Yes Yes Yes and links to the Health Curriculum

Below are two examples of how Yes Yes Yes could be linked to the current senior health curriculum, with a focus on Level Two NCEA. You could adapt this to suit Year 13/Level Three work, depending on the programme or curriculum design your school teaches. Achievement Standard notes from www.nzqa.co.nz

NCEA is in the process of change, if you are one of the pilot schools trialing the new structure you can use the same ideas, prompts and activities at all senior levels Year 1113. Remove the current Achievement Standard titles and use the material in a more general way to facilitate learning, exploration and discussion. This material could aptly fit under all four ‘big ideas’ and the significant learning across both Year 12 and Year 13 'learn about the Key Areas of Health: Mental Health, Relationships and Sexuality.’ Further information can be found from "Health | NCEA".

Students at Level One NCEA can also use this material as part of the Health Studies framework. There is a focus at this level “on the individual and where they are at.” Rather than thinking about Consent as a wider community or social justice issue, there are prompts below that might help you think about the content of the show in this context. Further information can be found from "Health Studies | NCEA".

PROMPTS FOR LEVEL ONE: (you could use these at all levels).

The narratives of the performance are broken down below. In small groups or pairs work through the questions about each narrative strand. You could treat this as brainstorm activity or answer the questions in a more full and complete manner. Remember: only ever share what you are comfortable sharing and reach out to your parents, teacher, dean, counselor or close friend when you don’t feel comfortable.

Karin and Tom’s Story:

• How did Karin and Tom’s story make you feel?

• Why do you think it made you feel this way?

• Discuss and plot (write down the moments) of Karin’s arc of consent. What were the decisions she made, phrases she said or body language she used to get to the moment where she kissed Tom.

• What was the key idea or learning that you took away from Karin and Tom’s story?

• How could the way that Karin used her body, facial expressions and words apply to your friendships, your relationships with family or romantic relationships?

Ari and Jamie’s Story: Be careful with this section, you might not feel comfortable to answer some of these questions with a peer or in a group, or at all. Another option might be in journal format or personal reflection, which doesn’t need to be shared.

• How did Ari and Jamie’s story make you feel?

• Why do you think it made you feel this way?

• Discuss how social media played a role in what happened between Ari and Jamie?

• Why was it important that Ari and Jamie were not given specific genders in this performance?

• What did their friends do well?

• What could their friends have done differently?

• What happens when adults get involved in situations between teenagers? What could adults do to be a ‘safe space’ for teenagers when thinking about a storyline like Jamie and Ari’s?

• Who could young people go to for help in a situation like Ari and Jamie’s?

The Interviews:

• What did the interviews make you think about? How did they make you feel?

• What video did you like the most and why?

• What moments felt confronting and what did they make you think about after the show?

• Discuss why it was important to have the voices of young people in the show, as well as Karin’s story and the story of Ari and Jamie. Discuss the impact of having voices from the LGBTQI+ community in these interviews?

Responding during the show: during the show you were given the opportunity to respond anonymously to questions. Discuss the following:

• Why was this section of the performance important to a show about consent?

• Whether you shared something or not, what was it about these moments that encouraged you to share?

• What did you feel when you read what was shared?

• Discuss whether you think this type of technology could be used in your classroom?

• Would this be a helpful tool?

• Whether you think it wouldn’t work at all in a classroom and why?

• If you don’t think it would work, discuss why it worked in a theatre?

Yes Yes Yes link to 91237: Take action to enhance an aspect of people’s well-being within the school or wider community.

• Identifying an issue that affects the well-being of people within the school or wider community.

• Developing a workable plan to improve well-being and implementing the plan.

• Evaluating the effectiveness of the action by reflecting on the implementation of the plan.

Assessment may be based on the following key areas of learning: mental health, sexuality education, food and nutrition, or body care and physical safety.

Yes Yes Yes link to 91237: This performance can act as a provocation or starting point for conversations around the performances main threads, as identified by Eleanor and Karin; consent, desire and healthy relationships. Prior to the performance you could discuss:

• How these issues are seen, stigmatised and thought about from your own point of view and your prior knowledge?

• What resources are already available in addressing or discussing these issues?

• What/where are the holes and gaps in what is available?

After seeing the performance, which is an example of how we might break down the barriers that exist around these issues and the conversations that need to be had, in a safe and respectful manner, you could:

• Develop your own ideas and actions in order to enhance the well-being of people within the school or wider community as a result of discussions that arise from the content of the show

• Revisit the questions you asked yourself prior to the show and how your perception has changed.

Yes Yes Yes link to 91239: Analyse issues related to sexuality and gender to develop strategies for addressing the issues.

• Explaining influences of gender and sexual identity.

• Recommending a relevant combination of personal, interpersonal and societal strategies to address the issues, which reflect the values of social justice.

• Why or how influences impact on gender & sexual identity.

• How strategies to address issues reflect the values of social justice.

• How recommended strategies to address issues reflect the values of social justice.

• The interrelationships between the personal, interpersonal and societal aspects.

Influences on gender and sexual identity can relate to individuals and/or groups in society and include a relevant selection of personal (e.g. biological), interpersonal (e.g. family or friends) and/or societal (e.g. culture, media) considerations. Strategies that reflect the values of social justice require personal and collective actions that contribute to societal good and benefit the well-being of individuals, groups and communities.

Yes Yes Yes link to 91239: This performance can act as a stimulus for this assessment, providing you with another way into this standard. It can open up discussion about what influences young people through the interview sections of the performances. The questions the students were asked could open up brainstorming ideas within the class to explore what strategies could be employed to address the issues that arise in these interviews.

Similarly, students could draw ideas from the two wider story arcs.

• In the Ari arc; what are strategies that we could employ to combat stigma around sexual assault and how we treat both victims and perpetrators, especially when they are teenagers and their brains are still developing?

• In the Karin arc; what are the strategies we could employ to promote the chain of choices that Karin makes, how can we discuss desire and what it means in a safe way, especially when they are teenagers and their brains are still developing.