socialist

......which allows you to make another baseless assumption? Time for you to grow up and remove the tin foil hat. If you have solid proof that I am someone else, then present the evidence on this forum. Otherwise, grow up, and stop acting like an immature child. You are not even in the vicinity of perfect absolution.

Interesting. Which specific study do you recommend I read. I believe you, but would like to confirm the research for future discussions at school.

What are the stats in Quebec where they really don't have a sex ed curriculum. It would be interesting to compare.

So I prove that you're a hater and that is the best you can come back with?

II post as one person, socialist. Those of you who are obsessed and make baseless accusations should get a life. So,me people will do anything to get me banned.

Define many. What % of grade 7/8 kids would you say are experimenting with sex?

I disagree with McVety. You calling him names is no better. It's hypocritical and I dislike hypocrites. What are we going to teach kids? That's it's OK to name-call and ridicule those we disagree with? That is not the kind of diverse, tolerant world I am trying to build. You have proven that you are no better...to the opposite extreme. It all makes me puke.

A few nit wits think we are the same person. LOL

As a progressive, I believe in tolerance.

I dislike comments like this. I don't agree with calling anyone you disagree with names. It goes both ways. We are promoting inclusiveness and diversity and you make an ignorant comment about someone you disagree with. It's stuff like this we need to protect children from. Hate is not a partisan issue, bob.

Michael, in the link you provided, why do you think Sandals mentioned that Levin was not DIRECTLY involved in the curriculum? I asked you this question this morning and usually you are very quick to reply. Directly is an interesting word in this situation, is it not?

Well, it's the 20th century now, buddy.

What percentage of grade 7 students do you feel are engaging various forms of sexual activity?

We have to remember that kids have rights. We also have to remember that parents DO NOT own kids. The state understands that kids need to be fully functional human beings in a diverse society. Public education is the only way to teach ALL kids proper morals, along with diversity and inclusiveness. Public schools and curricula are free from bigotry.

Kids will be taught how to do things safely, in which there is o higher risk.

Do you think rectal prolapse should be discussed? Do you think the fact that Syphilis cases in gay men is climbing? I don't think these need to be discussed, do they? They aren't in the curriculum. But what exactly can a teacher add if they think they are staying on the overall topic. I'm in favor of this awesome curriculum, but the more I think, the more I can see right wing teachers possibly inserting their own bias into the course. http://www.webmd.com/sexual-conditions/news/20140509/syphilis-cases-climbing-among-gay-men-cdc

Did you even bother to read this thread from the beginning? I challenged LemonPureLeaf last night and put him in his place. Some people are so simple that all they can do is try to stir an imaginary pot. What a pathetic attempt.

Actually it says that he was not directly involved. I'm not too sure why Sandals used the word, directly.

Here is the so-called controversial section in Grade 8. Again, nothing controversial about it. C1.5 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 [PS] 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.”

I agree with Michael. The is more and more responsibility on the government to teach kids. Parents just aren't getting the job done. The younger students are the better prepared they will be. Here are the so-called controversial parts from the Grade 7 section. There is nothing controversial. C1.3 explain the importance of having a shared understanding with a partner about the following: delaying sexual activity until they are older (e.g., choosing to abstain from any genital contact; choosing to abstain from having vaginal or anal intercourse; choosing to abstain from having oral-genital contact); the reasons for not engaging in sexual activity; the concept of consent and how consent is communicated; and, in general, the need to communicate clearly with each other when making decisions about sexual activity in the relationship. 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 not given consent, if they are feeling pressured, if they are unsure, or if they are under the influence of drugs or alcohol.” C1.4 identify common sexually transmitted infections (STIs), and describe their symptoms Teacher prompt: “Common sexually transmitted infections include human papillomavirus (HPV), herpes, chlamydia, gonorrhea, and hepatitis B. Some have visible symptoms but most do not, so it’s hard to tell if you or someone else has an STI. All STIs can have a significant impact on your health. What are some symptoms of an STI? If an STI has no symptoms, how can you find out if you have it?” Student: “You can see some STIs, such as pubic lice or genital warts, and other STIs have symptoms such as redness or pain while urinating. Even if you don’t see or experience any symptoms, you should be tested by a doctor if you are sexually active. Depending on the STI, tests can be done by taking swabs from the cervix, vagina, or urethra or by taking urine or blood samples.” C1.5 identify ways of preventing STIs, including HIV, and/or unintended pregnancy, such as delaying first intercourse and other sexual activities until a person is older and using condoms consistently if and when a person becomes sexually active 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.”

Newsflash! There will be no backlash. I've read public comments from all major news organizations. Roughly 95% of all comments out of thousands in total are in favour of the curriculum. You and a few others on the radical right fringe are a huge minority. Please provide page numbers when you can. You won't find the boogie man that you think exists. Also, not too many people are leaving the public system. The public system in Ontario is thriving. You shuld try getting your information from reliable sources. Private schools are not better. They inflate their marks to give parents the feeling that they are getting their money's worth. The public education system in Ontario is vastly superior to all other forms. Don't even get me started on home schooling. Why would you want your kids to be socially awkward?

You obviously have not read the document. You are just parroting talking points you've heard from crazy right wing sites that appeal to the low information crowd. FYI 6 to 9 year olds don't need to know about oral and anal sex. Homosexuality is introduced in grade 3 to let kids know that there are many different types of families in the 21st century. The nuclear family no longer reigns supreme,. Kids can feel comfortable regardless of their situation, There is no agenda. Again, that is Chicken Little talk. Parents won't pull their kids form schoo over this. You are being hysterical becaue you don't know the facts and you are uninformed.