Model of sex education from Ontario

THE EDITOR: While it is legitimate for parents to express their concerns on sex education, it is wrong to do so with a course in the techniques of sex. The culture of drugs, violence, narcissism, and sexuality promoted by the $million Hollywood industry and American culture threaten to undermine the stability of our society (as well as many others), and our children must be given the information to deal with these dangers. Here is how the Ontario Ministry of Education in Canada approaches the subject of sex education. Health and physical education is integral to every grade level of the curriculum. The curriculum’s major areas of knowledge and skills are organised around three strands: Healthy living, Fundamental movement skills, Active participation. These strands combine the living skills (eg, personal, interpersonal, communication, conflict-resolution, goal-setting, organisational, time-management, problem-solving, and decision-making skills) that all students require. Sex education takes place within the area of Growth and Development, which is contained within the strand of Healthy Living. 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. Parents and guardians are the primary educators of their children. But as children grow they are also influenced by television, radio, videos, movies, books, advertisements,  music, and newspapers. School-based programmes are intended to add another important dimension to a child’s ongoing learning about sexuality. Because of the sensitive nature of these topics, parents or guardians must be informed about the content of the curriculum and time of delivery. Teachers and learners are expected to 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 co-educational instruction.

In Grade 1 (ages 6-7), students learn to:
* describe simple life cycles of plants and animals, including humans;
* recognise that rest, food, and exercise affect growth;
* identify the major parts of the body by their proper names;

In Grade 2 (7-8), to:
* distinguish the similarities and differences between themselves and others (eg in terms of body size or gender)’
* describe how germs are transmitted and how this relates to personal hygiene (eg, using tissues, washing hands before eating);
* identify the five senses and describe how each functions;

In Grade 3, (8-9) to:
* outline the basic human and animal reproductive processes (eg, the union of egg and sperm) — drawings, illustrations, videos;
* describe basic changes in growth and development from birth to childhood (eg, changes to teeth, hair, feet, and height);

In Grade 4, (9-10) to:
* describe the four stages of human development (infancy, childhood, adolescence, and adulthood) and identify the physical, interpersonal, and emotional changes appropriate to their current stage; (drawings, illustrations, and videos)
* identify the characteristics of healthy relationships (eg, showing consideration of others’ feelings by avoiding negative communication);
* identify the challenges (eg, conflicting opinions) and responsibilities in their relationships with family and friends;

In Grade 5, (10-11) to:
* identify strategies to deal positively with stress and pressures that result from relationships with family and friends;
* identify factors (eg, trust, honesty, caring) that enhance healthy relationships with friends, family, and peers;
* describe the secondary physical changes at puberty (eg, growth of body hair, changes in body shape);
* describe the processes of menstruation and spermatogenesis;
* describe the increasing importance of personal hygiene following puberty;

In Grade 6 (11-12) to:
* relate the changes at puberty to the reproductive organs and their functions;
* apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships;

In Grade 7 (12-13) to:
* explain the male and female reproductive systems as they relate to fertilisation;
* distinguish between the facts and myths associated with menstruation, spermatogenesis, and fertilisation;
* identify the methods of transmission and the symptoms of sexually transmitted diseases (STDs), wand ways to prevent them;
* use effective communication skills (eg, 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 (eg, parents/guardians, doctors);

In Grade 8 (13-14): (Gr 9 is the beginning of high school: ages 14 and up)
* 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 (eg, 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 (eg parents/guardians, doctors) related to healthy sexuality issues.
Unless we wish to see an increase in teen pregnancies, sexual diseases of every kind, including AIDS, we have a moral obligation to educate our children to live safely in this unsafe world.
Let’s give our schools an opportunity to dissipate our clouds of ignorance.

KENNETH AQUAN-ASSEE
Port-of-Spain