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.
 Beacon Project

Personal Safety in Interaction with

Others

Worksheets
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.

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.
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.

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
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?
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.
Worksheet 4 Picture Quiz - Assumptions we make

Picture Assumption Reasons for Assumption

10

11

12

13
 14

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

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
-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.

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. 

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 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