Post # 4

The following are paragraphs are excerpts from the Ontario Physical Health and Education “Interim” Curriculum, which is essentially the same material as the 1998 curriculum with a few minor modifications. Here is the full pdf:

http://www.edu.gov.on.ca/eng/curriculum/elementary/healthcurr18.pdf

Generally, it actually seems pretty inclusive by mentioning that topics such as “gender identity and sexual orientation” will be discussed; however, I feel that it could be more detailed to minimize variability between teachers. For example, it could give a comprehensive chart or guide with answers teachers could give to questions on this sensitive material, instead of just stating that sexual orientation and gender identity are subjects that must be handled delicately. Additionally, the “Growth and Development” (a module that seems to span from grades 5 to 8) expectations could perhaps include something to the effect of “Development of understanding of gender identity.” I included the current grade 7 and 8 expectations as examples.


“Some topics within the Healthy Living strand can be challenging to teach because of their personal nature and their connection to family, religious, or cultural values. These topics can include but are not limited to topics covered in the Growth and Development section of the 1998 curriculum, as well as topics such as mental health, body image, substance abuse, violence,harassment, child abuse, gender identity, sexual orientation, illness (including HIV/AIDS), and poverty. These topics must be addressed with sensitivity and care. It is important that both teachers and learners have a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect… Growth and development education is more than simply teaching young people about the anatomy and physiology of reproduction. For example, growth and development education focuses on an understanding of sexuality in its broadest context – sexual development, reproductive health, interpersonal relationships, affection, abstinence, body image, and gender roles. Acquiring information and skills and developing attitudes, beliefs, and values related to identity and relationships are lifelong processes.
Parents and guardians are the primary educators of their children. As children grow and developrelationships with family members and others, they learn about appropriate behaviours and values, as well as about sexuality. They are influenced by parents, friends, relatives, religious leaders, teachers, and neighbours, as well as by television, radio, videos, movies, books, advertisements, music, and newspapers. School-based programs add another important dimension to a child’s ongoing learning about sexuality.

The overall and specific expectations in this strand are age-appropriate and should be addressedwith sensitivity and respect for individual differences. Because of the sensitive nature of thesetopics, parents or guardians must be informed about the content of the curriculum and time of delivery. Teachers and learners must develop a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect. The “healthy sexuality” expectations should be addressed only after teachers have developed rapport with their students. Opportunities should be provided for segregated as well as coeducational instruction.

The Growth and Development expectations from the 1998 curriculum document focus
on age-appropriate questions related to human sexuality. Students have opportunities to explore the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality, and to develop the communication skills they need to express their concerns and feelings in these areas. They also learn to identify local sources of support related to sexuality and sexual health. Students are expected to develop an understanding of reproductive systems, the possible consequences of risky behaviours, pregnancy and disease prevention, and abstinence as a positive choice for adolescents.”

GROWTH AND DEVELOPMENT (1998)
OVERALL EXPECTATIONBy the end of Grade 7, students will:
• describe age-appropriate matters related to sexuality (e.g., the need to develop good
interpersonal skills, such as the ability to communicate effectively with the opposite sex).
SPECIFIC EXPECTATIONSBy the end of Grade 7, students will:
• explain the male and female reproductive systems as they relate to fertilization;
• distinguish between the facts and myths associated with menstruation, spermatogenesis,
and fertilization;
• identify the methods of transmission and the symptoms of sexually transmitted diseases
(STDs), and ways to prevent them;
• use effective communication skills (e.g., refusal skills, active listening) to deal with
various relationships and situations;
• explain the term abstinence as it applies to healthy sexuality;
• identify sources of support with regard to issues related to healthy sexuality
(e.g., parents/guardians, doctors).
GROWTH AND DEVELOPMENT (1998)
OVERALL EXPECTATIONSBy the end of Grade 8, students will:
• identify the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality
(e.g., respect for life, ethical questions in relationships, contraception);
• identify local support groups and community organizations (e.g., public health offices) that
provide information or services related to health and well-being;
• apply living skills (e.g., decision-making, problem-solving, and refusal skills) to respond to
matters related to sexuality, drug use, and healthy eating habits.
SPECIFIC EXPECTATIONSBy the end of Grade 8, students will:
• explain the importance of abstinence as a positive choice for adolescents;
• identify symptoms, methods of transmission, prevention, and high-risk behaviours
related to common STDs, HIV, and AIDS;
• identify methods used to prevent pregnancy;
• apply living skills (e.g., decision-making, assertiveness, and refusal skills) in making
informed decisions, and analyse the consequences of engaging in sexual activities and
using drugs;
• identify sources of support (e.g., parents/guardians, doctors) related to healthy sexuality
issues.