Thousands of GTA students were kept home for a second day Tuesday by parents opposed to Ontario’s new sexual health curriculum, with 9,300 more students away than usual in Peel Region and 1,800 absent across York Region because of the boycott.

In Toronto, about 16,900 more students were away than usual, compared to 20,000 more on Monday. Attendance began to creep back at Thorncliffe Park Public School Tuesday, with 220 children out of 1,350 in class compared to just 130 Monday.

The boycott was organized by those who feel the curriculum is too explicit — citing masturbation, gender-bending and anal sex as lightning-rod issues, yet those who wrote the curriculum say many fears are based on misunderstanding.

The Star asked Ophea, the ministry of education’s advisory group on physical and health curriculum, to respond to the most common complaints parents have expressed on the protest lines and on social media.

Will Grade 1 students be taught the names of body parts such as vagina, vulva, penis and testicles? Will these be illustrated?

A: Since 1998, Ontario’s Grade 1 teachers have been expected to teach the anatomical names of body parts, although they weren’t given examples. The new curriculum asks them to include “genitalia” and offers possible (but not mandatory) examples — “e.g. penis, testicles, vagina, vulva.” Children are not being taught how to touch these body parts. There are no pictures in the curriculum. The choice of resources is up to the teacher and some may not get to that level of detail, but leave it at ‘boys have penises and girls have vaginas.’ Others could use aids such as body drawings from the public health department or school board.

The reason children in Grade 1 are provided with this knowledge is to help them develop the skills needed to take ownership for their body and be able to communicate clearly to get help if needed in the case of abuse or injury. All provincial curriculums across Canada have this expectation.

Does the new curriculum promote homosexuality?

A: Canada’s Charter of Rights allows gay marriage. Homosexuality (or sexual orientation) is mentioned first in Grade 3 within the context of respecting differences. A non-mandatory suggestion for teachers if they want it (called a “prompt”) includes examples of two moms or two dads, so all students can see themselves in the curriculum.

Why does the new curriculum teach masturbation?

A: Masturbation is NOT taught. In Grade 6, the curriculum describes how students can lay a foundation for healthy relationships by acquiring a clearer understanding of the physical, social, and emotional changes that occur during adolescence.

Teachers were offered a non-mandatory suggestion, or “prompt,” if a student asks about masturbation: “Things like wet dreams or vaginal lubrication are normal and happen as a result of physical changes with puberty. Exploring one’s body by touching or masturbating is something that many people do and find pleasurable. It is common and is not harmful and is one way of learning about your body.”

This is offered up so students receive factual information about the changes they may experience. The intent here is to remove fear and mystery from some of the changes and sensations students may be experiencing in their bodies. Given that females usually enter puberty between the ages of 8 and 13, and males enter puberty between the ages of 9 and 14, these conversations are important for students to have in a safe and supportive environment.

Why are students taught about anal and oral sex?

Anal and oral sex are NOT taught. The words “anal intercourse” are provided as an example in Grade 7 as follows: “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.”

This means that a teacher could use this as an optional prompt, but it is not expected as part of the curriculum. If it were mentioned it would be in the context of delaying sexual activity, including anal intercourse or oral-genital contact. This is listed because with misinformation or lack of information, sometimes students do not know that sexual behaviours other than vaginal intercourse still pose risks of sexually transmitted disease.

Why spoil children’s innocence with all this sex talk?

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Students do not learn about sex and intercourse. The curriculum does not encourage engagement in such behaviours. In fact, it has many statements about delaying sexual activity. For example, in Grade 7, students are asked to explain the importance of having a shared understanding with a partner about delaying sexual activity until they are older.

Research and medical experts say that children are entering puberty between the ages of 8 and 14, which is much earlier than previous generations. The revised curriculum was structured so that students develop the skills and learn factual information before they reach an age where they are likely to need the information to make decisions related to their health and well-being.

Students do learn about growth, development and reproduction, and how to be safe and healthy. The curriculum is a powerful tool for students to better understand themselves and others, think critically, and engage in healthy relationships.

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