Radical, Corrupting, Misguided, Extreme, Wrong … these are words used to describe the new Ontario Sex Education curriculum. Protesters carry banners with slogans such as “ MATH not Masturbation. Science not sex” and “What's next Safe Animal Sex?”
The new sex-ed bill is, like every big step and major change, quite misunderstood and misjudged. Ontario was still following the much out-dated 1998 curriculum after the 2010 curriculum was shelved due to public outcry. I use the word “out-dated” because many of the things that children have today were simply not available back then. Hence, “out-dated” does not show a shift in ethics or morality, rather a shift in time and accessibility. One major example is the Internet. Internet safety is one of the largest concerns for parents and teachers alike, and this curriculum acknowledges that.
Many parents around Ontario feel that the curriculum does not address their concerns and values. The largest outcry is from religious communities who feel, quite justly, that the new sex education curriculum will supercede all boundaries of modesty and children will be lured towards the malicious desires. The one thing that, I believe, has contributed greatly to this view is the lack of familiarity/understanding regarding what the new curriculum is talking about. Anything kept out of context can seem absurd and wrong.
The ministry, however, keeps on assuring parents that it does not want to undermine the parents' authority and that parents are the most influential teachers for their children. At the very start of the document, the curriculum states:
“Parents are the primary educators of their children with respect to learning about values, appropriate behaviour, and ethnocultural, spiritual, and personal beliefs and traditions, and they are their children’s first role models. It is therefore important for schools and parents to work together to ensure that home and school provide a mutually supportive framework for young people’s education.” (p.13, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
If parents, however, are not comfortable with their children attending the course or certain parts of it, they can, according to the Education Act, choose to withdraw the student from those classes.
This article will discuss major parts of the curriculum regarding sex education, mostly those which have caused a certain reaction from parents, and shed light upon possible explanations upon the rationale of those parts.
Influencing Six Year Olds?
The curriculum aims to inculcate a safe and progressive environment for the students. According to SexAssualt Canada, 60% of sexual abuse victims are children under 17 years of age, 80% of all assailants are friends and family of the victims. Most abuses occur when the child is young and most vulnerable as it is easier to coerce the child into believing the heinous act is not wrong.
Boys 4-7 years of age were 3 times more often the victims of sexual abuse than boys of other ages. Girls aged 4-7 and 12-17 were twice as likely to be victims of sexual abuse as girls aged 0-3 and 8-11. (Source: The Juristat presents Child Maltreatment in Canada – Canadian Incidence Study of Reported Child Abuse and Neglect. Authors: Nico Trocmé and David Wolfe. Ottawa, Ontario: Minister of Public Works and Government Services Canada, 2001. (pg. 24))
In an attempt to help the children report and recognize sexual assault, the curriculum intends to teach six year old first graders how to express their concerns. In order to do this, the teachers look to teach the students how to name and identify these sensitive parts of their bodies.
This is an extract from the curriculum:
“Human Development and Sexual Health C1.3 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 hurt or need help, and I know the right words, other people will know what I’m talking about.’” (p.93, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Gender Identity and Sexual Orientation: Best left Unspoken and Unearthed?
Gender Identity and Sexual Orientation are defined by the Ontario Human Rights Code as follows:
“Gender identity is each person’s internal and individual experience of gender. It is their sense of being a woman, a man, both, neither, or anywhere along the gender spectrum. A person’s gender identity may be the same as or different from their birth-assigned sex. Gender identity is fundamentally different from a person’s sexual orientation.
'Sexual orientation' is a personal characteristic that forms part of who you are. It covers the range of human sexuality from lesbian and gay, to bisexual and heterosexual.”
Studies have shown that Gender Identity starts being recognized by the age of three and is concluded by the age of six (Source: Pamela J. Kalbfleisch, Michael J. Cody (1995). Gender, power, and communication in human relationships). After that, the child's own gender identity hardly ever changes. The new curriculum focuses on gender identity and the certain problems people with gender identities, different from their biological genders, encounter. Sexual Orientation is also vastly dependent on gender identity.
This part of the curriculum faced a lot of opposition and outrage; people felt premier Kathleen Wynne, the first openly gay premier, was imposing her own beliefs onto the children, however, it should be noted that the concept of gender identity is introduced years after – in grade 3, when the student is eight years old - the pupil has already formed their gender identity. The curriculum extract follows:
“C3.3 describe how visible difference (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]
Teacher 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 thing, and what we are able to do. Give me some examples of things that make each person unique.”
Student: “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 grandparents or with caregivers. We may come from different cultures. We also have different talents and abilities and different things we find difficult to do.’” (p.124, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
This section focuses on acceptance of differences, which includes gender identity. This is especially important for those student who actually have a gender identity different than their biological gender. These students must undoubtedly feel confused and worried about themselves, and when the teacher addresses this issue, they will feel understood and normal. Furthermore, for the parents concerned that maybe this teaching might further confuse the students, it highly unlikely that someone would be able to change their gender identity at this age and so the curriculum is only looking to normalize the reality, and in no way is encouraging or discouraging a certain gender identity.
Romantic Dating : Best Avoided?
The curriculum intends to introduce the concept of being “more than just friends” and “liking” someone, at the age of nine, to fourth graders. This is done while teaching the students about the physical and emotional changes encountered during puberty.
Many parents might find it inappropriate for a nine year old to be introduced to dating, however, Education Minister Liz Sandals justified this, at the unveiling of the curriculum news conference on Monday Feb 23, by saying “We need to deal with the fact that our kids are starting to go through puberty much younger than they used to.”
An excerpt from the curriculum states:
“Teacher prompt: ‘What can change socially as you start to develop physically?’
Student: ‘Relationships with friends can change, because sometime people start being interested in different things at different time. Some people start ‘liking’ others. They want to be more than ‘just friends’ and become interested in going out. Sometimes people treat you as if you are older than you actually are because of how you look. Sometimes classmates, friends, or family make comments or tease you about the changes.’” (p.141, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Aside from this, the student is looking at this situation as a hypothetical situation which they plan to encounter during puberty, so for concerned parents, the curriculum does not encourage romantic relationships at a young age, yet it leaves room for them. However, some would say, the most effective check in this regard is kept by parents themselves who ensure that their children are engaged in age appropriate activities. Some parents feel that the school is able to undermine their authority over their children, and that children are more inclined to follow what their teachers tell them, rather than what their parents say. Others argue that parents cannot monitor their children all the time and introducing children to dating will lead them to engage in such romantic relationships, incognito. At this stage, parents should realize that the child will, most likely, engage in a romantic relationship in the near future and being educated about the dos and don’ts is better conveyed through school, as many children will be uncomfortable discussing such topics with their parents.
Sexting : Wait, What?
Sexting is known as the sending of sexual messages and pictures to others, primarily through cell phones and social networks. Sexting is a great example of things that did not exist during the time of the old curriculum. Cell phones have become very common amongst children and, naturally, their usage has also evolved and increased. In Grade 5, students will again be told about romantic dating, in more detail than last year, and the issues of internet safety and sexting will be addressed.
An extract from the curriculum shows:
“Teacher prompt: ‘As you enter adolescence, you may begin to develop new kinds of relations hips and new feeling that you have not had before. Your relationships with your peers can become more stressful. Understanding how to respond to these new feelings and situations can reduce some of the stress that goes with them. For example, if you feel you ‘like someone in a special way’, what are some appropriate ways of sharing that information with someone else and what are ways that are inappropriate?’
Student: ‘You can show that you like someone by being extra nice to them, talking with them more, spending time with them, or telling them that you like them. Ways of showing that you like someone that are inappropriate include touching them without their permission, spreading rumours about them to others or online, and making fun of the in order to get attention. Sharing private sexual photos or posting sexual comments online is unacceptable and also illegal.’” (p.159, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Sexting is dealt with in more detail in grade 7.
Masturbation : A bit too far?
The twelve year old grade sixes will be informed about masturbation, in accordance with the curriculum.
“Teacher prompt: ‘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.’” (p.175, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Many parents believe, religiously, that masturbation as an act is wrong and sinful. They might feel that teaching this concept to twelve year olds can be harmful for them and may cause other problems. Those parents should, if needed, look at the Education Act -which allows them to withdraw their child from a certain class if they find the teaching inappropriate for their child. Hence, if parents feel uncomfortable with their children learning about masturbation, they should talk to the teacher or school administration and try to find a pathway that suits both their needs.
However, the flip side of this should be kept in mind. If a child cannot release such hormonal tension by themselves, they might be easily tempted towards intimate sexual involvement, which might prove far more harmful to the students, as it can affect their psychological development as well as introduce the risk of STDs. Hence, masturbation is a safer route to help the child get familiar with their body as well as release those hormonal tensions.
Alternatives?
In Grade 7, the curriculum looks to teach thirteen year olds about alternatives to vaginal intercourse, such as oral and anal intercourse, however, at no point does the curriculum encourage any kind of sexual activity as it highly stresses on the fact that abstinence is the most safe way to go, as can be seen from the following extract:
“Teacher prompt: ‘The term abstinence can mean different things to different people. People can also have different understandings of what is meant by having or not having sex. Be clear in your own mind about what you are comfortable or uncomfortable with. Being able to talk about this with a partner is an important part of sexual health. Having sex can be an enjoyable experience and can be an important part of a close relationship when you are older. But having sex has risks too, including physical risks like sexually transmitted infections – which are common and which can hurt you – and getting pregnant when you don’t want to. What are some of the emotional considerations to think about?’
Student: ‘It’s best to wait until you are older to have sex because you need to be emotionally ready, which includes being able to talk with your partner about how you feel, being prepared to talk about and use protection against STIs or pregnancy, and being prepared to handle the emotional ups and downs of a relationship, including the ending of a relationship, which can hurt a lot. Personal values, family values, and religious beliefs can influence how you think about sexuality and sexual activity. A person should not have sex if their partner is not ready or has no given consent, if they are feeling pressured, if they are unsure, or if they are under the influence of drugs or alcohol.’” (p.196, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Students are also told about Sexually Transmitted Diseases and Infections e.g. HIV. Students are told about the use of contraceptives e.g. condoms, pills. They are also encouraged to refrain from sexual intercourse of any kind without the use of a contraceptive, which is highlighted in the following excerpt:
“Teacher prompt: ‘Engaging in sexual activities like oral sex, vaginal intercourse, and anal intercourse means that you can be infected with an STI. If you do not have sex, you do not need to worry about getting an STI. (By the way, statistics show that young people who delay first intercourse are more likely to use protection when they choose to be sexually active.) If a person is thinking of having sex, what can they do to protect themselves?’
Student: ‘They should go to a health clinic or see a nurse or doctor who can provide important information about protection. People who think they will be having sex sometime soon should keep a condom with them so they will have it when they need it. They should also talk with their partner about using a condom before they have sex, so both partners will know a condom will be used. If a partner says they do not want to use a condom, a person should say, ‘I will not have sex without a condom.’ If you do have sex, it is important that you use a condom every time, because condoms help to protect you against STIs, including HIV, and pregnancy.’” (p.196, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Consent and Responsibility
Grade eights are more focused towards sexual consent and responsibility. The curriculum highlights the need of consent when two people decide to engage in a sexual activity and it emphasizes the need of communication and respect needed to maintain a healthy and safe relationship.
“Teacher prompt: ‘Being intimate with someone includes having a good understanding of their concept of consent. What are some of the important things that we need to understand about consent?’
Student: ‘Consent to one activity doesn’t imply the consent to all sexual activity. It is important to ask for consent at every stage. Consent is communicated, not assumed. You can ask your partner simple questions to be sure that they want to continue: ‘Do you want to do this?’ or ‘Do you want to stop?’ A ‘no’ at any stage does not need any further explanation.’” (p.220, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
This was one of the major objections posed by many parents. Many religious communities do not believe in an idea of consent, as they feel sex should not exist outside of the marital bond. I do not want to step on any toes, but people need to realize that there is a very high probability that children will engage in sexual activities (not necessarily intercourse) before getting married, and its best to educate them about what's right and what's wrong.
This idea of consent is highly important as it greatly affects society in general. According to The Nature of Sexual Offences (Statscan), in 2010 5% of all sexual assault perpetrators were current or former boyfriends/girlfriends. If children are taught about the importance of consent before they actual engage in sexual activities, it can create a positive environment where no one feels violated and/or harassed by another.
Grade eight further looks at students learning about contraceptives, STDs and maintaining a sex plan if they do start engaging into sexual activities to ensure that they do not go overboard. In a sex plan, the student is told to determine how much sexual activity they plan to engage in, to prevent them from developing any abnormal or harmful habits. Students are also advised to consult a medical professional before engaging in any kind of sexual activity.
Benjamin Levin and Sex Education
Benjamin Levin was the deputy education minister from 2004 to 2009. In July 2013, Levin was arrested by the Toronto Police Service’s sex crimes unit and charged with seven counts of child exploitation, including charges of accessing and possessing child pornography. This incident lead to suggestions that Ben Levin had part in the formulation of the sex ed curriculum. Current Premier and former education minister Kathleen Wynne told the press, on Monday Jul 15 2013, that “Ministers and deputy ministers do not write curriculum.”
Remembering that Wynne proposed a new sex ed curriculum in 2010, which was kyboshed by then-premier Dalton McGuinty, many parents felt insecure regarding the involvement of a pedophile in the introduction of the former sex ed curriculum, which shares many characteristics with the new curriculum.
On March 3, 2015 Levin pleaded guilty to three child pornography charges. On May 29, 2015 Levin was sentenced to three years. All this has further deteriorated parents confidence in the curriculum, however, the government continues to assure the parents that Ben Levin’s personal sexual views had no impact on the curriculum. "Education Minister Liz Sandals was quoted Feb. 18 by the Sun’s Antonella Artuso as saying: ‘I can guarantee you that Ben Levin was not in any way directly involved in developing the curriculum.’” … “On Feb. 25, 2015, Wynne spokesman Zita Astravas wrote in an e-mail that ‘the following was sent to reporters on Feb. 18 ... Ben Levin had no involvement in the development of the content of the curriculum. Curriculum is developed by subject experts and is based on research in addition to consultations with a wide array of people, including teachers, parents and students.’” (Source: Liberals can't deny Levin's role with sex-ed curriculum by Joe Warmington, Toronto Sun March 02 2015)
Conclusion
By now you have, hopefully, understood a lot more about the new sex education curriculum and have gained an idea about what students will be learning in the course.
The curriculum addresses the needs of students nowadays and is tailored to keep up with their growing list of technology. A study published in 2012 by the American Academy of Pediatrics showed that boys were starting to show signs of puberty at as early as nine years of age. While a 2010 study published in the Journal of Pediatrics showed that girls were starting to mature at as early as seven. As children are maturing earlier, they need to know these concepts well before they start facing the consequences of poor uninformed judgment.
The government's step in modernizing the sex ed curriculum was highly needed and although parents might have disagreements at some points, I feel they can agree upon the fact that most of what will be taught is necessary and justified, to aid the child to maneuver in this rapidly changing society. Although, events such as the Benjamin Levin incident have gave birth to certain doubts amongst parents. Parents should understand the needs of their children – they of course know what is best for them – and should deal with these issues accordingly. It should be kept in mind that trained professionals and subject experts have carefully drawn up this curriculum in a way that is best applicable and most practical.
The new curriculum will be implemented in September 2015.
The new sex-ed bill is, like every big step and major change, quite misunderstood and misjudged. Ontario was still following the much out-dated 1998 curriculum after the 2010 curriculum was shelved due to public outcry. I use the word “out-dated” because many of the things that children have today were simply not available back then. Hence, “out-dated” does not show a shift in ethics or morality, rather a shift in time and accessibility. One major example is the Internet. Internet safety is one of the largest concerns for parents and teachers alike, and this curriculum acknowledges that.
Many parents around Ontario feel that the curriculum does not address their concerns and values. The largest outcry is from religious communities who feel, quite justly, that the new sex education curriculum will supercede all boundaries of modesty and children will be lured towards the malicious desires. The one thing that, I believe, has contributed greatly to this view is the lack of familiarity/understanding regarding what the new curriculum is talking about. Anything kept out of context can seem absurd and wrong.
The ministry, however, keeps on assuring parents that it does not want to undermine the parents' authority and that parents are the most influential teachers for their children. At the very start of the document, the curriculum states:
“Parents are the primary educators of their children with respect to learning about values, appropriate behaviour, and ethnocultural, spiritual, and personal beliefs and traditions, and they are their children’s first role models. It is therefore important for schools and parents to work together to ensure that home and school provide a mutually supportive framework for young people’s education.” (p.13, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
If parents, however, are not comfortable with their children attending the course or certain parts of it, they can, according to the Education Act, choose to withdraw the student from those classes.
This article will discuss major parts of the curriculum regarding sex education, mostly those which have caused a certain reaction from parents, and shed light upon possible explanations upon the rationale of those parts.
Influencing Six Year Olds?
The curriculum aims to inculcate a safe and progressive environment for the students. According to SexAssualt Canada, 60% of sexual abuse victims are children under 17 years of age, 80% of all assailants are friends and family of the victims. Most abuses occur when the child is young and most vulnerable as it is easier to coerce the child into believing the heinous act is not wrong.
Boys 4-7 years of age were 3 times more often the victims of sexual abuse than boys of other ages. Girls aged 4-7 and 12-17 were twice as likely to be victims of sexual abuse as girls aged 0-3 and 8-11. (Source: The Juristat presents Child Maltreatment in Canada – Canadian Incidence Study of Reported Child Abuse and Neglect. Authors: Nico Trocmé and David Wolfe. Ottawa, Ontario: Minister of Public Works and Government Services Canada, 2001. (pg. 24))
In an attempt to help the children report and recognize sexual assault, the curriculum intends to teach six year old first graders how to express their concerns. In order to do this, the teachers look to teach the students how to name and identify these sensitive parts of their bodies.
This is an extract from the curriculum:
“Human Development and Sexual Health C1.3 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 hurt or need help, and I know the right words, other people will know what I’m talking about.’” (p.93, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Gender Identity and Sexual Orientation: Best left Unspoken and Unearthed?
Gender Identity and Sexual Orientation are defined by the Ontario Human Rights Code as follows:
“Gender identity is each person’s internal and individual experience of gender. It is their sense of being a woman, a man, both, neither, or anywhere along the gender spectrum. A person’s gender identity may be the same as or different from their birth-assigned sex. Gender identity is fundamentally different from a person’s sexual orientation.
'Sexual orientation' is a personal characteristic that forms part of who you are. It covers the range of human sexuality from lesbian and gay, to bisexual and heterosexual.”
Studies have shown that Gender Identity starts being recognized by the age of three and is concluded by the age of six (Source: Pamela J. Kalbfleisch, Michael J. Cody (1995). Gender, power, and communication in human relationships). After that, the child's own gender identity hardly ever changes. The new curriculum focuses on gender identity and the certain problems people with gender identities, different from their biological genders, encounter. Sexual Orientation is also vastly dependent on gender identity.
This part of the curriculum faced a lot of opposition and outrage; people felt premier Kathleen Wynne, the first openly gay premier, was imposing her own beliefs onto the children, however, it should be noted that the concept of gender identity is introduced years after – in grade 3, when the student is eight years old - the pupil has already formed their gender identity. The curriculum extract follows:
“C3.3 describe how visible difference (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]
Teacher 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 thing, and what we are able to do. Give me some examples of things that make each person unique.”
Student: “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 grandparents or with caregivers. We may come from different cultures. We also have different talents and abilities and different things we find difficult to do.’” (p.124, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
This section focuses on acceptance of differences, which includes gender identity. This is especially important for those student who actually have a gender identity different than their biological gender. These students must undoubtedly feel confused and worried about themselves, and when the teacher addresses this issue, they will feel understood and normal. Furthermore, for the parents concerned that maybe this teaching might further confuse the students, it highly unlikely that someone would be able to change their gender identity at this age and so the curriculum is only looking to normalize the reality, and in no way is encouraging or discouraging a certain gender identity.
Romantic Dating : Best Avoided?
The curriculum intends to introduce the concept of being “more than just friends” and “liking” someone, at the age of nine, to fourth graders. This is done while teaching the students about the physical and emotional changes encountered during puberty.
Many parents might find it inappropriate for a nine year old to be introduced to dating, however, Education Minister Liz Sandals justified this, at the unveiling of the curriculum news conference on Monday Feb 23, by saying “We need to deal with the fact that our kids are starting to go through puberty much younger than they used to.”
An excerpt from the curriculum states:
“Teacher prompt: ‘What can change socially as you start to develop physically?’
Student: ‘Relationships with friends can change, because sometime people start being interested in different things at different time. Some people start ‘liking’ others. They want to be more than ‘just friends’ and become interested in going out. Sometimes people treat you as if you are older than you actually are because of how you look. Sometimes classmates, friends, or family make comments or tease you about the changes.’” (p.141, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Aside from this, the student is looking at this situation as a hypothetical situation which they plan to encounter during puberty, so for concerned parents, the curriculum does not encourage romantic relationships at a young age, yet it leaves room for them. However, some would say, the most effective check in this regard is kept by parents themselves who ensure that their children are engaged in age appropriate activities. Some parents feel that the school is able to undermine their authority over their children, and that children are more inclined to follow what their teachers tell them, rather than what their parents say. Others argue that parents cannot monitor their children all the time and introducing children to dating will lead them to engage in such romantic relationships, incognito. At this stage, parents should realize that the child will, most likely, engage in a romantic relationship in the near future and being educated about the dos and don’ts is better conveyed through school, as many children will be uncomfortable discussing such topics with their parents.
Sexting : Wait, What?
Sexting is known as the sending of sexual messages and pictures to others, primarily through cell phones and social networks. Sexting is a great example of things that did not exist during the time of the old curriculum. Cell phones have become very common amongst children and, naturally, their usage has also evolved and increased. In Grade 5, students will again be told about romantic dating, in more detail than last year, and the issues of internet safety and sexting will be addressed.
An extract from the curriculum shows:
“Teacher prompt: ‘As you enter adolescence, you may begin to develop new kinds of relations hips and new feeling that you have not had before. Your relationships with your peers can become more stressful. Understanding how to respond to these new feelings and situations can reduce some of the stress that goes with them. For example, if you feel you ‘like someone in a special way’, what are some appropriate ways of sharing that information with someone else and what are ways that are inappropriate?’
Student: ‘You can show that you like someone by being extra nice to them, talking with them more, spending time with them, or telling them that you like them. Ways of showing that you like someone that are inappropriate include touching them without their permission, spreading rumours about them to others or online, and making fun of the in order to get attention. Sharing private sexual photos or posting sexual comments online is unacceptable and also illegal.’” (p.159, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Sexting is dealt with in more detail in grade 7.
Masturbation : A bit too far?
The twelve year old grade sixes will be informed about masturbation, in accordance with the curriculum.
“Teacher prompt: ‘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.’” (p.175, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Many parents believe, religiously, that masturbation as an act is wrong and sinful. They might feel that teaching this concept to twelve year olds can be harmful for them and may cause other problems. Those parents should, if needed, look at the Education Act -which allows them to withdraw their child from a certain class if they find the teaching inappropriate for their child. Hence, if parents feel uncomfortable with their children learning about masturbation, they should talk to the teacher or school administration and try to find a pathway that suits both their needs.
However, the flip side of this should be kept in mind. If a child cannot release such hormonal tension by themselves, they might be easily tempted towards intimate sexual involvement, which might prove far more harmful to the students, as it can affect their psychological development as well as introduce the risk of STDs. Hence, masturbation is a safer route to help the child get familiar with their body as well as release those hormonal tensions.
Alternatives?
In Grade 7, the curriculum looks to teach thirteen year olds about alternatives to vaginal intercourse, such as oral and anal intercourse, however, at no point does the curriculum encourage any kind of sexual activity as it highly stresses on the fact that abstinence is the most safe way to go, as can be seen from the following extract:
“Teacher prompt: ‘The term abstinence can mean different things to different people. People can also have different understandings of what is meant by having or not having sex. Be clear in your own mind about what you are comfortable or uncomfortable with. Being able to talk about this with a partner is an important part of sexual health. Having sex can be an enjoyable experience and can be an important part of a close relationship when you are older. But having sex has risks too, including physical risks like sexually transmitted infections – which are common and which can hurt you – and getting pregnant when you don’t want to. What are some of the emotional considerations to think about?’
Student: ‘It’s best to wait until you are older to have sex because you need to be emotionally ready, which includes being able to talk with your partner about how you feel, being prepared to talk about and use protection against STIs or pregnancy, and being prepared to handle the emotional ups and downs of a relationship, including the ending of a relationship, which can hurt a lot. Personal values, family values, and religious beliefs can influence how you think about sexuality and sexual activity. A person should not have sex if their partner is not ready or has no given consent, if they are feeling pressured, if they are unsure, or if they are under the influence of drugs or alcohol.’” (p.196, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Students are also told about Sexually Transmitted Diseases and Infections e.g. HIV. Students are told about the use of contraceptives e.g. condoms, pills. They are also encouraged to refrain from sexual intercourse of any kind without the use of a contraceptive, which is highlighted in the following excerpt:
“Teacher prompt: ‘Engaging in sexual activities like oral sex, vaginal intercourse, and anal intercourse means that you can be infected with an STI. If you do not have sex, you do not need to worry about getting an STI. (By the way, statistics show that young people who delay first intercourse are more likely to use protection when they choose to be sexually active.) If a person is thinking of having sex, what can they do to protect themselves?’
Student: ‘They should go to a health clinic or see a nurse or doctor who can provide important information about protection. People who think they will be having sex sometime soon should keep a condom with them so they will have it when they need it. They should also talk with their partner about using a condom before they have sex, so both partners will know a condom will be used. If a partner says they do not want to use a condom, a person should say, ‘I will not have sex without a condom.’ If you do have sex, it is important that you use a condom every time, because condoms help to protect you against STIs, including HIV, and pregnancy.’” (p.196, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
Consent and Responsibility
Grade eights are more focused towards sexual consent and responsibility. The curriculum highlights the need of consent when two people decide to engage in a sexual activity and it emphasizes the need of communication and respect needed to maintain a healthy and safe relationship.
“Teacher prompt: ‘Being intimate with someone includes having a good understanding of their concept of consent. What are some of the important things that we need to understand about consent?’
Student: ‘Consent to one activity doesn’t imply the consent to all sexual activity. It is important to ask for consent at every stage. Consent is communicated, not assumed. You can ask your partner simple questions to be sure that they want to continue: ‘Do you want to do this?’ or ‘Do you want to stop?’ A ‘no’ at any stage does not need any further explanation.’” (p.220, The Ontario Curriculum Grades 1-8 : Health and Physical Education 2015)
This was one of the major objections posed by many parents. Many religious communities do not believe in an idea of consent, as they feel sex should not exist outside of the marital bond. I do not want to step on any toes, but people need to realize that there is a very high probability that children will engage in sexual activities (not necessarily intercourse) before getting married, and its best to educate them about what's right and what's wrong.
This idea of consent is highly important as it greatly affects society in general. According to The Nature of Sexual Offences (Statscan), in 2010 5% of all sexual assault perpetrators were current or former boyfriends/girlfriends. If children are taught about the importance of consent before they actual engage in sexual activities, it can create a positive environment where no one feels violated and/or harassed by another.
Grade eight further looks at students learning about contraceptives, STDs and maintaining a sex plan if they do start engaging into sexual activities to ensure that they do not go overboard. In a sex plan, the student is told to determine how much sexual activity they plan to engage in, to prevent them from developing any abnormal or harmful habits. Students are also advised to consult a medical professional before engaging in any kind of sexual activity.
Benjamin Levin and Sex Education
Benjamin Levin was the deputy education minister from 2004 to 2009. In July 2013, Levin was arrested by the Toronto Police Service’s sex crimes unit and charged with seven counts of child exploitation, including charges of accessing and possessing child pornography. This incident lead to suggestions that Ben Levin had part in the formulation of the sex ed curriculum. Current Premier and former education minister Kathleen Wynne told the press, on Monday Jul 15 2013, that “Ministers and deputy ministers do not write curriculum.”
Remembering that Wynne proposed a new sex ed curriculum in 2010, which was kyboshed by then-premier Dalton McGuinty, many parents felt insecure regarding the involvement of a pedophile in the introduction of the former sex ed curriculum, which shares many characteristics with the new curriculum.
On March 3, 2015 Levin pleaded guilty to three child pornography charges. On May 29, 2015 Levin was sentenced to three years. All this has further deteriorated parents confidence in the curriculum, however, the government continues to assure the parents that Ben Levin’s personal sexual views had no impact on the curriculum. "Education Minister Liz Sandals was quoted Feb. 18 by the Sun’s Antonella Artuso as saying: ‘I can guarantee you that Ben Levin was not in any way directly involved in developing the curriculum.’” … “On Feb. 25, 2015, Wynne spokesman Zita Astravas wrote in an e-mail that ‘the following was sent to reporters on Feb. 18 ... Ben Levin had no involvement in the development of the content of the curriculum. Curriculum is developed by subject experts and is based on research in addition to consultations with a wide array of people, including teachers, parents and students.’” (Source: Liberals can't deny Levin's role with sex-ed curriculum by Joe Warmington, Toronto Sun March 02 2015)
Conclusion
By now you have, hopefully, understood a lot more about the new sex education curriculum and have gained an idea about what students will be learning in the course.
The curriculum addresses the needs of students nowadays and is tailored to keep up with their growing list of technology. A study published in 2012 by the American Academy of Pediatrics showed that boys were starting to show signs of puberty at as early as nine years of age. While a 2010 study published in the Journal of Pediatrics showed that girls were starting to mature at as early as seven. As children are maturing earlier, they need to know these concepts well before they start facing the consequences of poor uninformed judgment.
The government's step in modernizing the sex ed curriculum was highly needed and although parents might have disagreements at some points, I feel they can agree upon the fact that most of what will be taught is necessary and justified, to aid the child to maneuver in this rapidly changing society. Although, events such as the Benjamin Levin incident have gave birth to certain doubts amongst parents. Parents should understand the needs of their children – they of course know what is best for them – and should deal with these issues accordingly. It should be kept in mind that trained professionals and subject experts have carefully drawn up this curriculum in a way that is best applicable and most practical.
The new curriculum will be implemented in September 2015.