Review of new Ontario Health Curriculum, Grades 4-6

This is part two of a review of the new Ontario Health Curriculum. 

For part one, which covers my introduction to this blog series along with my review of the Curriculum's introduction and content for Grades 1-3, please click here. In this review, I'm walking through the curriculum page-by-page and including all excerpts which may be of some concern to Christian parents. After each excerpt, I include some of my own thoughts.  



Please note that throughout this curriculum, there is content related to puberty, which, in my opinion, is pretty standard stuff, so it won't be highlighted.

  Grades 4-6:

Teacher prompt: “Advances in technology have greatly increased our ability to get and share information and to communicate and collaborate with each other. But these benefits also come with some risks and potential difficulties, such as a possible loss of privacy, addiction, increased sedentary behaviour, or exposure to people who ask you for sexual pictures or want you to share personal information. What are some things you should do to use this technology safely? How can you get help if you get into trouble?”

Student: “I should make sure that an adult knows what I am doing when I’m using the computer, the Internet, or a cell phone, so I have someone who can help if needed. When I can, I should use a computer in a public space like a kitchen, living room, or library, instead of alone in my bedroom. I shouldn’t share my password or personal information. I should be aware that people are not always who they say they are online. I should close and delete pop-ups and spam messages without responding. If there’s a problem, I should stop right away and tell an adult instead of trying to solve the problem online. I should help my friends by reminding them of these tips.” (Grade 4, p.140)

Starting in Grade 4, students will learn about using technology in safe ways. Hopefully, as a parent, you've already had these conversations with your kids. Here, in particular, students learn about the possibility of predators asking for "sexual pictures" along with "personal information". In this discussion, students will talk about the importance of using a computer in a public space (a rule that every household should establish). They are also taught to tell adults if they encounter a problem online, and to encourage their friends to be safe online.

"Verbal bullying could include name calling, mocking, teasing about appearance,
including weight, size, or clothing, and making sexist, racist, or homophobic comments in person or online. Any of these kinds of bullying could cause emotional pain.” (Grade 4, p. 140)

Also in this section of the Grade 4 curriculum, students are taught about bullying, including making "homophobic comments in person or online". Personally, I'm not a fan of the term "homophobic", but I think it certainly needs to be conveyed that just because someone is different does not mean that verbal or physical bullying is acceptable.

"What strategies could you use in a situation where you were being harassed because of your sex, gender identity, race, religion, sexual orientation, gender expression, body shape, weight, or ability?” (Grade 5, p. 157)

In Grade 5, students will discuss bullying and harassment. Some of the reasons include gender identity, religion, sexual orientation and gender expression. Again, one of the things this new curriculum continues to stress is the importance of valuing and respecting others.

"Things I cannot control include where I was born, who is in my family, how much money my family has, and personal characteristics such as my skin colour, hair colour, whether I am male or female, my gender identity, sexual orientation, and overall body shape and structure. I could have a learning disability, a physical disability, or a health issue. All of these things are a part of who I am. I cannot control these things, but I can control what I do and how I act". (Grade 5, p. 159)

This excerpt is not a part of the teaching but is taken from a possible student response in regards to stress related to puberty. Here, it shows that a student may respond that they "cannot control" a number of things in their lives (including gender identity and sexual orientation).

"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 them in order to get attention. Sharing private sexual photos or posting sexual comments online is unacceptable and also illegal.”” (Grade 5, p.159)

Like the excerpt above, this is part of a possible student response to the teacher asking about appropriate and inappropriate displays of affection and is not actually a part of the teaching. As parents, it might be a good idea to communicate long before Grade 5 that it's "unacceptable and also illegal" to share photos of your private areas and that if anyone asks you to do so, to tell a parent or teacher.

"Explain how a person’s actions, either in person or online, can affect their own and others' feelings, self-concept, emotional well-being, and reputation (e.g., negative actions such as name calling, making homophobic or racist remarks, mocking appearance or ability, excluding, bullying, sexual harassment [including online activities such as making sexual comments, sharing sexual pictures, or asking for such pictures to be sent]; positive actions such as praising, supporting, including, and advocating)". (Grade 5, p. 160)

Students are encouraged to take responsibility for their own actions, including making "homophobic or racist remarks" and "sexual harassment (including online activities such as making sexual comments, sharing sexual pictures, or asking for such pictures to be sent). What I like about this in particular is that it doesn't normalize sexting, but discourages it, explaining that it is a form of sexual harassment.

"Identify factors that affect the development of a person’s self-concept (e.g., environment, evaluations by others who are important to them, stereotypes, awareness of strengths and needs, social competencies, cultural and gender identity, support, body image, mental health and emotional well-being, physical abilities)". (Grade 6, p. 172).

In Grade 6, students will talk about self-awareness (which might include gender identity). I'm actually quite surprised by the teacher and student responses on page 173, not because of questionable content, but because they're not written in a simple, conversational way similar to previous teacher/student responses. 

"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.”

We have arrived. This is probably the only part of the curriculum that I'm in complete disagreement with. In discussing puberty and the physical changes that the body goes through, the teacher is encouraged to normalize masturbation. One Christian reviewer had this to say: "I would add the word "medically" or "physically" between "not" and "harmful." That, however, reflects my worldview as a Christian. And it's something I'll teach my kids when they are ready for it." I suppose that's all we can do, isn't it? Parents, don't wimp out on talking to your kids about sex. Remember, as I said at the beginning, you are the greatest moral and spiritual influence in your child's life. Take advantage of that.

"Assess the effects of stereotypes, including homophobia and assumptions regarding gender roles and expectations, sexual orientation, gender expression, race, ethnicity or culture, mental health, and abilities, on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing assumptions and stereotypes." (Grade 6, p. 177).

Also in Grade 6, students will be taught about stereotypes and discrimination, which include "homophobia and assumptions regarding gender roles and expectations, sexual orientation, and gender expression". This is mentioned again further down on the same page. Again, there is an emphasis on treating people who are different than you with value and respect.

"We can understand people’s sexual orientations better, for example, by reading books that describe various types of families and relationships. Not everyone has a mother and a father – someone might have two mothers or two fathers (or just one parent or a grandparent, a caregiver, or a guardian). 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’. We need to be inclusive and welcoming.” “If we have newcomers from another country in our class, we can try to find out more about them, their culture, and their interests.” “If we hear things that are sexist, homophobic, or racist, we can show our support for those who are being disrespected.” (Grade 6, p. 177)

Like in some previous excerpts above, this is not a part of the actual teaching portion of the curriculum, but it is written as a possible student response when discussing stereotypes and discrimination. Here, the "student" responds by saying that there are many different types of families and that "inclusive and welcoming" language should be used. While this isn't a part of the teaching, I find it interesting that it suggests that the words "husband" or "wife" shouldn't be used. This is certainly something that's even relevant to adults, as I have often assumed that people were married and have used that terminology only to be corrected. On the other hand, I've also been in the situation where I've had to pay close attention to someone's conversation in order to determine how to best describe their spouse/partner/friend. Gone are the days when you could simply look at someone's ring finger to get all of the answers!

That sums up our look at the Ontario Health curriculum for Grades 4-6. Again, I've only highlighted content that has to do with the sexual education component that I feel would be of some interest to Christian parents. I will post part three (examining Grades 7-8) soon.