Why concern about Ontario’s new sex ed curriculum?


What’s in Ontario’s
new sex ed curriculum?

What’s in Ontario’s new sex ed curriculum?

The curriculum document is available at the Ministry of Education website. We encourage all parents to read through it.

Grade 1
Children learn to “identify body parts, including genitalia (e.g., penis, testicles, vagina, vulva), using correct terminology.”
Grade 3

Children learn to “identify the characteristics of healthy relationships” including “accepting differences, being inclusive.” They will learn to “respect” how “invisible difference” such as “gender identity, sexual orientation…make each person unique.”

We all come from different families. Some students live with two parents. Some live with one parent. Some have two mothers or two fathers,” the curriculum states as a student response to “illustrate the intended learning.”

Grade 4

Regarding a teacher prompt on “exposure to people who ask you for sexual pictures,” the student response states nothing about not taking or sending such pictures. It instead states: “I should make sure that an adult knows what I am doing when I’m using the computer, the Internet, or a cell phone.”

Children learn that “social bullying” includes making “homophobic comments.” The curriculum defines “homophobia” as a “disparaging or hostile attitude or a negative bias, which may be overt or unspoken and which may exist at an individual and/or a systemic level, towards people who are lesbian, gay, bisexual, or transgender (LGBT).”

Grade 5

Boys and girls together learn in detail to identify the parts of the male and female reproductive system, including “vagina, cervix, uterus, fallopian tubes, ovaries, endometrium, and clitoris” as well as “penis (with or without the foreskin), scrotum, urethra, testicles, prostate gland, seminal vesicles, and vas deferens.”

They learn about the process of reproduction, including menstruation and ejaculation. “Fertilization can occur when the penis is in the vagina,” a teacher prompt states.

Children are taught “strategies” if they find themselves in a situation were they are “harassed” because of “gender identity…sexual orientation…gender expression.”

They learn that their “gender identity [and] sexual orientation” is something they are born with. “All of these things are a part of who I am. I cannot control these things,” a student response states.

Grade 6

Children learn to “assess the effects of stereotypes, including homophobia and assumptions regarding gender roles and expectations, sexual orientation, gender expression.” They learn “appropriate ways of responding to and changing assumptions and stereotypes.”

When asked about what is “normal” development, teachers are to respond: “Exploring one’s body by touching or masturbating is something that many people do and find pleasurable. It is common and is not harmful and is one way of learning about your body.”

Children are taught to dismantle “what is ‘normal’ or expected for males and females” since such “assumptions…are usually untrue, and they can be harmful.”

“They can make people who do not fit into the expected norms feel confused or bad about themselves, damaging their self-concept, and they can cause people to discriminate against and exclude those who are seen as ‘different,'” the curriculum states.

Assumptions about different sexual orientations…are harmful in similar ways. Everyone needs to feel accepted,” states a teacher prompt.

“Not everyone has a mother and a father – someone might have two mothers or two fathers…We need to make sure that we don’t assume that all couples are of the opposite sex, and show this by the words we use. For example, we could use a word like ‘partner’ instead of ‘husband’ or ‘wife,'” a student response states.

It is in this grade that children learn how to give legal “consent” to sexual activity.

Grade 7

Revisiting the topic of sexting — defined as the “practice of sending explicit sexual messages or photos electronically” — the curriculum teaches children that the practice has “significant risks” and what they can do to “minimize those risks.” Suggestions include that there are “legal penalties for anyone sharing images without consent.”

The children are taught that if they are thinking of having sex, they should “keep a condom with them so they will have it when they need it.”

They are taught that instead of practicing abstinence, “one of the best things you can do to stop HIV is to stop the stigma that is associated with having the infection.”

The children are also taught that sexual health means, among other things, “your understanding of your own body, including what gives you pleasure.”

Grade 8
  Now steeped in 8 years of government run sex-ed, children will be able to “demonstrate an understanding of gender identity (e.g., male, female, two-spirited, transgender, transsexual, intersex), gender expression, and sexual orientation (e.g., heterosexual, gay, lesbian, bisexual), and identify factors that can help individuals of all identities and orientations develop a positive self-concept.”
“Gender identity refers to a person’s internal sense or feeling of being male or female, which may or may not be the same as the person’s biological sex. It is different from and does not determine a person’s sexual orientation,” a teacher prompt states.”A person’s self-concept can be harmed if a person is questioning their gender identity or sexual orientation and does not have support in dealing with their feelings of uncertainty,” the curriculum states.

By now Grade 8 students will be able to “demonstrate an understanding of aspects of sexual health and safety, including contraception and condom use,” as well as the “benefits and risks of different types of contraception.”

They will be able to “analyse the attractions and benefits” of being in a relationship, including for the reason of “pleasure.”

The students are told that “intimate behaviours” in such relationships “can include holding hands, hugging, kissing, touching bodies and genitals, and engaging in sexual intercourse.”

They are told it “takes practice” to communicate to their partners about “sexual health choices, consent, and keeping safe.”

Revised Health and Physical Education Curriculum by Ontario Ministry of Education

Elementary Health and Physical Education curriculum

Secondary Health and Physical Education curriculum

Protest against Ontario’s
New Sex Ed Curriculum (Pictures and Videos)

Protest against Ontario’s New Sex Ed Curriculum
April 14, 2015

On April 14, about four thousand protesters came to rally against Ontario’s new sex education curriculum outside the Legislative Assembly. Most protesters are concerned parents from a widely diverse backgrounds, races and creeds. Some brought their young children along with them. Many parents recognize in the controversial elements of this curriculum. Their dissatisfaction is spontaneous and without any political influences. They are worried about the damage the curriculum will cause in the younger generation. The sex-education curriculum set to rollout this September.

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February 24, 2015

On February 24, several hundred protesters braved the cold weather to rally against Ontario’s new sex education curriculum outside the Legislative Assembly. Most protesters are concerned parents from various cultural backgrounds. Some brought their young children along with them. They are angry at the fact that the curriculum was not published as part of the consultation process, and that the opinions of the parents were not taken into account. They are worried about the damage the curriculum will cause in the younger generation.

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Responses from
the Archdiocese of Toronto

On Monday, February 23, 2015, Cardinal Thomas Collins issued the following statement

“As Catholics, we understand that parents are the primary educators of their children, and that especially in the teaching of family life issues, the parental role is vital.For more than 30 years, Ontario’s publicly funded Catholic schools have provided a family life curriculum consistent with our faith. The goal is to present a Catholic view of human life, sexuality‎, marriage and family, complementing the efforts of parents to teach their children at home.

While Catholic schools have a responsibility to follow the curriculum set out by the Ministry of Education, they have always sought to do so in a way that conveys, respects and models Catholic Christian principles to our students. They will continue this tradition.

A group of Catholic educators will produce resources that support Catholic teachers so that the new curriculum is implemented in a way that is consistent with our Catholic teachings and appropriate within the context of a Catholic classroom.”

In addition, a list of frequently asked questions have been prepared by the Archdiocese regarding how the curriculum will be implemented in Catholic schools in Ontario. Please visit this linkfor detail.

Source: Archdiocese of Toronto



“Love and Life” Program