Resources for Teachers

The sexual and reproductive heath statistics of young New Zealanders are highly concerning. The Ministry of Health has purchased Sexwise to add value to the health programme of priority schools, and work within a coordinated multi-agency approach to achieve better outcomes.

In 2011,Sexwise was externally evaluated by Work and Education Research and Development Services (WERDS). The following are extracts:

Read the Executive Summary

The evaluation explored how well THETA’s Sexwise programme met the specifications of its funder, the Ministry of Health, which are:

• to build students’ knowledge, understanding and attitudes
• to fit in with and add value to the school curriculum
• to engage with national and local agencies
• to impact positively on teacher and parent knowledge
• to demonstrate cultural competency

'The research found that the Sexwise programme focuses on relationship skills, uses interactive methods and allows students to personalise what they learn. The company draws on an Applied Theatre approach that aims for the audience to engage in the story in ways that prioritise emotional safety while at the same time allowing students to identify with characters and alter their thinking and behaviour.'
'The research showed how the performance and workshops covered key areas of sexuality education agreed with the Ministry of Health: relationship development, delay and abstinence, sexually transmitted infections and diverse sexuality.'

• Generally, students did not have very much information about the programme ahead of time and did not know what to expect. They were pleasantly surprised to find that the programme was a humorous drama performed by young people that sometimes incorporated singing. Students left no doubt that the programme was “funny” and “interesting” to them.
• Students also found the drama to be “realistic” and they believed the situations presented in the drama were ones they had experienced or could relate to.
• They also appreciated that the drama used their language and reported that it made them think more about the issues involved. Students were surprised that the drama was so open and direct in talking about sexual issues, but not in a clinical manner.
• Students contrasted Sexwise with learning similar content in their regular health class. They believed having the information presented through drama was more enjoyable, engaging, hands-on and interactive. They further indicated that their usual way of learning in the classroom was through listening, reading and writing, and that this, compared to the interactive methods of the drama, was boring.
• Students also contrasted Sexwise with other visiting programmes they had seen and believed it was more interesting than other presentations.
• Students described the performers as talented and likeable. This made the programme more appealing to them. Students believed the actors were comfortable and professional in dealing with sensitive issues and knowledgeable about sexual health. They also appreciated the fact that the actors were young.

All teachers agreed that the programme was culturally ‘very appropriate’ for the students who saw it, particularly Maori and Pacific students. One teacher in a school with a predominantly Maori student population reported that “It was wonderful for Maori students. It helped to have Maori actors. If they had all been Pakeha actors, it may have been different.”
Stakeholders also believed Sexwise was culturally appropriate for Maori and Pacific Island students. A stakeholder who works with predominantly Pacific Island students said they responded well to the singing, storytelling, humour, language and visual aspects of the programme.

No, but here is some information you might include in your consultation:

• The Educational Objectives of Sexwise are linked to the Achievement Objectives (levels 4-8) stated in the Health and Physical Education part of the New Zealand Curriculum document.
• THETA programmes have been received by schools since 1990. Our website has more information, including links to resources available for whånau.
• We hope the programme will provoke meaningful communication within whanau: the programmes’ fictional frame can be used to discuss real issues.

'At the centre of process drama is improvised role play designed to create meaning for the participants rather than for an external audience. As the term suggests, process drama does not necessarily lead to a theatrical product, but aims through the ongoing nature of the work for participants to negotiate and establish fictional worlds.' Dr Peter O’Connor (2003)