LAST EDITED: 26/10/2017

IM SEXY AND I KNOW IT!

LEVEL TWO | AS91239 (2.5) | ANALYSE ISSUES RELATED TO SEXUALITY AND GENDER TO DEVELOP
STRATEGIES FOR ADDRESSING THE ISSUES

What is this unit about?

Students are to learn about sexuality (sexual identity) and gender in contemporary New Zealand and the wider
world. Looking at how students fit into the worlds binary system and how they can break out of this.

Students will explore a range of factors that influence an individuals sexuality and gender and actions that can be
taken at personal, interpersonal and societal levels to address issues relating to sexuality and gender that arise from
these influencing factors.

Why teach this unit?

Adolescence is the period of life when most people begin to experience strong romantic attractions and sexual
feelings. It is also a time when some young people are questioning or further developing their gender and sexual
identity Clark, Fleming, Bullen, Denny, Crengle, Dyson, Fortune, Lucassen, Peiris-John, Robinson, Rossen, Sheridan,
Teevale, Utter (2013). With students becoming more aware of their identity there is an increase importance to
develop strategies for addressing the issues.

According to Youth12, there are roughly 1% of students in New Zealand identify as transgender. This can include but
not limited to: Trans, Queen, Faafafine, Whakawhine, Tangata ira Tane, Genderqueer. Another 96% did not
identify as transgender and approximately 3% were not sure.

Student are needed to gain and understanding of the basic concepts around gender, sex and sexuality. They need
to gain the ability to recognise the norms society creates around masculinity and femininity and the
effects/consequences of these norms. It is important for students to analyse varied views around gender, sex and
sexuality diverse people, and explain how norms about masculinity and femininity inform these views.

Students are to become familiar with the concept of social justice (fairness, inclusiveness and non-discrimination) and
its application in a gender identity and sexuality context.

ACHIEVEMENT STANDARDS
Achievement Standard Health 91239:
Analyse issues related to sexuality and gender to develop strategies for addressing the issues
Resource reference: Health 2.5
Credit: 5
Internal
Achievement Achievement with Merit Achievement with Excellence

Analyse issues related to sexuality Analyse in depth, issues related to Analyse comprehensively, issues
and gender to develop strategies sexuality and gender to develop related to sexuality and gender to
for addressing the issues. strategies for addressing the develop strategies for addressing
issues. the issues.
 ACHIEVEMENT OBJECTIVE STRANDS TO BE ASSESSED
PERSONAL HEALTH AND PHYSICAL DEVELOPMENT
A1 Personal growth and development
Critically evaluate a range of qualitative and quantitative data to devise strategies to meet their current and
future needs for well-being.

A3 Safety management
Critically analyse dilemmas and contemporary ethical issues that influence their own health and safety and
that of other people.

A4 Personal identity
Critically analyse the impacts that conceptions of personal, cultural, and national identity have on peoples
well-being.
MOVEMENT CONCEPTS AND MOTOR SKILLS
B2 Positive attitudes
Devise, apply, and appraise strategies through which they and other people can participate responsibly in
challenging physical situations.

B3 Science and technology

Critically analyse and experience the application of scientific and technological knowledge and resources to
physical activity in a range of environments.

B4 Challenges and social and cultural factors

Devise and apply strategies to ensure that social and cultural needs are met in personal and group physical
activities.
RELATIONSHIPS WITH OTHER PEOPLE
C1 Relationships
Critically analyse the dynamics of effective relationships in a range of social contexts.

C2 Identity, sensitivity, and respect

Critically analyse attitudes, values, and behaviours that contribute to conflict and identify and describe ways
of creating more harmonious relationships.

C3 Interpersonal skills
Analyse and evaluate attitudes and interpersonal skills that enable people to participate fully and effectively
as community members in various situations.
HEALTHY COMMUNITIES AND ENVIRONMENT
D1 Societal attitudes and values
Critically analyse societal attitudes and practices and legislation influencing contemporary health and
sporting issues, in relation to the need to promote mentally healthy and physically safe communities.

D2 Community resources
Establish and justify priorities for equitable distribution of available health and recreational resources and
advocate change where necessary.

D3 Rights, responsibilities, and laws

Demonstrate the use of health promotion strategies by implementing a plan of action to enhance the well-
being of the school, community, or environment.

D4 People and the environment

Critically analyse the interrelationships between people, industry, technology, and legislation on aspects of
environmental health.
SPECIFIC LEARNING OUTCOMES
By the end of this unit, students will be able to:

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 Understand concepts relating to the construction of sexuality and gender.
Apply a critical lens to stimulus materials
ADDITIONAL CURRICULUM AREAS
o Science
o Social Sciences
KEY COMPETENCIES FOCUS:
Thinking
Managing Self
Relating to Others
Participating and Contributing

PEDAGOGIES

It is expected that a range of pedagogies are used that are appropriate to your students. This range does
not all have to be in every lesson, but all students deserve to learn in their most efficient mode.
The challenge is to think on a rhetoric with yourself over the idea, just because you can and did learn it that
way, is that the best way for most of your class. This is an important part of offering the best solution to the
students in front of you, and your thoughts will be different depending on the class you are thinking about.
The choice of pedagogy will determine the success of learning for your students and hence their
engagement in our subject.

STATEMENT OF EXPECTATIONS

The Physical Education and Health faculty expects students to fully engage in all opportunities offered in
class. This is reflected in teachers making their lessons engaging to the students of all genders, sexuality,
cultures, ethnicities and learning styles. This section is a subject interpretation of the school policy and
attempts to add depth to it but not act as a replacement.

Key Words
Agender Heteronormativity
Androgyny Homophobia
Aromantic Intersex
Asexual Lesbian
Attraction Male to female
Bigender Neither
Bisexual Non-binary
Cisgender Pansexual
Cisnormativity Polysexual
Demisexual Queer
Faafafine Questioning
Fakaleiti Takatpui
Female to male Transgender
Gay Transphobia
Gender diverse Transsexual
Gender fluid Transfeminine
Genderqueer Transmasculine

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Week 1 Topic LI This is what students will learn in this lesson Activities and Strategies Assessments
Is there an issue? SC At the end of this lesson students should be
Why is it an issue? able to do
Lesson 1 Im Sexy and I Know It Do Now Ideas Students will go over the Feedback and feed
Privilege Walk assessment and SC of the forward during lesson.
unit Individually helping
Learning Intentions Students will play Dr Dewey students through lesson.
Students will learn and understand what is to see how some people see
expected for this unit. the issue at try answer the
Students will learn the key words involved in questions as best they can.
the unit. Students will play Bingo
where they chose where to
Success Criteria put words and the teacher
Demonstrate understanding of the unit. reads definitions. It is up to
Can identify the key words for the unit. the students to make sure
Demonstrate understanding of examples they can make Bingo.
from previous assessments This is also a chance to
discuss pleasure and what it
means to the individuals.
Lesson 2 Whats What Do Now Ideas Use resource booklet so Exit Pass
Own definition development student can guided in their o Student must answer in
Share with other class members through discovery writing questions or
donuts. Questions reflect in some way
o When we talk about a o about the learning
Learning Intentions persons sex, what are we before being allowed to
referring too? leave the room.
 Students will learn the definitions of sex, o When we talk about a
gender, sexual orientation. persons gender, what
Students will learn key words involved in this are we referring too?
unit. o When we talk about a
persons sexual
Success Criteria orientation, what are we
Develop my definition of sex, gender and referring too?
sexual orientation o When we talk about a
persons sexual
behaviour what are we
referring too?
o Is gender socially
constructed?
Individual help for students
during work time.
Students are to use Google
Docs to start definition table
and add as the lessons
progress.
Lesson 3 Its A Do Now Ideas How can we have impact on Class presentations
and 4 Hangman key words a persons gender? Gender
Post box Activity o Social
o Political
Learning Intentions o Economical
Students will look in more depth the o Environmental
complexity of gender identity. o Cultural
o Historical

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Success Criteria o Ethical
Develop an understanding of the different Students are to use quotes
genders and pictures to develop
further their understanding
of gender in the form of class
debate.
o Toys
o Names
o News
Students will listen to others
and help develop a greater
understanding on the issue.

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 Week 2 Topic LI This is what students will learn in this lesson Activities and Strategies Assessments
Is there an issue? SC At the end of this lesson students should be
Why is it an issue? able to do
Lesson 5 Gender Bender Do Now Ideas Students can watch scenes
Students are given aspects of Clive from the TV series
Deacons story, Transparent and All in the
They need to determine what is the Family.
story about. Students will analyse the
Students will then have the whole story effects these shows had on
and see if this was similar or different to public perception on sex,
their own thoughts. sexuality and gender.

Learning Intentions
Students will critically evaluate
transgenderism in todays society

Success Criteria
Students understand what is
transgender.
Students can evaluate society and the
role they play in someone who s
transgender.
Lesson 6 InterSex Do Now Ideas Students will be asked to
Key word Brainstorm on the board what it research either:
means to be male or female o Born with it
o Taught

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 Learning Intentions
Students will develop their understanding of
males, females and intersex.
Success Criteria
Students will be able to respond to
questions about males, females and intersex
Lesson 7 Same Sex Fun & Lovin Do Now Ideas
Students will start by watching the new
RainbowYouth Advert
Alice in Sexual Orientation Land
Learning Intentions
Students will continue their development of
understanding of homosexuality
Success Criteria
Students will have more of an understanding
of the issue of the different sexual
orientation.
Lesson 8 Orientation in Flux Do Now Ideas
Students will listen to Guided Imagery.
Learning Intentions
Students will learn about issues faced
by gay, lesbian, bisexual, and
questioning people and to promote
acceptance and respect for all people
irrespective of their sexual orientation
They will then join in on a
classroom debate
Make sure students are being
sensitive on this topic.
Students will watch the clips Cruise the class to assess
from InsideOut participation levels.
Students will also use the
resources and evaluate the All info shared to common
these and the effectiveness file and sent through to the
they can have. teacher
Students will be asked to Present to the class their
record and answer these findings on Prezi
discussion questions:
o How would it feel to have
to hide something as
important and as basic as
your sexual orientation,
(the sex of the people to
whom you are
romantically, emotionally,
and physically attracted)?
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Success Criteria o What were the first things
you remember learning
Students will have more of an about homosexuality? Do
understanding of the issue of the you remember learning
anything from your family?
different sexual orientation. Friends? Community of
faith? Was what you
learned positive or
negative?
o Have you ever learned
about or discussed issues
of sexual orientation in
class? What did you
learn?
o What movie or television
character have you
recently seen that is
GLBTQ? How has that
affected your thinking?
o How would it feel to need
to hide from other people
your gender or the sex of
those to whom you are
attracted? How would that
affect your life?

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 Week 3 Topic LI This is what students will learn in this lesson Activities and Strategies Assessments
Is there an issue? SC At the end of this lesson students should be
Why is it an issue? able to do
Lesson 9 Cultural Reasoning Do Now Ideas Students will be asked to Students fit in on a
Define what culture means to me? describe them self. continuum over different
Brainstorm Gender Identity Students will be divided into characteristics that are
5 groups. common for men and do
Learning Intentions Each group will look at a people actually fit them.
Students will develop an understanding different culture around the Students will then use
of culture. world. text analysis of videos,
Students will gain an insight into new o Samoan pictures and articles of
cultures. o Native American different males.
o Indonesia They need to answer the
Success Criteria o Native Australians following questions on a
Students will understand the complex o Maori google Classroom:
issue of gender and culture. Students will then present o Why is it an issue for
their findings to the class on wellbeing?
Prezi o Who is affected and
why?
o What can we do?
Who perpetuates the issue?
Lesson 10 G-d*, Sex and Rock n Roll Do Now Ideas Students will critically analyse
Think-Pair-Share on religion, sex, religious text.
sexuality and gender. These include but not limited
to:
Learning Intentions o Judaism & Kosher Sex
o Dharma and Hinduism

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 Students will critically analyse the This is also a chance for the
relationship between religion, sexuality students to discuss the Same
and gender. Sex Marriage Vote in
Australia where religious
Success Criteria leaders were on both sides
Students are able to build their own of the vote.
*Written this way out of personal depth of knowledge regarding Students will inform the class
respect of cultures who religions. of what they have learnt.
do not want the lords This experience is not to
name written completely. defame or ostracise people
who are religious but rather
look at some of the positive
relationships that can occur.
Lesson 11 Sex Sells! Do Now Ideas Students will watch different
List brands that use male and female body adverts and analysis the
to sell products. content.
These brands need to fit into the Venn As a class, they will discuss
Diagram. Each circle will consider Male, why they think sex is used to
Female and Intersex. sell products.
Specific examples are encouraged. We will then look at the
relevance these adverts and
Learning Intentions this type of advertising has
Students will be able to critically analysis on New Zealand.
advertisements for sexual material.
Students will evaluate the effects
advertisements have on the hauora of

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 young people regarding sexual identities
and gender.

Success Criteria
Students can identify the ethical dilemma of
sex and advertising.
Lesson 12 Social Justice Do Now Ideas Students will play out
Students will participate in the privilege walk. different scenarios of social
justice.
Learning Intentions As a class they will reflect
Students will learn what values are and critique the situation and
Students will evaluate the effects of values how we can look for it in real
on gender and sexuality. life.
Students will critically analyse their own
values.

Success Criteria
Students will be able to explain values.
Students will be able to analyse and
understand different values regarding
sexuality and gender.

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 Week 4 Topic LI This is what students will learn in this lesson Activities and Strategies Assessments
Is there an issue? SC At the end of this lesson students should be
Why is it an issue? able to do
Lesson 13 Recap of Unit Do Now Ideas In groups looking at some of Sentence starter and AME
Students will brainstorm key words they the past assessments and the exemplars available
have learnt over the unit expectations for each levels.
Achieved, Merit and
Learning Intentions Excellence.
Students will develop an understanding of Questions
how to gain Excellence and Merit What do I need to do to gain
an Excellence?
Success Criteria What is the difference
Students have an awareness of the lines between an excellence and
between achieved, merit and excellence. merit?
Where and how do I start
writing?
What do I need to do before
I begin writing?
What words will I use to
begin my sentences and to
link the various sentences
and paragraphs?
Lesson 14 Assessment Lesson Do Now Ideas Computer room for One on one conversation
Log onto Computer assessment writing between the teacher and
Log onto Google Classrooms Students to have one on one students
with the teacher if needed
Learning Intentions

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 Students will have the opportunity to Research and use resources
complete their written assessment on the google drives and
classrooms
Success Criteria
Students will demonstrate show and
communicate to the teacher the part of their
assessment that they have done so far
Complete reports
Lesson 15 Assessment Lesson Do Now Ideas Computer room for One on one conversation
Log onto Computer assessment writing between the teacher and
Log onto Google Classrooms Students to have one on one students
with the teacher if needed
Learning Intentions Research and use resources
Students will have the opportunity to on the google drives and
complete their written assessment classrooms

Success Criteria
Students will demonstrate show and
communicate to the teacher the part of their
assessment that they have done so far
Complete reports
Lesson 16 Assessment Lesson Do Now Ideas Computer room for One on one conversation
Log onto Computer assessment writing between the teacher and
Log onto Google Classrooms Students to have one on one students
with the teacher if needed
Learning Intentions

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 Students will have the opportunity to Research and use resources
complete their written assessment on the google drives and
classrooms
Success Criteria
Students will demonstrate show and
communicate to the teacher the part of their
assessment that they have done so far
Complete reports

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 Staff Evaluation of Unit
Unit Title: Level(s): Year: # of Periods:

Reviewed By: Date:

CRITERIA How do you know? What evidence can you show to support this?

Key Competencies are clearly

identified and relate to learning
opportunities

Essential Learning Outcomes reflect

identified Achievement Objectives
(check verbs) and they are clear

Appropriateness of Activities relate

to Learning Outcomes

The module has 2 or more of the 4

strands

Underlying Concepts are clearly

identified

Key Areas of Learning are clearly

identified

Assessment Criteria is clear and

relates to Learning Outcomes

The unit includes opportunities for

Critical/Creative Thinking Other
Thinking Skills

The Resources are appropriate for

the unit

Student Performance & Unit meets

student needs

Teacher Performance

Difficulties Encountered

Any other suggestions for future

planning
 Student Evaluation of Unit
Unit Title: Level(s): Year: # of Periods:

Reviewed By: Date:

CRITERIA Strongly Agree Neutral Disagree Strongly Not

Agree Disagree Applicable
The unit content was well organised.
The aims of this unit were clear to
me.
The resources (including digital
resources) in this unit helped me to
learn.
I was clearly informed how my
learning would be assessed
I received helpful feedback on my
learning progress
I found this unit intellectually
stimulating
This unit helped me to develop my
thinking skills (eg, framing an
enquiry, critical analysis, problem-
solving)
Overall, I was satisfied with the
quality of this unit

Teacher Performance

Difficulties Encountered

Any other suggestions for future

planning

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