Review of New Ontario Health Curriculum, Grade 8

This is the fourth and final part of a review on the new Ontario Health curriculum.

Read part 1: Introduction and Grades 1-3
Read part 2: Grades 4-6
Read part 3: Grade 7 

 
In this fourth and final part of my review, I'm taking you page-by-page through the sexual education material for Grade 8 in the new Ontario Health curriculum. I'll be posting excerpts of the material which I believe would be of some interest to Christian parents along with some of my own thoughts on the material.


Grade 8:

"Identify and explain factors that can affect an individual’s decisions about sexual activity (e.g., previous thinking about reasons to wait, including making a choice to delay sexual activity and establishing personal limits; perceived personal readiness; peer pressure; desire; curiosity; self-concept; awareness and acceptance of gender identity and sexual orientation; physical or cognitive disabilities and possible associated assumptions; legal concerns; awareness of health risks, including risk of STIs and blood-borne infections; concerns about risk of pregnancy; use of alcohol or drugs; personal or family values; religious beliefs; cultural teachings; access to information; media messages), and identify
sources of support regarding sexual health (e.g., a health professional [doctor, nurse, public health practitioner], a community elder, a teacher, a religious leader, a parent or other trusted adult, a reputable website). (Grade 8, p.215)

This is an overview of what students will be taught in the Grade 8 health curriculum as it relates to sex education. Included in this list are "thinking about reasons to wait, including making a choice to delay sexual activity and establishing personal limits" as well as "awareness and acceptance of gender identity and sexual orientation". Students will also talk about "sources of support regarding sexual health" which include parents and even pastors ("a religious leader").

"Teacher prompt: “How would thinking about your personal limits and making a personal plan influence decisions you may choose to make about sexual activity?”

Student: “Thinking in advance about what I value and what my personal limits are would help me to respond and make decisions that I felt comfortable with in different situations. I would be able to approach a situation with more confidence and stick to what I had planned. I would be less likely to be caught off guard and have to react without having thought through the options and possible consequences.” (Grade 8, p.215-216)

Grade 8 students are asked about limits and influences when making choices about sexual activity. Here, the encouraged student response is that they would consider their own values and the consequences ahead of time which would then inform them in their decision to engage in sexual activity.

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.

Teacher prompt: “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. Sexual orientation refers to a person’s sense of affection and sexual attraction for people of the same sex, the opposite sex, or both sexes. Gender expression refers to how you demonstrate your gender (based on traditional gender roles) through the ways you act, dress, and behave. Gender identity, gender expression, and sexual orientation are connected to the way you see yourself and to your interactions with others. Understanding and accepting your gender identity and your sexual orientation can have a strong impact on the development of your self-concept. A person’s self-concept can develop positively if the person understands and accepts their gender identity and sexual orientation and is accepted by family and community. It is harder to develop a positive self-concept, however, if the way a person feels or identifies does not meet perceived or real societal norms and expectations or is not what they want, or if they do not feel supported by their family, friends, school, or community. 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. What kind of support do people need to help them understand and accept their gender identity and sexual orientation?”

Student: “Having role models that you can relate to – for example, people of similar ages or cultures – 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. Family, school, and community support are crucial. Additional help can come from trusted adults, community organizations, and school support groups such as gay-straight alliances.” (Grade 8, p. 216)

In Grade eight, students will be encouraged to "understand and accept" their gender identity and sexual orientation and will talk about how this will affect how they see themselves (their self-concept). Teacher's will also talk about how a student's self-concept can be harmed if they are not supported by their "family, friends, school, or community". As Christian parents, it's important to convey to our kids that our self-concept needs to also be shaped by our faith. In the Christian faith, we are reminded that we aren't naturally good, but that we are naturally inclined to choose our own way instead of God's way. Parents will need to find a balance between teaching biblical values and loving and supporting their kids even if they might choose to reject those values. Who said parenting was easy? I think this really conveys the importance of a family's involvement in a church community, where kids and parents can be supported and encouraged in their faith and where students can develop a self-concept that is grounded in a love for God and a desire to follow His plan for their life. Even early on, we need to talk about "original sin" and that when we choose our own way instead of God's way, we find ourselves outside of a relationship with God and far from the plan and purpose He has for us.

"Demonstrate an understanding of aspects of sexual health and safety, including contraception and condom use for pregnancy and STI prevention, the concept of consent, and matters they need to consider and skills they need to use in order to make safe and healthy decisions about sexual activity (e.g., self-knowledge; abstinence; delaying first intercourse; establishing, discussing, and respecting boundaries; showing respect; need for additional information and support; safer sex and pleasure; communication, assertiveness, and refusal skills). (Grade 8, p. 218)

In this section of the curriculum, students will talk more about safe sex and the concept of consent, along with abstinence and "delaying first intercourse". Parents, again, need to teach their children with this kind of balanced approach. We can't ignore teaching our kids about safe sex, contraceptives, and STI's. I think we can all recognize that we're doing a disservice to our kids if they are misinformed or unaware of these things. We don't want our kids to learn about sex from TV, the movies, or the Internet (which often portrays sex in a way that's warped, misogynistic, and degrading). We also don't want to communicate to kids the lie that sex is dirty, disgusting or shameful. In the process however, we need to communicate biblical values (which include abstinence until marriage), wanting our children to experience sex the way that God intended for us. There is more discussion material related to safe sex on page 219, but I didn't feel the need to post any excerpts from it.

"Teacher prompt: “Gender-based violence includes any form of behaviour – psychological, physical, and sexual – that is based on an individual’s gender and is intended to control, humiliate, or harm the individual. When we say ‘gender-based violence’, we are often referring to violence against women and girls. Can you give me some examples?”

Student: “It can include physical assault in a relationship, sexual assault, or rape. It can also include things like having your rear end pinched in the hallway, having your top pulled down or lifted up, or being held down and touched.” (Grade 8, p.220)

Here, students are asked to identify examples of "gender-based violence"-- including rape and sexual assault.

"Analyse the attractions and benefits associated with being in a relationship (e.g., support, understanding, camaraderie, pleasure), as well as the benefits, risks, and drawbacks, for themselves and others, of relationships involving different degrees of sexual intimacy (e.g., hurt when relationships end or trust is broken; in more sexually intimate relationships, risk of STIs and related risk to future fertility, unintended pregnancy, sexual harassment and exploitation; potential for dating violence). (Grade 8, p. 220)

"Teacher prompt: Intimate behaviours can include holding hands, hugging, kissing, touching bodies and genitals, and engaging in sexual intercourse. When considering the level of intimacy that is appropriate for their relationship, what does a couple need to think about?” (Grade 8, p. 220)

“Student: Both individuals need to consider their own values and beliefs and treat each other’s choices and limits with respect. If one partner chooses to abstain from a sexual activity – for example, a person might want to kiss but not want to have any genital contact – the other partner needs to respect that decision. Both partners need to have the confidence and comfort level to talk about how they can show their affection while respecting each other’s decisions.” (Grade 8. p. 220)

In this section, students will learn about the benefits and risks of being in a relationship that's sexually intimate. They talk about "intimate behaviours" and what needs to be considered before being intimately involved with someone. The idea that they wish to communicate to students is to "consider their own values and beliefs" and treat others with respect.

Teacher: “Being intimate with someone includes having a good understanding of the 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 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.” (Grade 8, p. 220)

The sex ed curriculum wraps up with Grade 8 students discussing the importance of consent.

Final Thoughts:

In this review, I have posted (or noted) all excerpts from the new Ontario Health curriculum that relates to sex education. Like me, you probably found that the majority of the teaching was completely reasonable and appropriate. Also, like me, as you were reading, you probably discovered several  "red-flags" in the curriculum that you would prefer to be altered or omitted.

It's important to remember that these four posts contain the entirety of the sex-ed curriculum that is being taught from Grades 1-8. In the grand scheme of things, this material plays a small role in your child's education, a few hours of teaching over a span of 8 years. As I said at the beginning, I think this reminds us that as parents, we are the most important (and essential) moral and spiritual influence on our children. What is taught and lived out in the home has a profound impact on the worldview of our kids. I want to encourage and challenge you to:

1. Pray for your kids on a regular basis. 

Pray that God would protect them from any influence that might steer them away from knowing and following God. Pray also that God would give you wisdom and strength to be a positive moral and spiritual influence on your kids.

2. Be a part of the church community on a regular basis. 

When you're a part of the church, you and your kids have a chance to focus your attention on God's Word and unpack those truths in a way that's relevant to your lives. We live in a world that is full of temptation and values that run contrary to those found in the Bible. When you're a part of the church, you can find encouragement, emotional support and prayer support as you raise your children. When children are a part of the church, it helps them appreciate what it means to be a part of a Christian community.

3. Make God a part of your home life.  

Revelation 3:20 is one of my favorite verses in the Bible. In it, Jesus tells us, as Christians, that he wants to be a part of our lives and a part of our homes.

Look! I stand at the door and knock. If you hear my voice and open the door, I will come in, and we will share a meal together as friends

There are some parents who believe that somehow bringing a child to church once a week will transform them into Christian men and women, but church is merely a supplement to what they should be receiving on a daily basis at home. "Statistically, the average church only has 40 hours in a given year to influence a life. The average parent has 3000 hours per year to influence a life". (Think Orange, Joiner. p. 88-89)

Do you pray together as a family? Do you worship together as a family? Do you read the Bible and talk about what it means on a regular basis? When you come home from church on Sunday, do you follow-up with what your kids learned and discuss the content further? 

Parents, I want to encourage you to live and lead by example. My prayer for you is that you would grow deeply in your faith and be people who live out and express your love for Jesus on a daily basis. My prayer is that your kids would see and be a part of it. 

The ball is in your court.