What is really going on in our primary schools with sex ed?

This is an original article from our volunteer writing team. I want to thank them for this article, and the others. RDA takes this subject very seriously and will continue to advocate that schools should not be exposing children in Prep to any type of sexual content! When we get some of our God-given rights back for good, know that RDA will delve into this topic to expose what’s really going on even more.

If you’re looking for an alternative to school for your children, check out GROW TOGETHER SCHOOL. It’s a homeschooling system for our community.

Our story starts with “Jane” (name changed to protect her identity) who made an alarming discovery after the 6th lockdown in Melbourne. Upon her children’s return to a school in Victoria, “Sex Education” had begun at the school, yet it had not been part of the curriculum in previous years. 

Surely, at a time when the students had missed out on so much school, it would have been expected that the core subjects would be the focus, as well as the mental health and well-being of the students who had experienced so much detrimental disruption to their formative years?

Jane is not against Sex Ed, rather, her concern was for exposing Prep-aged children to Sex Ed and she discovered many other parents who expressed similar concerns. Even though the parents had given their consent to Sex Ed,  some expressed their concern to Jane saying “Sex Ed at Prep level is new to me; as a parent, as I have other children in primary and it has never run typically before about grade five. Whilst on the surface it seems well-meaning (and all the language used is certainly very convincing to the untrained eye), I am not the only parent questioning this program.” Another parent expressing “When you, as a six-year-old, are being asked to discuss “private” parts with total strangers and peers, publicly, you are in effect eroding any notion that these parts are in fact private. Why are we eroding six-year-olds boundaries? This is not okay.”  Another parent expressed concern saying “There is an emphasis on trust in these courses. But what is concerning is there appears to be a push to list people you can trust who are NOT your family, with teachers and principals suggested instead. As a parent, I actually don’t think it’s the school’s (or anyone’s) job to talk to my child about anything other than Maths and English. I suspect we are witnessing yet another attack on the family unit. Hold your babies close.”

Jane discussed with her children what they had been learning, and despite the content being watered down for age-specific groups, she found that her children were still uncomfortable with the subject overall, as was she.

Rather, the children viewed the classes as nerdy, even cringy, and unsurprisingly, they were not overly interested in that learning content at that stage of their lives.

In recent times Sex Education has morphed into Sexuality Education. Traditionally Sex Ed has been more about anatomy, reproduction, and abstinence until marriage, as well as being taught around the age of puberty. Whereas, Sexuality Education is seen to be more than just biological differences and is taught as part of the whole school experience and encompasses the emotional, physical, and social aspects of sexuality. According to UNESCO[1] “Comprehensive sexuality education is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes, and values that will empower them to realize their health, well-being…….. and ensure the protection of their rights throughout their lives”.

The whole school approach to Sexuality Education has its’ roots in UN and WHO definitions of some terms of reference[2] “In Victoria, Sexuality Education is part of the health and physical education curriculum (which is also commonly known as sex, or sexual health, education). The UN defined sexual health as a state of physical, emotional, mental, and social wellbeing related to sexuality, including the absence of disease, dysfunction or infirmity, a positive and respectful approach to sexuality and sexual relationships, the possibility of having pleasurable and safe sexual experiences, free from coercion, discrimination, and violence, and respect for the sexual rights of all persons’ (World Health Organisation [WHO] 2002). It has been argued that sexual health promotion should be evidence-based, needs-driven, evaluated, and ecological in perspective”. 

As can be seen, the whole-school approach to Sexuality Education is firmly steeped in definitions of international institutions such as the WHO, the UN, and UNESCO. It is not merely the brainchild of the Victorian Education Department but has deep roots in global institutions with a vested interest in moving the world in a particular direction.

Over the last 18 months or so, certain expressions have been observed to be repeated on a regular basis, such as “Build back better” and “New normal”. There is no doubt that the World Economic Forum, along with global institutions such as the UN and the WHO, want to usher us into the era of the “Great Reset”.   The “Great Reset” combines resets in all conceivable domains of human life: economic, environmental, geopolitical, governmental, industrial, technological, social, and individual.  In order to “build back better”, you first need to demolish, then you can build back. In order to reset society and usher in new building blocks for the new normal, the old building blocks need to be eroded and demolished.  The family unit can be seen to be the very thing that knits related individuals together. This strong unit then extends into building stronger communities and resilient societies.  As such the family unit is the bedrock of a strong society and it is a unit that is marked for destruction in order to bring about the “new normal” for society.

Initially, the goals of Sexuality Education can be seen as noble and worth striving for.  But, it’s when you investigate deeper it becomes clear that it is driven by non-Government organisations such as Planned Parenthood, the UN, and the WHO.  According to UNESCO[3] “………reflects the contribution of sexuality education to the realization of several internationally agreed commitments in relation to sexual and reproductive health, as well as the achievement of the goals in the 2030 Agenda in relation to health and well-being, quality and inclusive education, gender equality and women and girl’s empowerment”. 

In order to achieve these goals, the State needs to usurp the bonds of the strong family which have traditionally strengthened communities and societies as a whole. The State aims to indoctrinate children from an early age with ideas that undermine the family structure.  The spectre of totalitarianism is on the horizon and there is no room for a strong family structure in its’ rule. Totalitarian government makes slaves of its’ citizens. Could it be that we are embracing our own enslavement for sexual pleasure?

[1] https://en.unesco.org/news/why-comprehensive-sexuality-education-important

[2] https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/social/physed/sexedwsapp.pdf (page 1)

[3] https://en.unesco.org/news/why-comprehensive-sexuality-education-important

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  1. The push to promote and normalise promiscuity continues. Truth is that children and adolescents should be taught to wait until they are married before having sex (or least engaged). This will avoid the need for ‘sex education’ at school, and many other problems as well. If there is going to be sex education it should be pointing out the problem of our highly sexualised culture, and how to avoid its influences.