Ontario Health Curriculum Sex-Ed Portions - A Grade-by-Grade Guide for Muslim Parents

The Revised Ontario Health And Physical Education Curriculum (Sex-ed Portions) Grades 1-8, 2015

Compiled by: Mrs. Anela Jadunandan
Muslim Activist and Member of the GTA Muslim community

DOWNLOAD A Grade by Grade Guide for Muslim Parents with Questions & Answers
The Revised Ontario Health and Physical Education Curriculum
(Sex-ed Portions) Grades 1-8

Updated April 2018

TABLE OF CONTENTS
Grade/Topic and Additional Links in Brackets Page
Preface: Reasons for a Revised Curriculum
Background
Grade 1: Naming Body Party (Al Jazeera Interview “Grading Ontario Sex-ed Reform)
Grade 2: Body Changes (Canadian Journal of Human Sexuality Abstract)
Grade 3: Gender ID and Sexual Orientation (Protect Your Child From Sexual Assault)
Grade 4: On-line Safety and Puberty
Grade 5: Reproductive System
Grade 6: Masturbation
Grade 7: Texting, Abstinence and Delaying Sexual Activities
Grade 8: Delaying Sexual Activities (We don’t do Enough)
Conclusion (Huffington Post), (Myths vs. Facts)

Khutbah/Sermon Sermon on the Revised Curriculum, (Interview with the Premier)
10 Things Muslim Parents can do about the revised Sex-ed Curriculum
An Imam’s Perspective on the Revised Sex-ed Curriculum
Statement by the Canadian Council of Imams – June 6, 2015 19
About the Author: Anela Jadunandan

PREFACE

Dear readers, this “work-in-progress” guide was prepared to assist Muslim parents (as well as other parents) or groups who are concerned about the ‘Sex-Education’ portion of the revised Health and Physical Education Curriculum (Grades 1 – 8) to be introduced into Ontario public schools in the Fall of 2015. It contains three different perspectives in an attempt to help build a more nuanced understanding of the issues. The intent of this guide is not to provide “blanket support” for the revised curriculum, or to mute opposition. Each reader is encouraged to formulate an educated opinion on the issue, which is best done after objectively studying various perspectives. I’ve chosen to compile this document because various useful information from recognized Muslim Imams, scholars and educators were not assembled in one place. Currently, other companion Guides for Muslim parents and educators are also being developed from scholarly sources/Muslim leaders.

The world we live in is changing rapidly. This means our children are being exposed to a lot more than we did, and a lot earlier. Computer technology and access to the internet, through smart phones, iPads, etc. are influencing our children immensely. This means, there is added pressure on parents and educators to find a way to deal with the barrage of images and messages our children are exposed to.

Reasons for a Revised Curriculum: the Ministry of Education Health and Physical Education Curriculum:

Sex education in Ontario public schools have always been taught. The last time Ontario’s Health and Physical Education (H&PE) Curriculum was updated was in 1998 — 17 years ago. The world has changed since then. Ontario’s H&PE Curriculum is the last to be updated in Canada.
The Ontario Ministry of Education revised the curriculum in consultation with parents, teachers, OPHEA (Ontario Physical Education Association), public health specialists and human rights experts.
Kids are naturally curious. Many children have access to “smart” phones (that is, phones with internet connection), iPads, and laptops and are watching explicit sex/adult sites (e.g. pornography) on the internet–unknowing to their parents.
These adult sites give kids false/wrong information – e.g. violence against women and girls.
Many girls are now going through puberty at an earlier age (8 – 10 years old). This means they can get pregnant earlier and therefore need to learn about sex-ed
Public data shows that “Pregnancy rates are down” (data 1995-2005), that’s the good news however, alarmingly, sexually transmitted infections (STIs) have gone up by 40-60%.
The intent is not to interfere with what parents, mosques and religious leaders teach. The Ministry is not trying to change family values, they are trying to keep up with explicit information/images that are out there. Parents must still teach their children about religion, morals and family values at home, like they have always done.
The revised curriculum also speaks about ABSTAINANCE, CONSENT and DELAYING SEXUAL ACTIVITIES. These are values that Muslims and many other parents hold near and dear to their hearts.
Expressed consent is something new in the curriculum which young people must learn about. It is more than just “no means no”. If a person gives consent to intimacy then changes his or her mind, the other person must stop. Muslim values determine that sex should not happen until marriage.

However, living in a secular society the public school system has to reflect secular norms.

We requested the curriculum be “age appropriate and culturally sensitive” as much as possible.
There are millions of parents in Ontario. The Ministry said there was not enough time, money or resources to consult with every parent. Therefore, each school allowed the Chair of their School Community Council (4,000) to be the parent who completed the survey about the revised curriculum. The Minister of Education, Liz Sandals, consulted with 20 GTA Imams and Muslim leaders in December 2014, (myself included) at four separate consultation meetings.

Anela Jadunandan

Why We Should Not Oppose Ontario’s Revised Health and Physical Education Curriculum — without knowing the facts.

BACKGROUND

In January 2015, a document was widely distributed with some critical questions/objections that Muslim parents should ask about the revised Physical and Health Education Curriculum – mostly concerning the “sex-ed” portions . Recently, there have been many rallies and protests organized by groups that oppose the revised Curriculum. In response, some Muslim Imams and Leaders have been analyzing the curriculum and have provided answers and guidance to the questions. There are probably more Muslim children attending public schools rather than private Islamic schools in Ontario. Private Islamic schools are not required to follow this curriculum. The curriculum contains 239 pages of which about 10% relates to sex-ed. It includes lessons on nutrition, physical exercise, internet safety for kids, etc. The Curriculum does not dictate HOW something should be taught, only WHAT should be taught. It is up to the schools/school boards to decide how it should be taught. The curriculum also talks about “delaying sexual activities until students are older” (see Grade 7) which is absolutely necessary. Please see this link called “Parenting Series from Muslim

Matters — it contains 10 parts: http://muslimmatters.org/2011/05/25/parenting –vi –sexual –education from –an –islamic –perspective/

Dr. Aisha Sherazi columnist with the Ottawa Citizen, has provided her comments from an Islamic point of view to the questions, while Anela Jadunandan has provided the appropriate portion of the curriculum that relates to the questions. Jeewan Chanicka, Principal of a Public Elementary School in Ontario recently wrote an article in the Muslimlink on the topic.

Below the page, there is a link to a Khutbah (Friday sermon) on the revised curriculum given by Imam Sikander Hashmi of the Kanata Muslim Association in Ottawa, Ontario who is a writer, teacher and marketer. He offers practical advice to Muslim parents as well as Six Tips on how to deal with this issue. Page 14 – 17 are his perspective on the curriculum. Last but not least, Dr. Sheema Khan, columnist with the Globe and Mail has provided guidance on this topic. Other Muslim organizations are also working on producing additional material to help parents on this topic. We hope this guide will help to answer some important questions from Muslim parents and the updated curriculum will serve to educate and help our children – and not hurt them. After all, they are growing up in a world that many of us never encountered.

Also, there has been some concerns that a former Deputy Minister of Education had a hand in crafting the contents of the revised curriculum. As a matter of fact, Deputy Ministers are not “subject matter experts”. In drafting this curriculum, the Ontario Government consulted with parents, students, teachers, faculties of education, universities, colleges and stakeholder groups including the Centre for Addiction and Mental Health (CAMH), the Ontario Public Health Association and the Ontario Healthy Schools Coalition.

Last but not least, if some parents absolutely do not wish their child to benefit from the revised “Sex-ed” portion of the curriculum, they still have the choice of opting out from some classes. They could opt out of some lessons, but not all of them. However, they should not take away the rights of those parents who would like their child to learn about the topic in whole. It will be mandatory for all students to learn the Human Rights and bullying aspects of the curriculum.

Some School Boards have started to put information for parents on their websites.

GRADE 1 to Grade 8 – The revised Curriculum “Human Development and Sexual Health” portion is posted below each caption.

The questions/objections from concerned parents are printed before each Grade.

Grade 1

Concern #1: “Grades 1 – 8 revised curriculum introduces sexual information in greater detail with graphics at earlier ages.”
Dr. Aisha Sherazi said: In reality, the proper names for body parts will be taught in Grade 1 (6 year olds) — something that child-abuse investigators have long urged.

Grade 1 – Page 93. This is what a 6-year-old will learn about.

How to identify the human body parts by its proper names. Child abuse investigators have long urged that curriculum also include these body parts for two reasons:
1 – If a child is hurt, he or she can identify the part that hurts; and
2 – If a child is being touched inappropriately, he or she can identify where someone touched them.

Here is what the revised Curriculum says:

Human Development and Sexual Health

C1.3 Identify body parts, including genitalia (e.g. penis, testicles, vagina, vulva), using correct terminology [PS]
Teacher prompt: “We talk about all body parts with respect. Why is it important to know about your own body, and use correct names for the parts of your body?”
Student: “All parts of my body are a part of me, and I need to know how to take care of and talk about my own body. If I’m hurt or need help, and I know the right words, other people will know what I’m talking about.”

RESOURCES / LINKS

CBC Metro Morning with Susan Ormiston: Interview with Anela Jadunandan on the Sex-ed: “Read the Curriculum”. http://www.cbc.ca/metromorning/episodes/2015/09/04/read-the-curriculum/
TVOntario Steve Paikin interviews Imam Shabir Ally: “Are Islam and the new Sex-ed Curriculum truly incompatible?” http://tvo.org/video/programs/the-agenda-with-steve-paikin/sex-ed-and-islam
AlJazeera Interview from The Stream – “Grading Ontario Sex-ed Reform” — A look from all sides: https://www.youtube.com/watch?v=6hPwB8dq0MY
CBC Radio with Hina Mirza message to Muslim Parents – http://www.cbc.ca/radio/thecurrent/the-current-for-feb-26-2015-1.2973121/muslim-mom-encourages-her-community-to-support-ontario-s-sex-ed-law-1.2973281
Farrah Marfatia, Principal of Maingate Islamic Academy, Mississauga ON “Sex Ed: An Islamic Perspective” from the show “Let the Quran Speak”. https://www.youtube.com/watch?v=437drjZwQaw

GRADE 2

Healthy Changes in the Body

Note: There were no serious objections to this Grade.

Human Development and Sexual Health

C1.4 outline the basic stages of human development (e.g., infant, child, adolescent, adult, older adult) and related bodily changes, and identify factors that are important for healthy growth and living throughout life [PS]

Teacher prompt: “How does your body change as you grow? What helps you to grow and be healthy?”

Student: “As you grow, you get taller and bigger. Your bones grow. Your muscles grow. You grow faster at some stages than at others and not everyone grows the same amount at the same time. When you’re an adult, your body doesn’t grow anymore, but it still changes – for example, your skin gets more wrinkled and your hair might turn grey. Things that help make you healthy all through your life are eating well, being active, getting enough sleep, and having people to care for you.”
Teacher prompt: “When we look at growth and change throughout life, we can consider teachings from different cultures, including First Nation, Métis, and Inuit cultures, about the cycles of birth, life, and death. Different First Nations have different teachings and ceremonies for each life stage, and about growing and changes in roles and responsibilities at each stage. For example, the Anishinabe People teach about seven stages of life, and believe that at each stage, learning traditional teachings, such as the seven grandfather teachings, from family, community, and elders contributes to healthy growth and living.”

Canadian Journal of Human Sexuality: http://psycnet.apa.org/psycinfo/1998-12452-004

CITATION
Database: PsycINFO – [ Journal Article ]
Parents’ opinions and attitudes towards sexuality education in the schools.
McKay, Alexander; Pietrusiak, Mary-Anne; Holowaty, Philippa
Canadian Journal of Human Sexuality, Vol 7(2), 1998, 139-145.

A B S T R A C T

6,833 parents from communities in southern Ontario filled out a questionnaire designed to elicit their opinions about sexual health education in the schools, and their views on the appropriateness of 15 different topics for students in grades JK–4, 5–6, 7–8, and 9– 12. On a 5-point Likert-type scale, 95% of respondents either strongly agreed (49%) or agreed (46%) that sexual health education should be provided in the schools. In addition, 82% indicated that sexual health education should begin in the primary grades and continue through to the senior grades of high school. All 15 potential topics were endorsed by a majority of parents for at least 1 grade level, and 11 topics were endorsed by 75% or more for at least 1 grade level. Overall, the topic “Building equal, healthy relationships” received the highest level of parental support. Although teaching about sexual orientation, birth control, and abortion is sometimes thought to be controversial, over 75% of parents in this survey wanted these topics taught at 1 or more grade levels. The findings of this study are consistent with the findings of other studies using the same survey instrument. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

United Nations Operational Guidance for Comprehensive Sexuality Education – A Focus on Human Rights and Gender

GRADE 3

Concern #2: “Students would be introduced to the topic of gender identity and sexual orientation”.

Dr. Aisha Sherazi said: The first mention of the concept of same-sex relationships will be introduced to Grade 3 students (8 years old). This might include a discussion about all families being important and loving. It would include information like, some families have two moms and others have two dads. Some families have only one parent. All families care for each other. This is the basic information that would be provided at this age. If parents have had this conversation, then it is not uncomfortable for kids to hear the same message in school. But parents can outline their religious viewpoint clearly to children, through the Quran and sunnah. By providing information to children about gender identity does not mean “indoctrinating” them into a different family system.

Author’s Note: While many or most Muslim scholars agree that gay and lesbian lives in Islam is not acceptable, our religion teaches us to respect the choices and behaviours of other people (as long as they are not hurting others) because Allah’s (God’s) judgement is the only judgement that matters. If people’s behaviour does not accord with our beliefs on appropriate conduct, then we must still engage with them respectfully and humbly.

Here is what the revised Curriculum says:

Human Development and Sexual Health

C1.3 identify the characteristics of healthy relationships (e.g., accepting differences, being inclusive, communicating openly, listening, showing mutual respect and caring, being honest) and describe ways of overcoming challenges (e.g., bullying, exclusion, peer pressure, abuse) in a relationship [IS]

Teacher prompt: “Consider different types of relationships – with friends, siblings, parents, other adults – and think about the kinds of behaviour that help to make those relationships healthier. What can you do if you are having problems with a relationship?”

Student: “I can tell the person how I’m feeling, and we can try to work something out, or if we can’t solve the problem, we can just say we disagree. We could also try to get advice from someone else.”

“Tips for Parents” How to protect your child from sexual abuse: http://www.pandys.org/articles/protectyourchild.html
Protect Your Child from Sexual Assault: https://rainn.org/protect-your-children
Myths and Facts about Ontario’s Revised Sex-ed: Huffington Post
Toronto Catholic District School Board Chair, Angela Kennedy embraces new sex-ed curriculum after learning son was abused as child: http://www.cbc.ca/news/canada/toronto/toronto-catholic-school-board-sex-ed-curriculum-1.3638605?autoplay=true

GRADE 4

There were no serious concerns about this grade. However, here is Dr. Aisha Sherazi’s comments:

Dr. Aisha Sherazi said: Grade 4 (9 years old) students will learn about online safety as well as about puberty. This is essential. Most children have access to Internet long before Grade 4, and are viewing materials that are not age appropriate (e.g. Porn). Giving them an awareness of the potential things they could come across does not hurt children, it would protect them. At Grade 4, they would be taught that their bodies are changing, and they would be given this information in a science style format. Children relate to information much better that way at this age.

GRADE 5

There were no serious concerns on this grade. Reproductive System
Here is what the revised curriculum says:

Human Development and Sexual Health

C1.3 Reproductive system
Identify the parts of the reproductive system, and describe how the body changes during puberty.

Teacher prompt: “Female body parts that mature and develop as a part of puberty include the vagina, cervix, uterus, fallopian tubes, ovaries, endometrium, and clitoris. Male body parts that mature and develop during puberty include the penis (with or witho ut the foreskin), scrotum, urethra, testicles, prostate gland, seminal vesicles, and vas deferens. These changes occur as people become capable of reproduction. What are some physical changes that happen during puberty?”

Student: “During puberty, girls will develop breasts and get their periods for the first time. An increase in weight and body fat is normal. Boys will become more muscular, get deeper voices, and grow facial and body hair. The penis and testicles will grow larger. Both boys and girls will grow hair under their arms, on their legs, and in their pubic area. The rate at which these changes occur will vary for each individual.”

C1.4 Menstruation, spermatogenesis

Describe the processes of menstruation and spermatogenesis, and explain how these processes relate to reproduction and overall development.

Teacher prompt: “Menstruation is the medical term for having a ‘period’ and is the monthly flow of blood from the uterus. This begins at puberty. Not all girls begin menstruation at the same age. Generally, every month, an egg leaves one of the ovaries and travels down one of the fallopian tubes towards the uterus. In preparation, the walls of the uterus develop a lining of extra blood and tissue to act as a cushion for the egg in case fertilization occurs. When an egg is fertilized, it attaches itself to the lining of the uterus and begins to develop into a baby. If fertilization does not occur, the lining of the uterus is no longer needed and is discharged through the vagina. This is the monthly flow of blood. The whole process is called the menstrual cycle. Can you summarize its purpose?”

GRADE 6

Concern #3:”The promotion of self-discovery through masturbation.”

Dr. Aisha Sherazi said: Grade 6 (11 year olds) Sudents will be taught what masturbation is and will learn about healthy relationships and consent. Again, this is uncomfortable for many parents and the community, but we should teach our children that they should not touch themselves unappopriately, and that they should not touch others. If you have had an honest, open convesation about this issue with your child, they will recognize this concept when it is taught and realize there is a difference approach, but be glad that you discussed it with them first.

C2.5 Understanding of puberty changes, healthy relationships Describe how they can build confidence and lay a foundation for healthy relationships by acquiring a clearer understanding of the physical, social and emotional changes that occur during adolescence (e.g., physical: voice changes, skin changes, body growth; social: changing social relationships, increasing influence of peers; emotional: increased intensity of feelings, new interest in relationships with boys or girls, confusion an d questions about changes).

Teacher prompt: “By getting questions answered and understanding that questions and changes are ‘normal’, adolescents will be better equipped to understand themselves , relate to others, respond to challenges and changes in relationships, and build confidence. What are some questions that young people might have as changes happen during puberty and adolescence?”

Student: “Is how I am feeling normal? Why is my body different from everybody else’s? How do you tell someone you like them? Who can answer my questions about…?”

Teacher prompt: “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.”

GRADE 7

Concern #4: “Classroom instruction would include anal and oral sex and does not talk about ‘sexting’ “.
Editor’s note: The revised Curriculum was not created as a “How-to-Manual”. Rather, curriculum are created to ensure that they remain current and relevant and is developmentally appropriate from Kindergarten to Grade 12 in all subjects.

Dr. Aisha Sherazi said: Grade 7 (12 year olds) students will be warned about risks of “sexting” as well as informed about sexually transmitted infections (STIs) and oral and anal sex. This is also essential. It is better to tell kids about things before they are exposed to them through friends, or worse still, TRY them. The reality is, this is early, but if they are aware and shocked by it, they will not get duped into trying it when they are older. Here is what the new Health and Physical Education Curriculum says about “anal and oral sex”. Notice the document also talks about “delaying sexual activity until they are older”. Needless to say, if you have explained to your child hat anal sex is forbidden and is mentioned in the Quran, they will see there is a difference in opinion, but won’t be shocked about it.

Here is what the Curriculum says on “Sexting” – C1.1 Personal Safety and Injury Prevention – Page 195

Teacher prompt: “What are some ways of protecting your safety when using a computer at home or in a public place?”

Student: “Everyone should be aware that anything they write or post could become public information. If you do not want someone else to know about something, you should not write about it or post it. You should never share your password. If you are a target of online harassment, you should save and print the messages you received and get help from a parent, teacher, or other

Teacher prompt: “ Sexting – or the practice of sending explicit sexual messages or photos electronically, predominantly by cell phone – is a practice that has significant risks. What are some of those risks ? What can you do to minimize those risks and treat others with respect?”

Students: “Photos and messages can become public even if shared for only a second. They can be manipulated or misinterpreted. If they become public, they can have an impact on the well – being of the persons involved, their future relationships, and even their jobs. T here are also legal penalties for anyone sharing images without consent. ” “ You shouldn’t pressure people to send photos of themselves. If someone does send you a photo, you should not send it to anyone else or share it online, because respecting privacy an d treating others with respect are just as important with online technology as with face – to – face interactions.”

Here is what the revised Curriculum says on “Delaying Sexual Activities” and “Abstinence”

HUMAN DEVELOPMENT AND SEXUAL HEALTH

C1.3 Delaying sexual activity 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.”

Resources / Links

What America Could Learn From The Netherlands’ Sex Ed System http://www.attn.com/stories/4992/netherlands-sex-educationprogram?utm_source=facebook&utm_medium=post&utm_campaign=internal
The Real Reason College Students Watch Porn http://www.attn.com/stories/852/real-reason-people-watch-porn
CBC interview With Professor Faye Mishna, Professor of Social Work, U of T Non-Consensual Sharing of Sexts: Behaviours and Attitudes of Canadian Youth https://www.utoronto.ca/news/sexting-not-necessarily-problem-sharing-sext-u-t-expert
Let’s Talk ABOUT SEX A Muslim Parent’s Guide to Having “The Talk” With Their Kids http://heartwomenandgirls.org/wp-content/uploads/2014/01/parent-guide_sex-talk.pdf

GRADE 8

Concern #5 : ” The curriculum may lead to sexual activeness from early age”.

Dr. Aisha Sherazi said: Grade 8 students (13 year olds) will be taught about “delaying sexual activity”. This is the best advice that schools could give — for the kids to be told, “slow down”, and “there is no rush”. For those parents who are proactive, children can be told that intimate relationshps outside of marriage are forbidden is islam (and in some other religions too).

Here is what the revised curriculum says: C1.4

HUMAN DEVELOPMENT AND SEXUAL HEALTH

C1.4 Decisions about sexual activity; supports Identify and explain factors that can affect an individual’s decisions about sexual activity (e.g., previous thinking about reasons to wait, including making a choice to delay sexual activity and establishing personal limits; perceived personal readiness; peer pressure; desire; curiosity; self – concept; awareness and acceptance of gender identity and sexual orientation; physical or cognitive disabilities and possible associated assumptions; legal concerns; awareness of health risks, including risk of STIs and blood – borne infections; concerns about risk of pregnancy; use of alcohol or drugs; personal or family values; religious beliefs; cultural teachings; access to information; media messages), and identify sources of support regarding sexual health (e.g., a health professional [doctor, nurse, public heal th practitioner], a community elder, a teacher, a religious leader, a parent or other trusted adult, a reputable website) .

Teacher prompt: “How would thinking about your personal limits and making a personal plan influence decisions you may choose to make about sexual activity?”

Student: “Thinking in advance about what I value and what my personal limits are would help me to respond and make decisions that I felt comfortable with in different situations. I would be able to approach a situation with more confidence and stick to what I had planned. I would be less likely to be caught off guard and have to react without having thought through the options and possible consequences.”

Teacher prompt: “Why is it important to get information from a credible source before making a decision about being sexually active? Why is this important for all students – including those with physical or cognitive disabilities?”

Students: “Having more information – and information that you can trust – helps you make better decisions for yourself. Taking time to get more information also gives you more time to think. Teens who consult a health professional before being sexually active are more likely to use protection, such as condoms, if they choose to be sexually active.” “Teens with physical or cognitive disabilities still need information about sexual health, just like everybody else. They may be dealing with different issues, like adapting sexual health information to their particular needs, or with variations on th e same issues, like privacy and self – image.”

Muslim – Coming of Faith: “We don’t do enough” By Zainab Younus http://www.comingoffaith.com/gender/we-dont-do-enough/

CONCLUSION

Dr. Aisha Sherazi

As parents, we genuinely feel that we must teach our children certain values ourselves, but not feel threatened by the outside world. We can withdraw our children from some of the lessons of the Sex-ed classes if we choose. However, it will be doing a disservice to our children because curiosity will make kids enquire about what took place in the class. This is when information can get distorted. Also, students are not allowed to be “exempted” from the entire curriculum. We may feel uncomfortable speaking to our children on certain topics, but it is far better if we try to do this than leave it up to them to find out the wrong way.

Jeewan Chanicka

Myth: Curriculum will be encouraging children to be “homosexuals”.

Fact: The curriculum reflects the diversity of Ontario, and teaches students to appreciate and respect the visible and invisible differences between people. It reflects the laws of the Province, including The Ontario Human Rights Code that explicitly prohibits discrimination on grounds including age, colour, race, ethnicity, disability, family status, gender identity, and sexual orientation. Mr. Chanicka recently published an article in the Muslimlink Magazine. Since Muslims are a minority in the Canadian population, the Ontario Human Rights Code also protects us from being discriminated against. The curriculum is built on the principle that regardless of race, gender, religion or sexual orientation, all students have the right to a safe and positive learning environment. It is not a “how-to manual” – it teaches kids that we are all different and that should be respected.

Sermon on Ontario’s New Sex-ed Curriculum by Imam Sikander Hashmi

Imam Sikander Hashmi, Khutbah (sermon) at the Kanata Muslim Association, Ottawa. Br. Hashmi gave a sermon on Friday Feb. 27, 2015 on Ontario’s New Sex-ed Curriculum. It sheds light on the topic and offers practical advice to Muslim parents as well as “Six Tips” on how to deal with this issue. The site also has other links on Muslim parenting articles. Please go to Sikander Hashmi’s page at: http://sikander.ca/2015/02/27/ontarios –new –sex –education –curriculum/ and click on Ontario’s new Health and Physical Education. It is audio only, but it will be the best 30 minutes you’ll spend this week. You can post comments/feedback on his page also. Pages 14-17 of this document contain information produced by Imam Hashmi on April 30, 2015 that better explains his position.

10 Things Concerned Parents can do about the Revised Sex-ed

By Anela Jadunandan

Read and understand the changes in the Ontario Revised Sex-ed Curriculum. Read your School Board’s Religious Accommodation Guidelines (all four Ontario School Boards have specific Guidelines for their geographic area). The Peel Board of Education has a best practice that works for Muslim parents.
Communicate more with your child. Talk to the school Teachers and Principal (or the School Trustee) about the changes to the curriculum.
Teach your child religion, family values, and morals at home — just like you have always done. Then the new curriculum won’t confuse them.
Attend the School’s Community Council meetings. Meetings are once a month for about 2 hours. Consider volunteering at your child’s school.
Pay attention to your child’s School Lessons and Home-work.
Consider the “Opt-Out” option available on SOME lessons on Sex-ed. Not everything can be opted-out of g. Human Rights portions such as LGBT issues which also deals with the issue of bullying.
Consider an Islamic School option (however, this may be expensive for some families).
Consider Home Schooling option (this takes dedication and knowledge of school curriculum). Link: http://ontariohomeschool.org/ontariogroups/
Keep learning so you stay informed. Read material provided on your child’s school’s website. Talk to Community faith leaders and other parents to see how they are handling it.
Keep an open mind. We live in Ontario, Canada, which is peaceful, secular, progressive, and has “Inclusive and Equitable” education policies.

The Ontario Sex Education Curriculum: An Imam’s Perspective

BY IMAM SIKANDER HASHMI · KANATA MUSLIM ASSOCIATION – APRIL 30, 2015

HTTP://THELINKCANADA.CA/ONTARIO –SEX –ED/

We live in a rapidly changing world. Methods of communication have changed drastically in the past 15 years. The growth in personal communication devices has opened up access to material that was difficult to access in the past. At the same time, societal norms of acceptability are also being lowered rapidly, with exposure to violent and sexual messages occurring more often and at earlier ages.

Parents, who are tasked with the responsibility of giving their children a good, wholesome upbringing, face an uphill struggle in the face of these changes. Making good parenting decisions is no longer just about sending children to good schools, making healthy nutritional choices, ensuring children get physical exercise and limiting time in front of the television.

As Muslims, the duty to give our children a good upbringing includes inculcating good morals, ethics, skills for good decision making and most importantly, God-consciousness and faith.

This is why Ontario’s revised health and physical education curriculum , which includes changes to how sex education is taught in schools, is of particular concern to many Muslim parents as well as people of other faiths. Today’s schooling experience is very different from what it was like two decades ago.

Fuelled by media and popular culture, the environment in schools and the peer pressure children face are considerably more negative than they were in the past. Children are seeing and hearing things that most parents didn’t when they were young, or even if they did, it likely wasn’t to the same degree as it is today.

A lot of what children are exposed to today would be considered by many devout parents as shameful or embarrassing. This includes the various forms of intimate contact (from the very benign to the very vile), inappropriate videos and images of such acts (available freely on the internet), as well as vulgar language rooted in such acts. Due to the challenging nature of these topics, many parents avoid addressing them altogether either because they don’t know how to approach them or they hope that their children won’t find out about them. While this hesitation may be understandable, it does more harm than good since oftentimes children have already been exposed and may have formed an incorrect understanding due to the absence of mature and correct guidance.

Exposure to such material can happen in public schools, Catholic schools, or even Islamic schools, although the risk is probably the highest in public schools where it may also occur earlier. In reality though, it could happen anywhere. While there may be exceptions, parents must understand that enrolling children in a “good” school does not absolve them in any way of their responsibility regarding such issues.

From a spiritual point of view, such exposure can be very toxic with long-lasting effects. Early exposure is even more unhealthy as it makes it possible for these poisonous seeds to take root in the hearts of young children, that can then continue to negatively influence them through various stages of development.

This changing environment is the rationale given by the Ontario government for introducing the changes in how sex education is taught in publicly-funded schools.

The new curriculum is a large document consisting of over 200 pages, which covers many good topics for grades one to eight, including the development of healthy habits, physical exercise, safe internet activity, risk of diseases contracted through intimate contact, as well as the seriousness and dangers of engaging intimately with another person. It promotes diversity, inclusiveness and accommodation for all groups, including Muslims. For example, it makes specific reference to having gender-only swimming classes to accommodate religious beliefs and allowing flexibility in dress.

Page 68 of the Ontario Curriculum, Grades 1-8 “Health and Physical Education, 2015” (3rd paragraph) states:

Health and Physical Education

Teachers must also provide accommodation for students from various faith communities, consistent with the board’s religious accommodation guideline – for example, in some cases, segregated swimming classes for male and female students and same-sex partnering for small-group activities might be required – and be aware of clothing restrictions that might exist for some students.

The physical activity component of the curriculum should also take into account the range of student abilities and the diversity of their backgrounds. Teachers should familiarize themselves with strategies that would allow them to involve students with diverse backgrounds and needs in an appropriate way. For example, a number of games have First Nations, Métis, or Inuit origins. Lacrosse is perhaps the best known. It evolved from games played by the Haudenosaunee or Iroquois nations and continues to be an important component of Iroquois culture. When introducing these kinds of activities into the program, teachers should make the connection to the cultural heritage explicit.

The curriculum does not dictate how the material should be taught. It simply spells out what students should learn and when. Public schools and publicly-funded Catholic schools are required to follow the curriculum while private elementary schools (including all Islamic schools) are not. Parents may be allowed to exempt their children from some portions of the material, but the extent of the exemption may vary between school boards.

Since the provincial education system is based on a secular, humanist perspective, the only value judgments it makes are based on science, safety, and current laws. It does not promote judgements from a faith-based perspective, although it does suggest that faith can be an important factor to consider when making individual choices. As such, not only does it make reference to various forms of intimate contact, it also portrays certain practices and gay and lesbian lives as being acceptable – for example, having intimate contact with another person regardless of their gender and deriving intimate pleasure from oneself.

Children being taught the curriculum will likely get the message that many of the different practices, and being gay or lesbian that are common nowadays are perfectly normal and appropriate – including the different forms of intimate acts, which gender they are intimate with, and even how they feel about their own gender – whether they feel it truly reflects how they feel.

In fact, there have been reports of cases nowadays of children of the same gender indulging in such behaviour among themselves because they’re told that it is acceptable and normal.

So while it is important for children to learn about issues that may be considered to be embarrassing or shameful, what they will be learning may be too early and will almost certainly contain messages that many devout parents will disagree with.

So, what should parents do?

Firstly, it’s important for parents to realize their role is not to simply act as police officers towards their children. Their job is to exert control initially, then educate and guide – easing their control as children grow older. Parents cannot control everything but they can certainly limit exposure by making better choices regarding media consumption, schooling, and their social interactions. Faith, and in particular what role it plays in the lives of children, must be a priority in every way, even when making career moves and financial decisions.

Once parents are in the habit of making the best choices possible from a faith-based perspective, periodic assessments should be done to figure out the risk of exposure to children, regardless of the 18

type of school they attend. While it is incredibly difficult to undo something that has already been learnt, there should be an effort to offer a counter-balance through extracurricular instruction in the form of classes, programs, videos or books. Parents should also engage with their school trustees, school boards and individual school principals and teachers to discuss their concerns in a balanced way that acknowledges an understanding of why these changes are being introduced but also explains, in a sensitive manner, why they are of concern to parents.

A solid parent-child relationship, based on love, compassion and togetherness, can go a long way in overcoming these challenges. Exposing children to wholesome and Islamic activities, making them fun if they aren’t already, and giving children the opportunity to socialize with other families and children who value God-consciousness and good morals also plays an important role in the positive development of children.

Addressing current issues or challenging topics from an Islamic perspective, in an appropriate and

respectful manner, is also extremely important. Doing so can help children process what they’re exposed to. Parents should seek the help of faith-based educators and experts if they need assistance in dealing with such issues. There are some good books available that can also be good resources, such as Meeting the Challenge of Parenting in the West by Dr Ekram Bashir and Dr Reda Beshir, as well as Muslim Teens: Today’s Worry Tomorrow’s Hope and Parenting Skills Based on the Qur’an and Sunnah by the same authors.

The key for parents lies in instilling the importance of faith, God-consciousness, physical and spiritual purity from an early age, so that children develop a connection with God from an early age, and in guiding them accordingly through the choices parents make for them as they grow older. Once children are firmly rooted in these teachings, they will be more likely to be naturally less inclined towards that which is inappropriate.

“No parent can guarantee that their children will always make the right choices, but as with everything else, parents must try their best and leave for God the rest.”

Canadian Council of Imams’ statement in regard to the new proposed changes to the Ontario Health and Physical Education Curriculum

Statement released on June 7, 2015 – Toronto
by Dr. Iqbal Masood Nadvi, Chairman of the Canadian Council of Imams

“After a thorough review of the new Ontario Health and Physical Education Curriculum and various consultations with different experts in education, child psychology and health as well as a lengthy discussion over the last couple of months among the Council of Imams and many Muslim congregations in Ontario, we would like to make the following points:

We do acknowledge the fact that the curriculum encompasses a lot of positive elements that will be of benefit to the students. We recognize new influences of technology on young minds and the role that it plays in how students socialize and communicate with others.
We believe that in a secular democracy, everyone has to respect the life choices people make in society but no one has the right to impose their ideology, interpretations and way of life on others especially in a secular and public environment such as a public school.
We believe that prior to introducing an updated sexual education curriculum, the Government of Ontario should have taken on meaningful consultations with parents. We acknowledge that some consultations had taken place however, these were done in a haphazard manner, after the substantive portions of the curriculum were already developed. Had such broad consultations taken place, Ministry officials would have been made aware of the diversity within the Muslim position. Allying only with those segments of our community who agree with the changes has marginalized those parents who feel that sexuality in general is purely a private matter, to be discussed at home through a religious and culturally appropriate manner.
The Canadian Council of Imams has always emphasized that the rights of both parents and children are to be respected. This extends to the teaching of Health and Physical Education. Parents need to play a leading role in educating their children in an age appropriate manner the Muslim perspective of sexuality and the realities that confront them in this ever-changing society of ours. The council could potentially offer alternative programs in coordination with community centers.
We acknowledge that these concerns were pointed out to the Minister of Education Hon. Liz Sandals, by some of our invited members during consultation. Our offer to provide alternative programming still stands.
We are also concerned that thousands of families in Ontario are losing faith in the public school system and we urge the current Ontario Government to listen to its citizens and address their concerns. A broader Province wide consultation is urgently needed.
We acknowledge that it is the right of all Ontarians to voice their opposition to this curriculum and we urge all concerned citizens from different faith groups including Muslims to be wise in their actions and to continue working together for the common good.”

About the Author – Anela Jadunandan

Anela Jadunandan is a Community Development worker and Muslim activist who is retired after working for the Ontario Government for over 30 years in roles including Management, Senior Business and Forms Analyst, Records and Information Manager and Project Coordinator. She is actively involved in community projects including sponsorship of Syrian refugees, the Olive Tree Foundation, Faith in the City (Toronto), Durham and Toronto Children’s Aid Society, Pickering-Scarborough East Provincial Liberal Riding Association, No Casino Toronto, Pickering Baseball Association, and the Ontario Association of Islamic Schools. She has lived in Canada for over 44 years, Muslim, married, and lives with her husband in Pickering.

After the passing of their 22-year-old son, Carl Rayaz Jadunandan in 2007, Anela wanted to make our world a better place by giving back to the community. She and her husband have two daughters in the medical field and a young grand daughter.

If you have any comments or suggestions for improvement to this document, kindly email Anela Jadunandan at:thejads@rogers.com. Below is an episode of Context TV where she defends Ontario’s Sex-education….well, most of it anyway.

Link: ContextTV (Catholic Show) “Overexposed” Re: Ontario Revised Sex-ed Curriculum.

By ccmw|2018-05-14T05:39:21+00:00May 14th, 2018|Non-CCMW Articles|Comments Off

Ontario Health Curriculum Sex-Ed Portions – A Grade-by-Grade Guide for Muslim Parents