Beacon Schools Project

Health Education Level 7 Planning Guide
Revised 2005 by Rachel Dixon, Sue Harlow, Debbie Mc Donald, Gillian Tasker.

This unit plan has been revised to meet the specifications for Achievement 
Standard 2.4  for 2005. The focus is on discrimination. 

If teachers wish to address abuse and harassment more fully, they should use the 
existing Unit Plan developed for the Beacon Level 2 resource developed in 2002. 
This can be accessed from the TKI site under Beacon Project Health Education.

The Planning Guide has the following components:

• Background notes to the teacher  pgs 2 ­ 4

• Unit Plan pgs 5 ­ 10

• Preparing for external assessment pg 11

• Worksheets pgs 13 ­ 25

• Resource Sheets pgs 26 ­ 31

• Learning Journal pgs 32 ­ 43

Key Supporting Documents you will need:

Decriminalisation of Homosexual Acts 1986

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New Zealand Bill of Rights Act 1990
Human Rights Act 1993
National Education Guidelines 1993 (NEG 1 & 2)
National Administration Guidelines 1993 (NAG 1,3, 5)
United Nations Convention on the Rights of the Child (Ratified by New Zealand in 
1993)
Related School Policies

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Unit of work: Personal Safety in Interaction with
Others
Assessment: NCEA 2.4
Key Area of Learning:  Mental Health

Notes to the Teacher

A safe supportive learning environment will be important and teachers will need to ensure that 
safety guidelines have been established with the class and are adhered to. Many of the issues 
addressed are of a personal nature and could have emotional significance for some students. It will 
be helpful to briefly revise effective listening skills and blocks to listening with students.

Teachers will need to be aware how to handle disclosures and of the school’s safety policies and 
reporting procedures. Students must be aware of support structures and reporting procedures and a 
strong emphasis should be placed on encouraging help­seeking for students. 

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 as 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 student­centred, interactive classroom learning approaches, learning journal entries 
are designed to be 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 feedback and feedforward 
to students in relation to their progress towards meeting the intended learning outcomes. 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 feed­forward.

The learning journal entries are examples only, and teachers should adapt and extend these to meet 
the learning needs of their students.

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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.

Professional development opportunities are available for this unit in all regions of New Zealand. 
Regional contacts for this professional development can be found in the Beacon Project introductory 
section.

Achievement Standard Links: 
 
2.4 Examine issues relating to personal safety in interaction with others

It could also provide background learning for

2.2 Examine aspects of mental health

and for

2.3 Develop, describe and implement a plan of action to enhance hauora/well-being

if an aspect of harassment or discrimination is chosen as the social action focus

Unit Standard Links:

14248   Level 2 Discrimination

Links to the Underlying Concepts of the Curriculum

Hauora: 
This unit of work examines the effects of discrimination, abuse and harassment on all dimensions of 
hauora.

Health Promotion: 
Students will examine support structures available within the school and community to enable them 
to make health­enhancing decisions in relation to personal safety and the safety of others.

Socio­ecological perspective: 
Students will analyse how determinants of health influence personal safety and interactions with 
others in New Zealand society.

Attitudes and Values: 
Through examining the impact of discrimination on individuals, students will develop a positive and 
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responsible attitude to their own well­being, care and concern for others, respect for the rights of 
others and an understanding of social justice issues.

Recommended Resources
Youth Education Services. 1994 Keeping Ourselves Safe: Senior resource  (KOS) New Zealand 
Police. (additional useful resources can be found on pg 16 of this resource). 
Youth Education Services.2004 Building Resilience New Zealand Police. 
Youth Education Services. 2002  Our Place New Zealand Police,
Mental health Foundation, SPIN, 2001. Helping and Help­seeking. Mental health Foundation, 
Auckland.
Tasker G,  with Hipkins, R.,  Parker, P. & Whatman J.,  1994. Taking action: Life skills in health  
education. Learning Media, Wellington, New Zealand.
Legal Resources Trust (can provide useful videos)
Human Rights Commission
Youth Law Centres
Videos such as “Erin Brockovich”; “Unlikely suspects” (from video stores);
“Stopping the Bash”  TV 3, 2002. 
A variety of resources relating to resilience building including:
Ministry of Education, 2004. Making Meaning Making a Difference.:Ideas for learning about the  
socio­ecological perspective and health promotion strategies at years 11­13. Pgs 12­13; 128­129; 
44­45; 67­69. Learning media. Wellington.
Ministry of Youth Affairs. 2002. Youth Development Strategy Aoteoroa. Copies from 
www.youthaffairs.givt.nz or PO Box 10­300, Wellington. Ph 044712158

Prior Learning:
It is assumed students will have had comprehensive learning opportunities on assumptions, 
discrimination for example from  programmes for Achievement Standard 1.3 Describe strategies for  
managing changing states of health; and on assertiveness, problem­solving and decision making 
(Taking Action: Life skills in health education , Learning media, 1994, provides many useful 
activities for this). 

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. These will be revisited in an personal safety 
context within this unit of work. These activities are also referenced in the Learning Media 
Curriculum in Action resource Making Meaning, Making a Difference (2003)

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AO’sa
Assessment
nd Intended Learning Outcomes Processes / Activities / Strategies
Opportunities
levels

Distinguishing discrimination from abuse and harassment.

Recognise words, actions and
6C1
behaviours that constitute abuse,
7C1 discrimination and harassment.
Puzzle activity.
Using worksheet 1, cut up the definitions and mix them together Diagnostic assessment
in an envelope. Give groups of 3 a set of definitions. opportunity – observation
of students working
Students construct definitions of
abuse/harassment/discrimination and discuss differences between
each definition. Formative assessment
opportunity -
Spot the difference activity. Learning Journal 1
Give each group a set of Spot the difference activity cards –
worksheet 2. Students categorise according to
abuse/harassment/discrimination. Students select an example of
each to complete worksheet 2.

OR USE

“Different Perspectives” (taken from “Building Resiliency”

(Teachers Guide for the health modules Pg 67). NOTE: Teachers
choose some of these situations – situation 6 would need to be
handled very carefully depending on students in class – this
could in fact lead to discrimination.

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7D2 Explore the availability of helping NOTE: It is important that students are aware of available
services and helping agencies support services in case issues arise for them during this unit.

Students brainstorm services that are available, in their school

and community. Use 6 sheets of A1 paper. Head two sheets up
‘PERSONAL’, two ‘SCHOOL’, and two ‘COMMUNITY’.
Place one of each on tables on one side of the room and the
remaining three on tables on the other side of the room.
Put 3 vivids with each sheet. Place pamphlets, newspapers,
telephone books, textbooks, etc. in the centre of the room.

Students use the resources provided, their own notes and

personal knowledge to move around the room and write
examples of support services on each of the A1 sheets.
Explain that there is no restriction on the type of service – it is to
be treated as a brainstorm activity.

Allow 15 – 20 minutes for them to complete this.

Bluetac the two ‘Personal’ sheets on the board. Worksheet 3 could be used
Discuss the similarities on the sheets, explain the services each as a formative
could provide. Repeat for ‘School’ and ‘Community’. Students assessment to contribute
now complete worksheet 3 and keep it in their learning journal to AS 2.4, criteria 2.
for their personal reference.

Discuss the barriers to help-seeking and the enablers. Refer to

Activity 3 p74 Social Issues: Alcohol.

7A4 Analyse assumptions people make and Assumptions. Use the activities attached to worksheet 4 – the Learning Journal 2
7C2 how these contribute to discrimination quick quiz, and the picture quiz, to enable students to appreciate
the assumptions we make from minor pieces of information.

Attitudes, values, beliefs and behaviours. In groups of 4,

7A4 Analyse attitudes, values, beliefs and students draw an outline of a human torso. They use magazines Worksheet 4 can be used
7C2 behaviours that can lead to abuse, and newspapers to cut out words, pictures, headings that as a group formative
discrimination or harassment. symbolise or indicate possible attitudes, values and beliefs that assessment. Groups
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 contribute to, or cause, situations of discrimination (focus could giving each other
also be abuse or harassment). Beside their collage they complete feedback can also be used
the table in Worksheet 4. Give a few examples to start them as formative assessment.
going. Posters should identify factors that cause someone to
discriminate against others or cause others to discriminate against
individuals (split class so each is being covered).

Students complete and compare collages. They discuss

commonalities, key words etc. Introduce the term “power” and
link this to their collages.

Teachers should highlight a range of factors that can cause a Learning Journal 3 can be
person to be discriminated against such as used as a formative
- Personal Characteristics (age, gender, sexual orientation, assessment
personality, behaviour, health status, disability,
appearance) If doing Unit Std. 14248
- Lifestyle Factors (Smoker, historic context…) complete Elements 1.1,
- Culture, ( religion, ethnicity, refugee/immigrant status..) 1.2, 1.3 as a summative
- Socio-economic assessment.
- Early Life

7A1 Describe & explain short and long term
effects of abuse, discrimination and
harassment on hauora/well-being.
Brainstorm short and long term effects of different types/forms of Learning Journal 4
discrimination (abuse or harassment), on self and others in
society. Refer to Resource sheet 1. This should be provided to This could be formative
students to assist them with Learning Journal 4 and also for assessment towards
preparation for external assessment. criteria 1 for Achievement
Standard 2.4.

7A1 Demonstrate understanding of ways in If focusing on abuse follow Part A

7A3 which people can be supported and Part A: Watch the Video “Silent all these years”.
7A4 support others. Answer the following questions:
7C3 - what factors have put these people at risk
- what are the possible short term consequences
- what are the possible long term consequences
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7A1 Analyse research data of perceived
discrimination in NZ
- what coping strategies did individuals use to experience
gain rather than loss from these situations
For discrimination follow Part B:
Part B: Watch an appropriate video e.g. “A place for Paul”
( HIV Student is discriminated against; or ”Paradise Bent”:
Boys will be girls in Samoa (sexuality discrimination) or use
other examples of discrimination, and apply the questions
listed in part A. (from Building Resiliency Teachers Guide
Pg 69).
Using the categories listed in resource 2, table 2, perceived Learning Journal 5
discrimination rankings and ask students to rank their perceptions
according to the scale in the table (i.e a great deal, some, only a
little, none at all)
Collate responses and ask students to share their reasons for their
responses
Compare the responses to the date in the table
Teachers should encourage their students to explore the Human
Rights Web Site www.hrc.co.nz
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7A4 Analyse the nature and benefits of Use Worksheets 6. Give each group the four scenarios. One
7C1 power balance relationships. group member completes each scenario. When the task is Formative assessment
finished Each group member
• all those who completed scenario 1 sit together and chooses a scenario from
compare their responses, all those who did scenario 2 sit worksheets 6 and
together, etc. completes it on their own
• decide as a group TWO factors that could cause personal as a learning journal entry.
safety to be at risk because of an imbalance of power in
the relationships. Describe these factors in detail at the
bottom of the scenario worksheet.
Students return to their original group and report back their
responses to the scenario, including the two factors decided upon
by the previous group.

7A1 Evaluate the types of behaviours in Refer K.O.S. pg 46 “People control others by”….. and “Building Summative assessment
7A4 relationships which reinforce equality equal relationships.” Complete activities as directed using copy for unit standards or
7C1 and respect. sheet 6, K.O.S pg 57-59 “Relationships can be…” Identify and formative for achievement
7C2 discuss words that describe positive and or negative standards - complete Task
relationships. 3, Unit Std. 14249 –
“Equal Relationships

7A1 Analyse different ways of dealing with
7A3 discrimination, recognising the
7C2 influence of social determinants and
7C3 short and long term consequences of
discrimination/harassment
Revise personal & interpersonal strategies for addressing
discrimination. Chose a scenario of discrimination from the
media or one used previously. In groups students investigate
how one of the key human rights documents and school policies
could be used to assist this particular situation. A list of
supporting documents is found on the cover of the unit.

7D1 Evaluate laws, policies and regulations Invite local Community Law Centre and/or a representative from
7D2 with regard to discrimination in school the Commission for Children, to address laws/policies including Formative Assessment
7D3 and society. Human Rights legislation and UNROC (United Nations Rights Worksheet 7
of the Child).
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7D2 Analyse and evaluate the relevance and Examine own school policy and National Administration
7D3 importance of school policy and Guidelines; refer Unit Std. 14248, Task 4. Advocate for any
National Administration Guidelines. change considered necessary to ensure student safety at school
and to provide necessary support structures.

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 Preparation for external assessment.

This unit has been designed to ensure learning opportunities to meet all the achievement standard criteria. If you adapt it or change it make
sure that you have covered these too. The learning journals are also linked to the criteria in the Achievement Standard. They provide
excellent practice opportunities for students to write coherently but students need teacher feedback and feedforward if improved literacy is
to be achieved.

Use the exam format from the previous year with changed scenarios to fit a discrimination focus. Students could sit the exam in pairs with
access to their learning journal and any other notes. The teacher could mark it with them or pairs could swap work and mark with teacher
guidance to the whole class.

Try to give students practice in a wide range of discriminatory situations so they get used to thinking and writing specifically about the
consequences and strategies for different situations.

If you have any of last years papers for 2.4 you could use these with students to see the difference in marking between achieved, merit and
excellence work.

Ensure they fully understand the language used to define criteria for achieved , merit and excellence.

Ensure they understand that for excellence they are required to justify their answer – explain and give them practice at writing in-depth
answers .

Ensure they understand the coherence needed across the criteria ie the consequences they describe should relate to the factors they have
identified. The strategies may relate to the consequences they describe but should also relate to the factors ( what is going to bring about the
greatest change is addressing the cause rather than just the symptoms).

Recommend that students read the whole exam first so they get a sense of what is to come and can be more careful in how they respond to
early sections to ensure coherence and avoid repeating themselves.

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13
 Beacon Project

Personal Safety in Interaction with

Others

Worksheets

14
Worksheet 1. Definitions

DISCRIMINATION HARASSMENT ABUSE

Discrimination occurs when a person is treated less

favourably than another person in the same

or similar circumstances.

Harassment Is verbal or physical behaviour (including

misuse of written or visual material) of a sexual nature

by one person toward another and the conduct is unwelcome or offensive

to the recipient, of a serious nature or persistent and having a detrimental effect

on the recipient.

Abuse is anything that one person

does to another that damages a person physically

emotionally, mentally, or sexually.

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Worksheet 2. Spot the Difference

Activity Cards

HENRY’S MUM CLIMBS INTO BED WITH HIM.

SUSIES’ BOSS PATTED HER BOTTOM.

JO’S CLASSMATES KEEP IMITATING HIS FOREIGN ACCENT.

ADVERT

“YOUNG PAKEHA GIRL WANTED FOR FLAT SHARING”.

TOM IS GIVEN A HIDING WITH THE ELECTRIC JUG CORD.

DIABETIC DENIED EMPLOYMENT DUE TO MEDICAL CONDITION.

CASEY’S GRANDMA KEEPS TELLING HER SHE IS OVERWEIGHT

MARY WALKS BY THE BUILDING SITE AND THREE BUILDERS WOLF

WHISTLE AT HER.

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Worksheet 3 Support Agencies
Activity
Complete the table. Write in column one the support agency and in column two whether it would be
applicable for instances of discrimination, harassment and/or abuse. An example is provided.

SUPPORT AGENCY For instances of…

Guidance counsellor Discrimination, harassment, abuse.

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Worksheet 4 and Associated Activities

Activity 1. Quick Quiz  ­  Assumptions

Put the questions on an OHT or give a copy to students. They must answer each question within a 
15­second time limit, questions will not be repeated

Students record the MOST PROBABLE answer.

1.  Jackson came to class, sat down and went to sleep. He was:
a. Unwell
b. Stoned
c. Tired from studying all night
d. Tired from partying all night

2.  Terry walked into the boys’ toilets and was told to get out by the other students in there because:
a. They were full and there was no more room
b. They were self­conscious as the doors wouldn’t close properly
c. They didn’t like Terry
d. Terry had walked into the boys’ toilets by mistake.

3.  Carmine went back to Greg’s place after the party and didn’t get home until 5:00am. They:
a. Played monopoly
b. Drank all Greg’s parents whisky
c. Studied for their exams 
d. Had a one night stand

4.  The bus drove straight passed Jerry because;
a. He was in a private school uniform
b. He didn’t signal
c. He gave the fingers instead of signalling correctly
d. The bus was full

5.  Margot’s application for the golf club was turned down because:
a. She was a woman
b. She was a man who dressed as a woman
c. She did not earn enough money
d. The club only took members who had been recommended by current members

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As a Class now discuss:

1 Did you have enough information?
2 What influenced your answers?
3 Were any responses discrimination? Which? What was the discrimination?
4 What is an assumption?

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Worksheet 4 activities continued
Activity 2. Picture Quiz - Assumptions

Hand out to each student a ‘Picture Quiz’ worksheet.

Using either actual pictures or drawings such as those from Taking Action: Life skills in health
education, pg197:

• Show the first picture on an OHT.

• Read out the question for picture 1.
• Students write their response in column one then give reasons for their response in column 2.

NB: Students MUST write their first impression for their response.

What is the person/peoples…?

Picture 1 – relationship
Picture 2 – occupations
Picture 3 – physical appearance
Picture 4 – gender of the adult
Picture 5 – level of education
Picture 6 – age
Picture 7 – level of education
Picture 8 – gender
Picture 9 – relationship
Picture 10 – relationship
Picture 11 – occupation
Picture 12 – age
Picture 13 – ethnicity
Picture 14 – occupation

Discuss how assumptions might contribute to Discrimination

Discuss what factors can contribute to people making assumptions about others.

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Worksheet 4 Picture Quiz - Assumptions we make

Picture Assumption Reasons for Assumption

10

11

12

13

14

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Worksheet 5 Continuum Cards

DISCRIMINATION IS ALWAYS BASED ON PHYSCIAL APPEARANCE

THERE IS RACIAL DISCRIMINATION IN N.Z. WITH REGARD TO EMPLOYMENT

OPPORTUNITIES

MALES ARE MORE LIKELY TO DISCRIMINATE IN OUR SOCIETY

DISCRIMINATION TOWARDS HOMOSEXUALS CAN BE LINKED TO SPORTING EVENTS

THE NEW SMOKEFREE LAW DISCRIMINATES AGAINST SMOKERS

PEOPLE WITH LOWER SOCIAL STATUS ARE MORE LIKELY TO BE DISCRIMINATED

AGAINST IN THE WORK PLACE

MIDDLE WHITE PEOPLE DO NOT GET DISCRIMINATED AGAINST

IT’S OKAY TO EMPLOY A MALE IF A FEMALE IS PLANNING ON HAVING CHILDREN

WITHIN THE NEXT TWO YEARS

THERE IS DISCRIMINATION IN THIS SCHOOL

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Worksheet 6 Imbalances of Power in Discrimination Scenarios

Scenario One
Daniel complained that he had lost his job because of his political opinions. Daniel said that during
an after-hours work function his boss asked staff who they would be voting for in the up-coming
election. Daniel was the only one present who indicated that he would be voting labour. The boss
went beserk and shouted in his face that his political preference wasn’t welcome in his company.
He was shocked and frightened because the boss was physically threatening towards him. Daniel
was dismissed three weeks later.

1. What factors in this scenario could be contributing to the discrimination of Daniel?

2. Describe possible short-term consequences on:

a. Daniel’s well-being:

b. Daniel’s workmates well-being:

3. Describe possible long-term consequences on:

a. Daniel’s well-being.

b. Daniel’s workmates’ well-being:

4. Outline any short or long-term effects on Daniels’ workplace:

Scenario Two
Barbara complained that she was discriminated against because a club she wished to attend
provided no disability access. She had difficulty entering a club at which a New Year party was
being held. She complained that:
-There was no ramp access at the front door
-The lift to upstairs was too small to fit a wheelchair
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-There was no female wheelchair access toilet.
During the party the woman found that she had to continually ask for help from her friends and that
this affected her independence and dignity.

1. What factors in this scenario could be contributing to the discrimination of Barbara?

2. Describe possible short-term consequences on:

a. Barbara’s well-being:

b. Barbara’s friends’ well-being:

3. Describe possible long-term consequences on:

a. Barbara’s well-being:

b. Barbara’s friends’ wellbeing :

4. Outline any short or long-term effects on Barbara’s local community:

Scenario Three

Penny complained that a tourist park refused to rent her a caravan because she was a single parent.
The park initially accepted her booking, but once the park’s owner became aware that she was a
single parent, he told her that she would be better off at a different camping ground. The park
owner said that the reason why he did not rent the caravan to Penny was that the rate he had quoted
her was too cheap and she had not put a deposit on it.

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1. What factors in this scenario could be contributing to the discrimination of Penny?

2. Describe possible short-term consequences on:

a. Penny’s well-being

b. The well-being of others staying at the camping ground:

3. Describe possible long-term consequences on:

a. Penny’s well-being

b. The well-being of others staying at the camping ground:

4. Outline any short or long-term effects on Penny’s wider community:

Scenario Four

Kay was refused entry to a Gisborne bar on the basis of her moko.  Staff at the bar refused service 
to Kay on the basis of the bar’s “no facial or offensive tattoos” policy.  The bar owner agreed that 
the “no facial” portion of the bar’s policy was in breach of the indirect discrimination provision of 
the Human Rights Act and that this portion would be removed from the bar’s sign and entry policy. 
25
1. What factors in this scenario could be contributing to the discrimination of Kay?

2. Describe possible short-term consequences on:

a. Kay’s well-being:

b. Kay’s family’s well-being:

3. Describe possible long-term consequences on:

a. Kay’s well-being:

b. Kay’s family’s well-being:

4. Outline any short or long-term effects on Kay’s wider community:

Worksheet 7 Personal, interpersonal and societal strategies to address

discrimination

Choose two scenarios from the ‘Imbalances of Power’ scenarios (worksheet 6).
Provide a personal, interpersonal and societal strategies that could make the main characters

26
situation safer and explain how it would improve their safety. Refer to Resource Sheet 3 for
suggestions
Scenario: …………………………………………………………………………………….
1. Personal Strategy:

2. Interpersonal Strategy

3. Societal Strategy

Scenario: …………………………………………………………………………………….
1. Personal Strategy

2. Interpersonal Strategy

3. Societal Strategy

27
 Beacon Project

Personal Safety in Interaction with

Others

Resource sheets

28
 Resource Sheet One: Consequences of Discrimination
(Note: These are suggestions only and will need adapting to specific situations)
Short term  Long  term

Self

(physical) Physically unsafe (abuse) Stress­related illnesses

Headaches, trouble sleeping (stress­related) Eating disorders
(mental & Think they are unwanted Learns to build resilience
 emotional) Feel upset, hurt, angry, rejected Personality change
Poor mental health (depression)
Anxiety disorders
(social) Excluded, alienated, withdraw Carry a grudge against 
others
Behave aggressively  Discriminate against others
Not support others Trouble relating to others
Problems trusting others
Inability to form relationships
Educational failure, crime 
(Spiritual) Decrease in self­worth Cannot meet personal life goals
Lose sense of meaning in life Lose belief in self. 
Attitudes/values to others change
Lose respect for self and others
Not able to express individuality 

Others

Behaviour copied Behaviour normalised and 
Lack of understanding about others accepted
Whole family feels judged Can’t tolerate difference
Fear of difference Family break­ups, moving 
Support others  Limited ability to form 
relationships with others
Encourage stereotypical 
behaviour 
Develop empathy for others 

Society

Tension between groups with opposing views Rundown communities
Break down in community relationships Bad reputation
Lack of support and community involvementIntolerant community

29
 Negative feelings towards groups, hate Crime increases
Less social cohesion: 
­Breakdown in social capital
Legal issues (HRC) complaints
Community doesn’t use skills & 
abilities of its members 
effectively
Lack of social justice. 
(Community is unfair, not 
inclusive, intolerant). 
Resource 2: Human Right Commission Research into Discrimination in NZ

UMR Research LTD, January 2004. 
Available from www.hrc.co.nz

Table 1. People in NZ who are perceived to be most discriminated against. 

MOST DISCRIMINATED AGAINST IN NEW ZEALAND

Which group of people do you think are generally most discriminated against in New Zealand today?

1st Mention Total Mentions

% %
RACE 58.8 103.4
Asians 26.3 36.8
Pakeha / White people / Europeans 14.1 17.2
Māori 6.5 13.9
Recent immigrants 4.9 8.7
Ethnic minorities in general 4.1 10.1
Pacific peoples 1.6 9.7
Everyone except Māori 0.5 0.7
Arabs 0.4 1.6
Indians 0.3 4.1
Over-stayers 0.1 0.1
Australians - 0.4
Everyone except white people - 0.1
INCOME LEVEL 3.2 4.7
Poor/Low income 2.7 4.0
Middle income earners 0.5 0.7
DISABLED PEOPLE 2.8 4.3
OLDER PEOPLE / SUPERANNUITANTS 2.4 5.2
PEOPLE ON WELFARE /
UNEMPLOYED 2.0 3.4
MEN 1.5 1.8
White middle class males 1.3 1.6
Solo fathers 0.1 0.1
Men 0.1 0.1
YOUTH 1.2 2.8

30
EVERYONE / MOST PEOPLE IN NEW
ZEALAND 1.2 1.2
REFUGEES 0.9 3.6
GAYS / LESBIANS 0.9 2.2
Gays / Homosexual men - specific male reference 0.5 1.3
Gay people generally 0.4 0.9
WOMEN 0.5 1.7
Women 0.5 1.6
Working women - 0.1
SELF IMPROVERS / ACHIEVERS 0.4 0.7
AVERAGE KIWI 0.4 0.4
RELIGION 0.3 2.6
Christians 0.3 0.5
Muslims - 2.1
OCCUPATIONAL 0.2 0.4
Rural 0.1 0.3
Police 0.1 0.1
UNEDUCATED PEOPLE 0.1 0.4

MOST DISCRIMINATED AGAINST IN NEW ZEALAND (CONTINUED)

Which group of people do you think are generally most discriminated against in New Zealand
today?

1st Mention Total Mentions

% %
PEOPLE WHO CAN’T SPEAK
ENGLISH 0.1 0.4
THE FAMILY UNIT 0.1 0.3
SMOKERS 0.1 0.3
AUCKLANDERS 0.1 0.1
SOLO PARENTS 0.1 0.1
THOSE WHO SPEAK OUT 0.1 0.1
PEOPLE WITH HEALTH PROBLEMS - 0.8
MOTORISTS - 0.3
THOSE WITH TATTOOS - 0.1
CONSERVATIONISTS - 0.1
CRIMINALS - 0.1
NONE 6.7 13.3
UNSURE 15.2 30.4

Base: all respondents (n=750)

Multiple response (first and second + other mentions recorded separately and totalled in second column).
*Note those who mentioned unsure first would not have been asked their second mention.

31
 PERCEIVED DISCRIMINATION RANKINGS

I would like your opinion on discrimination against different groups in today’s society. Would you say there is a great deal
of discrimination, some discrimination, only a little discrimination or none at all against the following?

TOTAL TOTAL
A Great Only a None At Unsure /
Some A Great Deal Only A Little +
Deal Little All Depends
+ Some None At All
% % % % % % %
Asians 36 42 78 13 7 20 2
Recent immigrants 28 44 72 16 7 23 5
Refugees 26 44 70 18 6 24 6
People who are overweight 24 44 68 21 9 30 2
People on welfare 21 45 66 22 8 30 4
Gays and Lesbians 15 43 58 27 11 38 4
Pacific peoples 10 47 57 29 9 38 5
People with disabilities 13 42 55 29 15 44 1
Māori 8 45 53 27 16 43 4
Older people 10 36 46 33 19 52 2
Women 4 34 38 33 27 60 2

Base: All respondents (n=750)

Table 2.  Perceived levels of discrimination amongst groups of people in New Zealand:  

Table 3:  Comparison of perceived discrimination between Dec 2000 and January 2004. 

32
 B

COMPARISON – TRACKED DISCRIMINATION LEVELS

I would like your opinion on discrimination against different groups in today’s society. Would you
say there is a great deal of discrimination, some discrimination, only a little discrimination or none
at all against the following?

TOTAL A GREAT DEAL + SOME

DEC 00 DEC 01 JAN 03 JAN 04
% % % %
Asians 73 73 79 78
Recent immigrants - 68 77 72
Refugees - 68 72 70
People who are overweight 72 65 65 68
People on welfare 75 70 68 66
Gays and Lesbians 74 65 61 58
Pacific peoples 71 65 65 57
People with disabilities 61 55 53 55
Māori 70 62 57 53
Older people* 53 48 49 46
Women 50 44 41 38

Base: All respondents (n=750)

*Previously ‘The Elderly’

33
 Resource Sheet 3
Note: these are suggestions for strategies to increase personal safety in discriminatory situations
– they will need adaptation to specific situations
Personal strategies
• Learning to be more assertive
• Using self talk to reject blame or guilt
• Seeking help
• Knowing help seeking procedures
• Knowing legal rights, laws and school policies
• Learning more about why people are intolerant

Interpersonal strategies

• Participating in support groups for minorities

• Mixing with a diverse range of people to gain deeper understanding of difference

• Support discriminated person to seek help

• Standing up for a person who is being discriminated against.

• Informing a responsible adult about situations of discrimination you witness

• Participating in classroom activities to find out more about diversity 

• Promoting dialogue with family and others about diversity and tolerance of it

• Challenge ideas about discrimination when communicating with others

Societal Strategies

• Set up support groups for minorities 

• Implement strategies to assist inclusion of minorities in the community

• Have support networks operating in the school community

• Educate the wider community about the diversity within the school community and issues 

around social justice and students rights to be safe at school

• Have festivals that involve diverse groups as a celebration of diversity

• Provide positive role­models in the community

• Enforce laws and legislation and school policies and ensure the community is aware of these

• Educate the community/ society about social justice through media campaigns, neighbour 

34
 hood groups, discussion forums etc

• Ensure easy access to helping services

• Advocate and lobby to access funds and facilities to encourage inclusiveness in the 

community

Beacon Project

Personal Safety in Interaction with

Others

Learning Journal

35
36
Learning Journal 1: What’s the Difference?
Success Criteria:
• Students can explain the meaning of the difference between abuse, discrimination and harassment.

Task:
Read each situation, categorise the situation in column two as either discrimination, harassment or
abuse. In column three give reasons for your choice.

SITUATION CATEGORY REASONS

Three guys wolf whistle Mary as she

walks passed.

Henry’s mother climbs into bed with

him.

Suzie’s boss pats her on the bottom.

Casey’s ballet teacher keeps telling

her she’s fat and needs to diet more.
She does not enjoy ballet classes now.

Jo’s classmates imitate her accent.

Tom is given a hiding with the

electric jug cord.

The advertisement reads; ‘Pakeha

flatmate wanted’.

Ken’s mother climbs into bed with

him and caresses fondles his genitals.

A diabetic was denied employment

because of his medical condition.

Tane is given a hiding by his dad.

Laurie’s boss pats her on the

shoulder.

Learning Journal 2: Attitudes, values and beliefs.

37
Success Criteria
• Students can identify attitudes, values and beliefs that people hold from different perspectives.
• Students can think critically about some of the influences on their attitudes, values and beliefs.

Choose 3 of the following statements and answer the questions

- Only women suffer from psychological abuse

- All Asians are poor drivers

- Homosexuals should not work with children

- Refugees are a drain on the economy

- Most people who create unsafe situations are men

- Civil Union Bill removes discrimination

CHOSEN
STATEMENT (1)

Why might people

agree with this
statement?

Who benefits how

& why?

Who is
disadvantaged
how & why?

Why might people

disagree with this
statement?

Who benefits how

& why?

Who is
disadvantaged,
how & why?

What I think
about this
statement?

What has
influenced my
attitudes values
and beliefs about
this?

38
CHOSEN
STATEMENT (2)

Why might people

agree with this
statement?

Who benefits how

& why?

Who is
disadvantaged
how & why?

Why might people

disagree with this
statement?

Who benefits how

& why?

Who is
disadvantaged,
how & why?

What I think
about this
statement?

What has
influenced my
attitudes values
and beliefs about
this?

39
CHOSEN
STATEMENT (3)

Why might people

agree with this
statement?

Who benefits how

& why?

Who is
disadvantaged
how & why?

Why might people

disagree with this
statement?

Who benefits how

& why?

Who is
disadvantaged,
how & why?

What I think
about this
statement?

What has
influenced my
attitudes values
and beliefs about
this?

40
41
Learning Journal 3:  Factors influencing discrimination and consequences 

Scenario Factors that can  What assumptions are  What is the risk for the  What is the risk for the 

cause  being made individual being  individual being 
discrimination discriminated against i.e. discriminated against i.e 
Short term consequences Long term consequences

A young boy is 
refused enrolment 
to a primary school 
because he is in a 
wheelchair

A pregnant woman 
is demoted from her 
position at work 

A woman is 
42
breastfeeding in a 
restaurant and the 
restaurant manger 
asks her to leave

A 50yr old  man 
applies for a job as 
a security officer, he 
is turned down even 
though the 
interview went well 
and he has years of 
experience

A shop keeper is 
tired of shop lifting 
in his store.  He puts 
up a sign “teenagers 
not welcome unless 
43
accompanied by a 
parent”

In the box above write your example of a discriminatory situation

44
Learning Journal 4: Consequences of discrimination on self, others & others
Success Criteria
• Students can identify a range of short and long term consequences of discrimination on self ,
others and society.

Task:
Chose one of the scenarios from learning journal 3.

Scenario:
_________________________________________________________________________

Using resource sheet 1, in the outline below, specifically identify as many of these consequences as 
possible from the categories of self, others and society that link to your scenario.

Self

Others

Society

SHORT TERM LONG TERM

45
Learning Journal 5: Discrimination in New Zealand

Success Criteria

• Students use resource (2), material researched from the Human Rights Commission, to identify the
determinants / factors in New Zealand society that contribute to discrimination.

Task:
Use resource (2) material to answer the following questions:

1. Do you think this material is a part of a wider picture of

discrimination in New Zealand?

2. Is it possible that social determinants have been an influence with

regard to this data? Identify and justify.

3. Why do you think there is so much discrimination in New Zealand?

4. What allows it to continue?

46
5. What could be done in New Zealand society to reduce or stop discrimination?

47
Learning Journal 6: Self reflection

1. Describe a discrimination situation in school which you have witnessed or heard about, that
made you feel uncomfortable. Explain what happened below.

2. Describe a discrimination situation within the school environment where you or someone
you know felt unsafe. Explain below why. Identify what it was that made you feel unsafe
(was it something someone said, the tone in which it was said, something someone did
physically either to you or to someone else, were you put in a difficult position?

3. What factors were influencing why the person was being discriminated against?

4. Did you report this incident to anyone? If so who?

5. If you did not report this incident explain why you didn’t?

6. Identify other people and/or groups within the school who could have supported you or the
person discriminated against in this situation.

7. Explain the role of the person / group from whom you sought support from?

8. Write down ideas which would help students at this school to become more aware of
Discrimination issues:

48
49