|Image courtesy energeticcity.ca|
“Below are some shocking excerpts from the 2010 curriculum that the Education Ministry had posted online…Graphic lesson on sexual body parts including ‘penis’, ‘testicles’, ‘vagina’, ‘vulva’ and more.”
Specific expectationsC1. Understanding Health ConceptsBy the end of Grade 1, students will: …Human Development and Sexual HealthC1.3 identify body parts, including genitalia (e.g., penis, testicles, vagina, vulva), using correct terminology [PS]Teacher prompt: “We talk about all body parts with respect. Why is it important to know about your own body, and use correct names for the parts of your body?”Student: “All parts of my body are a part of me, and I need to know how to take care of and talk about my own body. If I’m urt or need help, and I know the right words, other people will know what I’m talking about.”
“Will normalize homosexual family structures and homosexual ‘marriage’ in the minds of 8-year-olds, without regard for the religious/moral beliefs of families.”
By the end of Grade 3, students will: …C1.3 identify the characteristics of health relationships (e.g. accepting differences, being inclusive, communicating openly, listening, showing mutual respect and caring, being honest) and describe ways of overcoming challenges (e.g. bullying, exclusion, peer pressure, abuse) in a relationship [IS]
Teacher prompt: “Consider different types of relationships — with friends, siblings, parents, other adults — and think about the kinds of behavior that help to make those relationships healthier. What can you do if you are having problems with a relationship?”
demonstrate the ability to recognize caring behaviours (e.g., listening with respect, giving positive reinforcement, being helpful) and exploitive behaviours (e.g., inappropriate touching, verbal or physical abuse, bullying), and describe the feelings associated with each [IS]
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]
will teach the disputed theory of ‘gender identity’ as if it were fact. This is the notion that whether you're a boy or a girl does not necessarily relate to your physical anatomy. It is merely a ‘social construct’. Gender is ‘fluid’ according to this theory, and any little boy can decide that he is actually a girl, if that's the way he feels in his mind, or vice-versa.
Note: The potential for causing serious sexual confusion in the minds of children is very real with this teaching.”
“Things like wet dreams or vaginal lubrication are normal and happen as a result of physical changes with puberty. 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.”
Even in this sexually explicit age, we’re still squeamish about sex.
“I know sex is either boring or dirty.”
— I’m An Adult Now, The Pursuit of Happiness, 1986