WHAT’S THE RUSH?
Ontario’s premier Kathleen Wynne is bent on ensuring that the new sex education curriculum gets implement in Ontario schools against much opposition from parents of various persuasion and many of strong faith practises can beliefs.
One of the questions that’s being asked is why should very small children be exposed to such a sensitive issue well before they are ready? Although it is argued that children are maturing more earlier now than before, what precisely is the end goal of having teachers who may not be adequately trained to handle such a topic be the one to implement it in a public setting?
When the premier campaigned in the last election, I do not recall that she made this a prominent issue as an item of urgency. There are issues of poverty, jobs, adequate housing, energy, and so many more that are pressing issues. Why the rush? What is so urgent in moving on this particular issue. Well, there may be more to it that’s hidden from the general public. I’ll talk about them in due course.
Some highlights of what you can find in the new document are as follows:
Grade 1: Identify body parts, including genitalia, using correct terminology. Recognize caring behaviours and exploitive behaviours.
Grade 2: Outline the basic stages of human development. Identify related bodily changes. Explain the importance of standing up for themselves. Describe how to relate positively to others and behaviours that can be harmful in relating to others, including both online and face-to-face name calling.
Grade 3: Identify the characteristics of healthy relationships, including those with friends, siblings and parents. Describe how visible differences, such as skin colour, and invisible differences, including gender identity and sexual orientation, make each person unique. Identify ways of showing respect for differences in others. Develop safety guidelines for Internet use.
Grade 4: Describe the physical changes that occur at puberty, as well as the emotional and social impacts. Demonstrate an understanding of personal hygienic practices associated with the onset of puberty. Identify risks associated with communications technology and describe how to use them safely. Describe various types of bullying and abuse and identify appropriate ways of responding.
Grade 5: Identify the parts of the reproductive system. Describe the processes of menstruation and spermatogenesis. Describe stresses related to puberty and identify strategies to manage them. Explain how a person’s actions, either in person or online, can affect people’s feelings and reputation, including making sexual comments and sharing sexual pictures.
Grade 6: Identify factors that affect a person’s “self-concept,” for example stereotypes, gender identity and body image. Describe how to lay a foundation for healthy relationships by understanding changes that occur during adolescence. Assess the effects of stereotypes on social inclusion and relationships.
Grade 7: Explain the importance of understanding with a partner about delaying sexual activity and the concept of consent. Identify common sexually transmitted infections and describe their symptoms. Identify ways of preventing STIs and unintended pregnancy. Assess the impact of different types of bullying or harassment, including sexting.
Grade 8: Identify and explain factors that can affect decisions about sexual activity. Demonstrate an understanding of gender identity and sexual orientation. Demonstrate an understanding of contraception and the concept of consent. Analyze the benefits and risks of relationships involving different degrees of sexual intimacy.
Grade 9: Demonstrate an understanding of the benefits and risks of using communication technologies. Describe the relative effectiveness of methods to prevent unintended pregnancy or STIs. Demonstrate an understanding of factors influencing a person’s gender identity and sexual orientation. Apply their knowledge of sexual health and safety, including to the concept of consent.
Grade 10: Demonstrate an understanding of factors that enhance mental health. Describe factors that influence sexual decision making. Describe some common misconceptions about sexuality in our culture, and explain how these may harm people. Explain how being in an exclusive relationship with another person affects them and their relations with others.
Grade 11: Demonstrate an understanding of a variety of mental illnesses and addictions. Describe how proactive health measures and supports, for example breast and testicular examinations, can be applied to avoid or minimize illness.
Grade 12: Demonstrate an understanding of the effects and legal implications of different types of harassment, violence, and abuse in different relationships and settings and describe ways of responding to and preventing them. Demonstrate an understanding of how relationships develop and how to maintain a healthy relationship.