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]”

[lugipTeacher prompt:

“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?

this twoThere 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.

thzzxzBoth 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!dgghafhm





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.