Beacon Schools Project - Planning Guide Level 7

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: Gender and Sexuality

Links to Achievement Standards: These activities will help prepare students for assessment against:
AS90330 Health 2.5 Examine issues associated with gender and sexuality. They will also help prepare 
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 issues
around sexuality and gender are the focus of action.

Unit Standard Links: These activities will help prepare students for assessment against: Health
Education 14257 Level 1 Demonstrate knowledge and understanding of issues related to sexuality;
Health Education 14258 Level 2 Demonstrate knowledge of gender roles, stereotypes and their impact
on well-being and Health Education 14246 Level 2 Demonstrate understanding of intimate
relationships.

Notes to the Teacher

This unit relies heavily on the resource Social and ethical issues in sexuality education: A resource for
health teachers of years 12 & 13 students (2000) which has been developed specifically to meet the
needs of teachers working at Levels 7 & 8 of the curriculum. Only teachers who have participated in
professional development for this context and level of learning in health education should teach this
unit. Professional development opportunities are available for this resource in all regions of New
Zealand and regional contacts can be found in the Beacon School Project introductory section.

As with all aspects of health education, a respectful, trusting and supportive learning environment
is essential if students are to develop confidence to enable them to participate fully in the learning
opportunities provide within this unit. Many of the issues addressed in this unit are about values and
beliefs and there will be a variety of positions in any class. The aim of the unit is to encourage students
to think critically about where their views relating to sexuality and gender have come from and
whether these views are health-enhancing or health-harming for themselves and others. It is vital
students are not coerced into adopting a particular stance. Their right to their own views should be
respected.

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
student-centred, interactive classroom learning approaches, learning journal entries are designed to be
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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 other situations. They
also provide teachers with opportunities to give feed-back and feed-forward 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.
feed-forward.

The learning journal entries are examples only, and teachers should adapt or 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.

Links to the Curriculum

Key Area of Learning: Sexuality Education
Underlying Concepts: Hauora: This unit of work examines the influence of concepts of gender and 
sexuality on individuals and groups in society from a holistic perspective i.e. physical, social, mental 
and emotional and spiritual dimensions are all considered.
Health Promotion: Students are encouraged to take action to support positive
attitudes towards sexuality through acceptance of diversity and challenging health harming attitudes
and behaviours in society and on behalf of individuals/groups affected by discrimination.
Socio-ecological perspective: The aim of the unit is to encourage students to
think critically and reflectively about the influences of society and of others, to examine the validity
and worth of social norms, and evaluate the role of media and commercial interests in relation to
gender and sexuality.
Attitudes and Values: Critical thinking about issues of gender and sexuality
will encourage more acceptance of difference, the values of social justice, and respect for the rights of
others. Students will identify their own attitudes and values in relation to sexuality and gender and be
encouraged to adopt a positive regard for their own well-being in relation to sexuality.

Recommended Resources
• Alton–Lee A. & Praat A., 2000. Explaining and addressing gender differences in the New Zealand
compulsory school sector: A literature review. Ministry of Education, Wellington.
• Gilbert J., 1996. The sex education component of school science programmes as a “micro-
technology” of power. Wellington: Mathematics and Science Education Centre.
• Hauschild M. & Rosier P., 1999. Get Used to it: Children of gay and lesbian parents. Canterbury
University Press.
• Liggins S., Wille A., Hawthorne S. & Rampton L., 1993. Affirming Diversity: An educational

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 resource on gay, lesbian and bisexual orientations. Auckland Education Unit, New Zealand Family
Planning Association.
• Nairn K. & Smith A., 2002. “Secondary students’ experiences of bullying at school and their
suggestions for dealing with it”. Childrens Issues, Vol.6, No. 1.
• Plummer D., 2001. Policing manhood: New theories about the social significance of homophobia.
Paper presented at the Venereological Conference, Palmerston North, New Zealand. (Paper available
in Beacon Schools Level 2 resource folder)
• Stewart T., 1993. Invisible Families. New Women’s Press, Dunedin.
• Tasker G. (ed) 2000. Social and ethical issues in sexuality education: a resource for health education
teachers of years 12 and 13 students. Christchurch College of Education.
• Ministry of Education, 1994. Taking action: Life skills in health education. Ministry of Education,
Wellington, New Zealand.
• The Clarity Collective, 1986. Taught not caught. Spiral Educational resources, Australia.
• New Zealand Family Planning Association has an excellent selection of videos and resources.
• Similarly the New Zealand AIDS Foundation library service can provide information relating to
gender and sexual identity issues.
• Crown Public Health and Sexual Health Centres can also be a useful source of information.
• Articles from newspapers and magazines provide topical interest stories that are useful for
stimulating discussion and debate. The “Listener” also often is a useful source of articles relevant
to New Zealand and National Geographic can provide articles highlighting cultural diversity in
relation to courtship patterns, marriage customs and other gender issues.

Additional reading for teachers.
• Connell, R.W., 2000, The Men and The Boys, Allen and Unwin, Australia
• Epstein D., & Johnson, R., 1998, Schooling Sexualities, Open University Press
• Gilbert, R.  & Gilbert, P, 1998, Masculinity goes to School, Allen & Unwin, Australia
• Kenway, J, Willis, S., Blackmore, J. & Rennie, L. 1997, Answering Back: Girls, Boys and Feminism  
in Schools, Allen & Unwin, Australia
• Laskey, L. &  Beavis, C. (eds), 1996, Schooling and Sexualities, Deakin Centre for Education and 
Change, Deakin University
• Mac an Ghail, M., 1994, The Making of Men: Masculinities, Sexualities and Schooling, Open 
University Press
• Sears, J. (ed), 1992, Sexuality and the Curriculum: The Politics and Practices of Sexuality  
Education, Teachers College Press, New York

Prior Learning
It is assumed that students will have experienced comprehensive learning opportunities in sexuality
education during their health education programme in years 9 – 11.

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.

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Unit Plan: Gender and Sexuality 
AO & Intended Learning Processes/Activities/Strategies Assessment Opportunities
Level Outcomes
7A4 Students will analyse Social and Ethical Issues Theme One, Activity 1 ‘What it is to be Formative Assessment
7C2 how gender and male or female’, Part A, pg 20. Students share ideas and beliefs Learning Journal 1
sexuality images vary about cultural differences by examining pictures of people from
across cultures different ethnic groups and answering questions about their gender
and sexuality. They then participate in Part B pg 21 of the activity
Students will examine and analyse their ideas about the social and biological differences
how concepts of gender between females and males. Examine with students, the ways that
and sexuality are concepts of gender and sexuality have changed throughout history
socially and (pg 17), and how recent biological knowledge (pg18) has challenged
biologically ideas and raised many questions about human sexuality. Introduce
constructed them to the terms sex, gender, bio-sexual identity, core-gender
identity, gender role identity, sexual orientation, sexual identity and
sexual behaviour (pg 40). Introduce the concepts of social
construction and essentialism/determinism and discuss how these
theories are used to explain differences in ‘maleness’ and
‘femaleness’.
7A4 Students will analyse Engage students in the activity from Taking Action, ‘Gender roles
7C2 commonly held societal and stereotypes’, pg 33, where students share their beliefs about
expectations for males commonly held expectations for males and females in our society
and females and ways and analyse how these influence all dimensions of hauora for males
these influence the and females, and their relationships with others.
well-being of
individuals and society.

Students investigate Choose some of the activities suggested in Social and Ethical Formative assessment
some societal Issues, Section one, Activity 2,’Gender roles and stereotypes’ pg 41, Learning Journal 2
influences that including, if possible, a visit to a shopping mall (refer Worksheet 1),
contribute to social to examine some of the socialisation factors that influence social
norms about gender. norms about ‘maleness’ and ‘femaleness’.

Students analyse the Use Taught not Caught Activities from pgs 62 – 65, ‘Check your
effects of use of sexist language’ which engages students analysing sexist language in a

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 language. role-play performed by volunteers from the class. Students examine
how such language contributes to maintenance of gender social
norms.
7A4 Students will examine Students carry out a research assignment to investigate similarities Formative Assessment
7C2 their own and others’ and differences between their own and another culture in relation to Learning Journal 3
culture in relation to aspects of sexuality. (Note: culture can refer to age group, religion,
aspects of sexuality ethnicity, social class or any other grouping). Social and Ethical
Issues Section 3, Activity 2, ‘How are we different” pg 87 (refer
worksheet 2).
Videos such as “In the Family Way” and “Men, Women & Gender
Difference” that can be purchased from TVNZ, can be useful here to
assist students in analysing changing patterns over time in family
roles, sexual decision making and employment patterns.
7A4 Students will critically Use the continuum from Social and Ethical Issues, Section One, Formative Assessment
7C2 analyse gender related Activity 2B, ‘Crossing the boundaries’, pg 42, to consolidate Observation of student
assumptions underlying learning so far. Students are required to use a set of critical questions responses and level of
common statements. to formulate their responses to some common statements. debate during the
(Note: this activity can become a level 8 activity by requiring continuum exercise.
students to use theories of essentialism and social constructionism to
analyse and debate the statements – refer: Making Meaning: Making
a Difference Activity ‘Gender Stereotypes”. NB This book is due in
schools mid 2003).
7A4 Students will critically Students use a variety of advertisements from popular magazines Formative Assessment
7C2 examine media targeting youth, men, women specifically (e.g., Dolly, Cleo, Ralph) Learning Journal 4
7D1 portrayal of sexuality as well as more general magazines such as North & South,
and gender Australian Women’s Weekly, and Woman’s Day. Students use a set
of critical questions to analyse the underlying assumptions about
gender and exploitative messages in relation to sexuality in the
advertisements. Refer Social and Ethical Issues Section One,
Activity 3: Part A, 'Critical thinking/discourse analysis in relation to
advertisements’, pg 45. They analyse possible negative effects on
personal feelings of self worth and the importance of valuing
diversity and individual uniqueness. A fun activity involving role
reversal of advertisements can be found in Taught not Caught, pg 90
8D3 Students will plan and If students choose to use a sexuality or gender focus when preparing Summative Assessment

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 implement critical for assessment against achievement standard AS90328 Health 2.3  Activities will help
action to challenge Develop, describe and implement a plan of action to enhance   prepare students for
commercial assessment against
hauora/well­being, then Part B, pg 46, of this activity provides some
exploitation of AS90328 Health 2.3 
adolescents useful ideas.
Develop, describe and  
implement a plan of  
action to enhance  
hauora/well­being if this
is chosen as a focus
7A1 Students will reflect on Social and Ethical Issues Section One Activity 4, ‘Personal
7A4 their own personal reflections on gender’, pg 49. Students individually write their
experiences of gender reflections in Learning journal 5. They choose a small group and
related socialisation take turns to share what they feel comfortable with.
7A4 Students will critically Social and Ethical Issues Section One Activity 5A, pg 50 ‘Questions
7C2 examine societal for exploring sexual orientation’. This activity challenges students to
assumptions and myths recognise heterosexism in our society by applying common
about homosexuality assumptions/beliefs about homosexuality to heterosexuality.

Students analyse how Social and Ethical Issues Section One, Activity 5B, pg 52. Students
language use can brainstorm common terms used for heterosexual, bisexual,
contribute to homosexual (gay and lesbian) to identify the harmful effects of
victimisation and negative language use on the hauora of individuals.
oppression.

Students analyse Social and Ethical Issues Section One, Activity 5C pg 52. Use
discrimination and its activities from Affirming Diversity pgs 29 –32, ‘The Reward
effects on students who System’ and ‘A Guided Journey’ which raise students consciousness
do not fit the perceived and hopefully encourage empathy for those students who do not fit
social norm in relation the social norm.
to sexuality The activity entitled “Heterosexism and harassment” from
Curriculum in Action: Making Meaning: Making a
Difference (due in schools mid 2003),
uses recent new Zealand school based research to highlight the
reality of heterosexism in our schools.

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 Formative assessment
Select activities from Social and Ethical Issues Activity 2, ‘School Learning Journal
Safety Cases’, pp. 53 –60 or alternatively use all situations as a
jigsaw activity. One of the situations could be used as a learning
journal activity with the critical thinking questions providing an
opportunity to give students feedback. Keep an eye out for similar
articles in your regional newspaper or magazines to ensure situations
are current and relevant to your students.
7D2 Students advocate for Summative assessment
8D3 services, or plan and A campaign of student action to support sexual diversity or to Activities will help
implement appropriate challenge discrimination could emerge from this unit of work to prepare students for
critical action to become the focus for assessment against AS90328 Health 2.3  assessment against
promote social justice Develop, describe and implement a plan of action to enhance   AS90328 Health 2.3 
in relation to sexuality Develop, describe and  
issues. hauora/well­being.
implement a plan of  
action to enhance  
hauora/well­being if
aspects of this unit become
the focus for student
collective health
promotion action.
7A4 Students examine the Social and Ethical Issues Section Two Activity 1, pg 63. Students
7C1 wide context of explore and share their meanings for the word ’love’ through
7C2 meaning associated analysing popular music, TV sitcoms, movies or by bringing along
with love an object of love to them, and sharing its meaning with others.
Commonalities across different types of love are identified and
concepts of sexual attraction, intimacy and desire associated with
romantic love are explored.
7A4 Students examine Social and Ethical Issues Section Two, Activity 2, pg 65. Using a
7C2 common assumptions continuum students are required to think critically about a range of
about gender and love commonly held beliefs about love and desire and to make links to
through analysing assumptions about gender and sexual behaviour. Use media images,
common societal songs, and movies etc to discuss the powerful way culture defines
beliefs and describes love, and who is worthy of love (young, beautiful,

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 heterosexual, commonly European etc). Ask students critical
questions such: Who benefits from maintenance of these beliefs?
Who is disadvantaged/discriminated against? What commercial
interests are involved? What other groups maintain power through
these beliefs? How do these beliefs affect the hauora of those who
do not fit the social norm? How might this influence their ability to
form an equal and loving relationship? How easy is it to challenge
these beliefs? Have beliefs about romantic love changed over time?
7A1 Students examine the Social and Ethical Issues Section Two Activity 3, Parts A & B. Formative Assessment
psychology, Students clarify their existing ideas about desire, and arousal. After Learning Journal 5
physiological and participating in a jigsaw activity, using material from pg 70-71 they
sociological processes are encouraged to extend their understanding about the role of
associated with sexual biology, socialisation and psychology through asking questions and
desire researching the answers. Debate the connection between love and
desire, and love and sex.
7A4 Students analyse the Social and Ethical Issues Section Two, Activity 5., pg 77-80. Using
7C2 impact of culture on the some information about different cultural practices and beliefs about
7C3 social construction of love, sexuality, desire discuss how different practices and beliefs
romantic love and could influence not just behaviours and emotional responses but also
sexual attraction. physiological responses associated with sexual arousal.

Students analyse Ask students to think about their own upbringing and the patterns,
conflicting messages behaviour and expressions of love and attraction. Discuss conflicts
from families and that can arise when there is tension between popular culture and
society and identify home culture. Discuss problem solving strategies that can be used to
strategies to enhance reduce these difficulties.
relationships
7A3 Students analyse Social and Ethical Issues Section Two, Activity 4, pgs 73-76.Use the Formative assessment
7C1 dilemmas associated dilemmas on pg 75-76 or preferable ask students to anonymously Learning Journal 6
7C3 with sexual attractions describe dilemmas that are/have affecting/affected them or someone
and describe possible they know, in relation to sexual attractions or relationships.
choices, consequences Encourage students to identify the ethical issues involved and reflect
and ways to achieve on their own morality in relation to this. Engage them in the
positive outcomes processes of exploring choices, possible consequences (negative and
positive) for all parties concerned. Examine ways to assist ourselves

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or others with feelings of jealousy, rejection, heartbreak. Links to
activities from the resource Change, Loss and Grief will be useful
here.

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Researching Societal Influences on Gender Roles & Stereotypes: A visit to a
shopping mall.

Visit a local shopping mall and record your findings to the questions below. Some shops that may help
you in your quest are: K­Mart, London Bookshop, Whitcoulls, Farmers, Toyworld.

1. Bookshop
Have a look at the baby cards.
What proportion of them are clearly designed for either a boy baby or a girl baby?
How can you tell?
What are the messages in them saying about what it is to be a male or female?

Now take a look at children’s story books.

Locate any children's books that have avoided stereotypes for females and males.
How have they done this?
Can you find any books that illustrate gender roles and stereotypes.
What was the story about?
How did it perpetuate gender roles and stereotypes?

2. Babies/Children’s Clothing
Find the baby clothes section.
Are you able to easily identify baby clothes for males and females?
How?

Have a look at the clothing for toddlers and young children.

Does the difference between male and female clothing become more or less obvious as children get
older?
Why?

3. Toys
Go to the toy shop or the toy section of a store.
Can you find any toys that are gender specific?
Describe them and explain why you think they are gender specific.

4. Other Gender Roles and Stereotypes

While you are walking from shop to shop see if you can identify any other examples of gender
roles and/or stereotyping. Some things to look for may include displays in shop windows, colours
of shop interiors, staff in shops. You may also want to observe shoppers! Write down you
observations and explain why these things are gender stereotypical.

Conclusions
Write at least two paragraphs summing up what societal influences you have seen today and explain
how these influences contribute to gender roles and stereotypes.

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Learning Journal 1: What Makes us Different?

Success Criteria:
• Students can explain their about how males and females are commonly described in Western
culture.

Task
Complete the table below by adding commonly held beliefs in Western culture, about females and
males/masculinity and femininity, in terms of the differences between them (3 more for each gender).
Give an explanation for your beliefs.

Common beliefs Agree/disagree My reasons for my beliefs

Females are more
emotional than
males

Females have XX
chromosomes in
every cell of their
body

Females

Females

Females

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Males have more
body hair than
females

Males always have

a penis and testes

Males

Males

Males

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Learning Journal 1: Contd.

Success criteria:
• Students can explain differences in the ways maleness and femaleness are described in other cultures
and at different times in history and reflect on their own beliefs about this.

Task 2
Answer the questions below:

1. Do other cultures view femininity and masculinity in the same way as is typical of Western culture?
Explain your answer and give examples.

2. Choose two periods of history and describe some social norms of that time in relation to sexuality
and gender that are different from our current society. This could go back to Greek or Roman times
or be about the Victorian era or even just 50 yrs ago in New Zealand.

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3. What is your opinion about the theory that there are more than two sexes? Why do you think this?

4. If this theory were proved to be correct, what impact do you think it would have on our society?
How might things change?

5. Do these differences across cultures and across time suggest to you how our beliefs about gender
and sexuality are formed? Do you think that we are biologically programmed from birth to be
masculine or feminine, or do you think it is mainly about socialisation (nature versus nurture)?
Explain your answers.

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Learning Journal 2: Gender and Socialisation

Success Criteria:
• Students can describe societal influences on beliefs about masculinity and femininity
• Students can explain how stereotypical beliefs about masculinity and femininity can affect the well-
being of individuals.

Task
Answer the following questions

1. Describe 6 features of the dominant stereotype for males and for females in New Zealand society 
and use evidence from your visit to the shopping mall to support your ideas.
Females Evidence

15
 Males Evidence

2. Men’s health statistics are generally worse than those for females. Give 3 examples of this and
write an explanation of how societal stereotypes could be contributing to these statistics.

16
 3. What do you think it is like for adolescents who don’t fit the dominant stereotype? How might this
affect all dimensions of their well-being?

4. What changes in societal attitudes and knowledge do you think could help all young people feel
accepted and valued members of their communities? Think about this at personal, interpersonal
and societal levels

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Learning Journal 3: Cultural differences and their influences on gender and
sexuality

Success Criteria:
• Students can describe differences between their adolescent culture and that of another culture.
• Students explain how these differences could influence attitudes, values and behaviours in relation
to sexuality

Task
Using your own research findings, describe 3 different beliefs that interested you between your culture
growing up as an adolescent, and another culture you investigated. Remember that culture can based on
ethnicity, religion, social class, geographical, education etc.

Describe how these differences could influence the attitudes values and behaviours of a person from
that culture.

1. 2. 3.

Beliefs

Values  
generated  
from this  
belief

Resulting  
attitudes

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Possible  
behaviours

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Learning Journal 4: Media influences

Success criteria:
• Students can analyse the hidden messages(assumptions ) in advertisements
• Students can evaluate the influence of this on individuals
• Students can take some action to challenge negative advertising 

Task 1
Choose a print or TV advertisement. Describe briefly what it is about and then answer the following 
questions.

a) What message is the advertiser trying to give?
b) Who is the advertisement aimed at?
c) What are the dominant images portrayed?
d) What are the hidden messages about what it means to be male/female?
e) What do you like about the advertisement?
f) What message does the ad give about women’s/men’s sexuality?
g) What is not being said about women’s/men’s sexuality?
h) How would a person who did not fit the image of the ad feel?
i) How could this affect their self worth and their sense of identity?
j) How might this affect their relationships with other people?

Write 2 paragraphs to explain:
• ways you think the media influences our perception of gender and sexuality;
• what you think the media have to gain by their portrayal? 

Task 2 
Either 
Re­sex (role reversal) the advertisement to highlight the stereotypes portrayed and make a poster 
depicting this to place around the school or in your health classroom.

Or
Write a letter to the advertising agency responsible, pointing out your beliefs about how advertisements 
can influence people’s well­being negatively; and request a change.

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Learning Journal 5: The Meaning of Love

Success Criteria:
• Students analyse where messages about love, romance, desire and attraction come from and how 
these messages can influence people. 

Task 1
Thinking about popular New Zealand culture and the messages given about love and desire, explain 
your views about the following:

Identify at least 3 key messages you get about the connection between love and sex.

Who gives the messages?

Who are the messages targeted at generally? 

Are the messages positive, healthy, harmful, liberating, restricting? Explain.

How are the messages different for males and females?

Are there mixed or conflicting messages for males or for females? Explain.

What changes would you like to see in the messages?

Task 2
From what you have learned in class and your own research, write a paragraph or two explaining your 
ideas about how culture, socialisation, physiology influence what we find attractive and what 
influences sexual arousal.

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Learning Journal 6: Gender influences on relationships

Success Criteria:
• Students can analyse potential sources of conflict in a relationship and can suggest ways these could
be minimised.

Task
Read the following scenario and answer the questions.

Kiriti and Samuel are in love and wish to move in together. They have been going together for a year
now and they are very much ’in love’.

Kiriti lives with her sister and her mother. Her father died when she was 6 years old and her mother
has never remarried. Her mother has had a highly successful career as a business woman and has
grand plans for her daughters and their future careers. The family has had a project over the last few
years of renovating a 19th century house. They have a fantastic vegetable garden and all can turn their
hand to anything around the house. Kiriti is currently training to be a doctor. She is an avid reader and
loves going to the movies when she has time. Kiriti’s family are not religious.

Sam comes from a traditional Polynesian family. He has 2 brothers and 5 sisters and has been living
at home with his mum and dad and his mother’s parents. Sam was born in New Zealand after his
parents migrated here. Sam is doing accountancy at university. He is very good at sport and rugby
league is his favourite. Sam’s family go to church every Sunday as a family.

Identify things, that because of different values and beliefs about gender roles, could become
challenges for Sam and Kiriti’s relationship in their new partnership. For example in relation to:

Career pathways

Legal marriage

Parenthood

Domestic roles

Finances

Anything else you can think of

Describe at least 6 decisions/behaviours/strategies that Kiriti and Sam could adopt to contribute to an
equitable and harmonious relationship between them.

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