Excerpts from Grade 3 — Ontario Updated Curriculum
Human development and Sexual Health — C3.3
“-describe how visible differences
(e.g., skin, hair, and eye colour, facial features, body size and shape, physical aids or different physical abilities, clothing, possessions) and invisible differences (e.g., learning abilities, skills and talents, personal or cultural values and beliefs, gender identity, sexual orientation, family background, personal preferences, allergies and sensitivities) make each person
unique, and identify ways of showing respect for differences in others [PS, IS]”
“Sometimes we are different in ways you can see. Sometimes we are different in ways you cannot see – such as how we learn, what we think, and what we are able to do. Give me some examples of things that make each person unique.”
The following is a section in the Grade 3 curriculum for which parental input is woefully lacking.
If you listened carefully to Liz Sandal’s account of the people that collaborated with the contents of this sensitive part of the curriculum, you will notice the clear absence of parental input. Here, information that is problematic to parents in general and to parents with strict objections in particular was included without meaningful challenge.
Both the Minister of Education and the Premier cannot be allowed to jettison the voices of thousands of parents. It is important that we go beyond words to the reality and honesty of those who crafted what our children will be exposed to under the guise of health and physical education. Surely, not everything that exists is suitable for our children to know at just any age, much less at their tender years. So, why were the voices of parents left out and are subsequently ignored?
There has been a growing push for several years from powerful people in the upper echelons of schools boards to ensure that a particular brand of sensitive information become part of children's knowledge. It was determined to push past anything that would hinder the agenda of ensuring that children accept changes in styles of living in modern society. The preparation for what is scheduled to be unleashed this fall started with school principals, vice principles, and field office staff. All of this was in the works several years ago. Suffice it to say, that this happened without the knowledge of so called interested partners in education or other community groups or leaders.
“We all come from different families. Some students live with two parents. Some live with one parent. Some have two mothers or two fathers. Some live with grand-parents or with caregivers. We may come from different cultures. We also have different talents and abilities and different things that we find difficult to do.”
“How can you be a role model and show respect for differences in other people?”
“I can include others in what I am doing, invite them to join a group, be willing to be a partner with anyone for an activity, and be willing to learn about others.”
No one is saying that there should not be health and sex education. What many want is a voice in deciding the material to be taught.
If indeed, parents are a critical partner in the education of their children, then, they cannot be left out of the discourse simply because they may object to parts of the material. To leave them out is sheer cowardice on the part of the architects of the curriculum document. It is not leadership. It is a direct assault on the voices of parents that is clearly aimed at obfuscation.
Parents understand the agenda of Premier Kathleen Wynne and they will not be confused by the smoke and mirrors that are held up for the public to see.
Both Liz Sandals and Premier Wynne and for that matter all those who are part of the push to force information on the hundreds of thousands of children in the province's public schools that may be cause harm to their physical health and and mental well-being must come clean with their agenda. Parents are not afraid of the truth. Tell the truth!
I dare them!Advertisements