Children learn to â€œidentify body parts, including genitalia (e.g., penis, testicles, vagina, vulva), using correct terminology.â€
Children learn to â€œidentify the characteristics of healthy relationshipsâ€ including â€œaccepting differences, being inclusive.â€ They will learn to â€œrespectâ€ how â€œinvisible differenceâ€ such as â€œgender identity, sexual orientationâ€¦make each person unique.â€
â€œWe all come from different families. Some students live with two parents. Some live with one parent. Some have two mothers or two fathers,â€ the curriculum states as a student response to â€œillustrate the intended learning.â€
Regarding a teacher prompt on â€œexposure to people who ask you for sexual pictures,â€ the student response states nothing about not taking or sending such pictures. It instead states: â€œI should make sure that an adult knows what I am doing when Iâ€™m using the computer, the Internet, or a cell phone.â€
Children learn that â€œsocial bullyingâ€ includes making â€œhomophobic comments.â€ The curriculum defines â€œhomophobiaâ€ as a â€œdisparaging 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).â€
Boys and girls together learn in detail to identify the parts of the male and female reproductive system, including â€œvagina, cervix, uterus, fallopian tubes, ovaries, endometrium, and clitorisâ€ as well as â€œpenis (with or without the foreskin), scrotum, urethra, testicles, prostate gland, seminal vesicles, and vas deferens.â€
They learn about the process of reproduction, including menstruation and ejaculation. â€œFertilization can occur when the penis is in the vagina,â€ a teacher prompt states.
Children are taught â€œstrategiesâ€ if they find themselves in a situation were they are â€œharassedâ€ because of â€œgender identityâ€¦sexual orientationâ€¦gender expression.â€
They learn that their â€œgender identity [and] sexual orientationâ€ is something they are born with. â€œAll of these things are a part of who I am. I cannot control these things,â€ a student response states.
Children learn to â€œassess the effects of stereotypes, including homophobia and assumptions regarding gender roles and expectations, sexual orientation, gender expression.â€ They learn â€œappropriate ways of responding to and changing assumptions and stereotypes.â€
When asked about what is â€œnormalâ€ development, teachers are to respond: â€œExploring oneâ€™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.â€
Children are taught to dismantle â€œwhat is â€˜normalâ€™ or expected for males and femalesâ€ since such â€œassumptionsâ€¦are usually untrue, and they can be harmful.â€
â€œThey 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 â€˜different,â€™â€ the curriculum states.
â€œAssumptions about different sexual orientationsâ€¦are harmful in similar ways. Everyone needs to feel accepted,â€ states a teacher prompt.
Success in changing negative â€œstereotypesâ€ regarding â€œpeopleâ€™s sexual orientations,â€ is achieved by â€œreading books that describe various types of families and relationships.â€
â€œNot everyone has a mother and a father â€“ someone might have two mothers or two fathersâ€¦We need to make sure that we donâ€™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 â€˜partnerâ€™ instead of â€˜husbandâ€™ or â€˜wife,â€™â€ a student response states.
It is in this grade that children learn how to give legal â€œconsentâ€ to sexual activity.
â€œA clear â€˜yesâ€™ is a signal of consent,â€ a student response states.
In a Grade 7 and 8 overview, the curriculum states â€œkeyâ€ topics that have been learned include, among others, â€œunderstanding how gender identity and sexual orientation affect overall identity and self-concept, and making decisions about sexual health and intimacy.â€
Revisiting the topic of sexting â€” defined as the â€œpractice of sending explicit sexual messages or photos electronicallyâ€ â€” the curriculum teaches children that the practice has â€œsignificant risksâ€ and what they can do to â€œminimize those risks.â€ Suggestions include that there are â€œlegal penalties for anyone sharing images without consent.â€
The children are taught that if they are thinking of having sex, they should â€œkeep a condom with them so they will have it when they need it.â€
â€œIt is very important that you use a condom if you do have sex,â€ a student reply states.
They are taught that instead of practicing abstinence, â€œone of the best things you can do to stop HIV is to stop the stigma that is associated with having the infection.â€
The children are also taught that sexual health means, among other things, â€œyour understanding of your own body, including what gives you pleasure.â€
Now steeped in 8 years of government run sex-ed, children will be able to â€œdemonstrate 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.â€
â€œGender identity refers to a personâ€™s internal sense or feeling of being male or female, which may or may not be the same as the personâ€™s biological sex. It is different from and does not determine a personâ€™s sexual orientation,â€ a teacher prompt states.
â€œA personâ€™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,â€ the curriculum states.
When asked about the kind of support people need to help them â€œunderstand and accept their gender identity and sexual orientation,â€ a student response states: â€œHaving role models that you can relate to â€“ for example, people of similar ages or cultures â€“ is important. So is having all gender identities and sexual orientations portrayed positively in the media, in literature, and in materials we use at school.â€
By now Grade 8 students will be able to â€œdemonstrate an understanding of aspects of sexual health and safety, including contraception and condom use,â€ as well as the â€œbenefits and risks of different types of contraception.â€
They will be able to â€œanalyse the attractions and benefitsâ€ of being in a relationship, including for the reason of â€œpleasure.â€
The students are told that â€œintimate behavioursâ€ in such relationships â€œcan include holding hands, hugging, kissing, touching bodies and genitals, and engaging in sexual intercourse.â€
They are told it â€œtakes practiceâ€ to communicate to their partners about â€œsexual health choices, consent, and keeping safe.â€
â€˜Language and communication are never neutralâ€™
While the curriculum lists abstinence as a choice for students, even telling them it is better to â€œwait until you are older to have sex because you need to be emotionally ready,â€ it presents the practice ambiguously, stating that â€œabstinence can mean different things to different people.â€
The curriculum authors pay lip service to the role of parents, calling them in a qualified statement the â€œprimary educators of their children with respect to learning about values, appropriate behaviour, and ethnocultural, spiritual, and personal beliefs and traditions.â€ They do not say parents are the primary educators with respect to sex-ed.
Not once in the entire curriculum is the word marriage or love mentioned in relation to sexual activity. The creation of a new life is never once portrayed positively, but only as something to avoid.
The authors state they want the sex-ed curriculum to equip students to be critical thinkers so they can â€œanalyse media messages and determine possible motives and underlying messages.â€
â€œThey are able to determine what biases might be contained in texts, media, and resource material and why that might be, how the content of these materials might be determined and by whom, and whose perspectives might have been left out and why,â€ they state.
By applying this logic to the above mentioned sex-ed, the casual reader can discern what critics say is a sexual agenda that goes beyond teaching children the simple â€˜birds and beesâ€™ of human reproduction.
â€œLanguage and communication are never neutral: they are used to inform, entertain, persuade, and manipulate,â€ states the curriculum.