered are being shown. Li is showing many
attitudes and values towards Kate and himself and this is why assertiveness enhances
relationships. [6]
Scenario B
Polly has the right to ask William to get checked as she wants to be safe and I’m sure
William will understand that. Polly has the responsibility to make sure William gets checked
and that she doesn’t have intercourse with him until he does it.
William has the right… [1]
The consideration of these rights and responsibilities enhances their well-being by William
knowing if he is clean or not, them being able to have sexual intercourse without them
worrying- their health is important. [8]
School and community strategies for promoting positive sexuality
Scenario C
Liz could go to the Deans and say what has been happening and how it has been bothering
her. They could come up with some solutions and may be set up meetings with the students
so that Liz is no longer being hassled.
An assembly could be held by the health nurses and Rainbow Youth to provide the needed
information and show people what it is really about. It should be organised by the students
and the Health Promotion committee from school. [3]
The students should be more accepting and understanding of Liz’s situation; this should
boost her confidence and enhance her well-being as well as the other students. The other
students may become more open and accepting towards sexual orientation thus promoting
positive sexuality. Having regular assemblies with helpful information and you could even set
up a group that could meet to discuss things would help everyone at the school. [7]
Scenario D
Brenda and Scott have just as many rights as any regular citizen and…
Scenario E
A local GP or the family planning clinic to come up with methods they could try.
Kath and Tim now…
Strategies for promoting safer sex and sexual health
Scenario F
Contraceptive options

The diaphragm a soft rubber cap placed inside the vagina to cover the cervix- stops
sperm from entering the womb- it is easily removed and protects from pregnancy

The condom- a fine rubber tube placed on the penis it collects the sperm and stops it
from entering the womb- use only once and protects from pregnancy and STIs.
STIs

Condoms shield the penis and protects you from STIs if the rubber doesn’t break if
you know you and your partner are clean then you don’t need condoms and could
use just birth control

Get checked by a doctor before having sex to be safe. Condoms are your best option
unless you both have been cleared. [4]
At our school we have the SSC or Student support centre open at lunchtimes. It has a health
nurse and there is information available if needed. In the community we have the Family
Planning clinic which provides free condoms and cheap contraception, STI checks and
advice. [5]
Safer sex ensures Aroha and Freddie are well protected and healthy from STIs and
pregnancy, now that they have access to a sexual health service they may seek the
information needed. They now can be excited about taking the next step in their relationship
and do not have to worry. This promotes positive sexuality. [9]
Exemplar for internal assessment resource Health 1.5A for Achievement Standard 90974
Grade Boundary: High Not Achieved
6.
To achieve this standard the student needs to demonstrate understanding of strategies
for promoting positive sexuality.
This involves describing the four types of strategies. For example describing what the
strategy involves with an indication of how the strategy helps promote positive sexuality
for some people in society.
The student has described the four different types of strategies.
To reach Achieved the student would need to describe the strategies more fully in
order to demonstrate understanding. For effective communication strategies that
enhance interpersonal (sexual) relationships, an example of the actual verbal response
could be included to describe what is involved in the strategy (1).
Strategies for the prevention of unplanned pregnancy and STIs have been identified
(2). Descriptions could also be included to improve this response.
The student could also further develop how the strategies enhance well-being and help
promote positive sexuality. For example, making connections to the concept of
sexuality for strategies that consider the ways schools, community and/or the whole of
society can support the promotion of positive sexuality for all people (3), and providing
descriptions (4).
© Crown 2014
Student 6: High Not Achieved
Personal and Interpersonal strategies in sexual relationships
Scenario A
A good skill Li could use is assertiveness is to sit down with her (Kate) and have an in-depth
conversation so that they are certain what they really want to do. Li could also ask Kate if
she is ready to take the next step in their relationship. [1] If Li is assertive and stands up for
himself, and for Kate, then they can both have a fun loving relationship together. By showing
assertiveness, Li could prove to himself and his girlfriend that he is a responsible person and
he takes seriously his responsibilities for his actions with Kate.
Scenario B
Polly has the right to question William, because she has a right to know if William does or
does not have a STI. Polly’s responsibility is to tell William to go and get a STI check to
make sure everything is safe.
William has the right to find out if he has a STI. His responsibility is to go and get checked up
because it’s important for him to know if he has an STI or not so that he and Polly can have
a safe sexual relationship. If these rights and responsibilities are put into place, then they
can be assured on having a safe, healthy relationship together and no worries of getting a
STI if they are faithful to each other and use protection.
School and community strategies for promoting positive sexuality
Scenario C
At school, Liz could access the guidance counsellor for some help and advice about how to
deal with the bullies. Going to the counsellor is confidential at school and no one needs to
know. She could advise the school Principal about the students who are giving her a really
hard time, he could get them to sit down with him and Liz and they all could talk about it and
how it makes Liz feel. If Liz talks to the bullies up-front and gets it off her chest, then she can
feel more confident and better about herself. [3]
Scenario D
A community-based support that Scott and Brenda could access could be the health nurse
or Family Planning. This way they get the professional advice and help they need on making
their own decisions about having sex and spending the night together. Family Planning is a
New Zealand based service that helps young people to decide on having a family and what
sexual risks there are. This could help them find out what rights they have and if a person
can have sexual intercourse if they have a disability. Family planning could also help out with
deciding to have a family later in life.
Scenario E
Family Planning could help them out by finding out if Kath is fertile and could help from a
doctor that knows about the side effects of chemotherapy and may be think about having
IVF treatment.
It could help them out positively by knowing that it isn’t either of their faults if Kath isn’t fertile,
so they could stop blaming each other. This will help them out positively by trusting each
other.
Strategies for promoting safer sex and sexual health
Scenario F
Two contraceptive options that Aroha and Freddie could use to protect themselves from
pregnancy could be using a condom or getting the contraceptive injections (for example
Depro-provera or Noristerat). Two methods that could help Aroha and Freddie protect
themselves from STIs would be using condoms and abstinence - not having sex. [2] At
school, Aroha and Freddie could seek help from Health nurse who has a clinic at lunchtimes.
She could provide some advice on the best way to protect themselves from pregnancy and
STIs. The correct use of safer sex practices could enhance Aroha and Freddie’s well-being
because they’ll both feel confident and more certain knowing they are not taking any risks
and they are looking after their sexual health. [4]