EDUC 122G : Learning Sexualities

Education and Social Work

2021 Semester Two (15 POINTS)

Course Prescription

How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (e.g., through sexuality education) and informally (e.g., through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.

Course Overview

Welcome to ‘Learning Sexualities’, EDUC122G! We hope you find this course interesting and enjoyable. The course focuses on the multiple and varied ways in which we learn about sexualities in Aotearoa-NZ. We look at education in a board sense, as occurring in our everyday lived experiences and also in a more focused way by concentrating on schooling. Sexuality has relevance for all students because it is a part of identity regardless of if, or how, an individual may choose to express it. While how we learn about sexualities in Aotearoa-NZ is a focus, the course also draws on research and insights in this field from around the globe.

Course Requirements

No pre-requisites or restrictions

Capabilities Developed in this Course

Capability 1: Disciplinary Knowledge and Practice
Capability 2: Critical Thinking
Capability 3: Solution Seeking
Capability 4: Communication and Engagement
Capability 5: Independence and Integrity
Capability 6: Social and Environmental Responsibilities
Graduate Profile: University

Learning Outcomes

By the end of this course, students will be able to:
  1. Gain a foundational understanding of how we learn about sex and sexualities in Aotearoa-NZ schools through the 'official' and 'unofficial' culture of these institutions (Capability 1)
  2. Develop skills to enable a critical analysis of schooling and issues of sexuality (Capability 1 and 2)
  3. Understand the social effects of learning about sexuality at school and how these offer prescriptions of 'normal sexual behaviour' which are gendered and heteronormative. (Capability 3, 4 and 6)
  4. Acquire knowledge concerning how meanings about sexuality are shaped by particular historical, political and social contexts. (Capability 1 and 2)
  5. Study in depth, pertinent readings in key areas covered by the course. (Capability 5)


Assessment Type Percentage Classification
Assignment 1 (4 Small Tutorial Tasks) 25% Individual Coursework
Assignments 2 (Essay) 25% Individual Coursework
Final Exam 50% Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3 4 5
Assignment 1 (4 Small Tutorial Tasks)
Assignments 2 (Essay)
Final Exam

To pass this course students must sit the exam and gain enough marks from the on-course assessment to achieve 50%.

Workload Expectations

This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

For this course, you can expect 2 hours of lectures, a 1 hour tutorial, 3 hours of reading and thinking about the content and 4 hours of work on assignments and/or test preparation a week.

Delivery Mode

Learning Resources

The SORCE (Sexuality On-Line Resource Centre in Education) Found at:
Is an e-resource designed in conjunction with the aims of this course and offers information dedicated to sexualities. Its purpose is to assist you in the completion of assignments, studying for the exam and enables those interested in specific issues to access further information. The course text book is available from The SORCE.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Feedback from previous students;
The discussion in lectures was absolutely amazing!! (Student, 2019)
I loved the structure of the course, how every week was a new topic (Student, 2019)
The course really engaged my learning and challenged my thinking on ideas that were presented in class. The types of topics in lectures were engaging and stimulating and something that I had never really thought about (Student, 2019)

Other Information

There are no tutorials the first week of lectures. Tutorials begin in the second week of semester. 

Digital Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter


Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.