‘STANDING UP AGAINST THE SEXUALIZING, GROOMING OF OUR CHILDREN IN NZ SCHOOLS.

THE FOLLOWING IS TAKEN FROM’ TEACHER GUIDANCE AND LEARNING’ TEACHING CHILDREN AND YOUNG PEOPLE IN SCHOOLS IN NEW ZEALAND (Ministry Of Health-Govt) With a couple of comments from me. This is only a smidgen of the sexualizing of our children in schools in NZ.

NZ RAINBOW COMMUNITY: Handsomely funded by the government for years to teach gender and identity ideology, teaches entire classes, teachers and staff also parents/caregivers. Teachers in schools have become obedient to NZ Education Dept (Govt) as they are allowing children to dress, name change use what are so called preferred pronouns. Through Teachers Trade Union codes of practice advisory materials prepared by the Ministry of Education and other Gender Diversity material through organisations eg Inside-Out, whom have been given extensive funding to extend their influence of transgenderism in schools and paid training courses, I question are parents in New Zealand really aware of what their children are being taught in schools in NZ??

THE GOVERNMENT IS USING YOUR TAXPAYER MONEY TO GROOM CHILDREN, YOUNG PEOPLE: Its my opinion, belief children are being sexually groomed in schools. GOVERNMENT FUNDING: The Government funds in 2020 went to creating Rainbow Inclusive Schools. Events open to school staff, students, Pink Shirt Day. Inside-Out projects. Workshops focusing on rainbow inclusive primary and intermediate schools

TEACHING UNION CODES OF PRACTICE: Materials, resources and other materials used a teaching resources from trans-organizations. Health and Physical Education in Schools. Sexuality and Relationship Resource Materials to support sexuality and relationship education planning. Effective practices showcases consist of 6 video’s and accompanying questions

POLITICIZING, SEXUALIZING, INDOCRINATION, COERCION AND GROOMING. These RSE programs are embedded throughout individual classes within the school curriculum, not just one class. RSE programmes are what are called a part of a broader health education programme. (UNESCO (UN) has implemented this Sexuality teaching right across the world). INFLUENCING SCHOOL STUDENTS WITH PORNOGRAPHY Students critically examine the influence of pornography on personal identity, relationships with others, and the wider wellbeing of people in society. Lesson Plan Activities (Ministry of Education):-

CHANGE THE KERERO FOR ZINE:Engaging with materials that supports educators to change conversations around sexual relationships and the role of pornography plays in the lives of rangtahi. Navigating a range of relationships must include a critique of pornography (3) Educators fight find the website ‘INTHEKNOW.co.nz’ useful. This offers answers and info to questions about porn, nudes, sexual experiences. Conversations with students to promote shared learning and involve conversations.

THE TEACHER ( EDUCATOR) BECOMES THE FACILITAOR:.. rather than the expert holder of knowledge. Focusing on dialogue, purposely questioning linking ideas into coherent lines and thinking and linking of ideas into coherent lines and thinking, encouraging further student deeper enquiring, conversations, a strong focus on encouraging students. Teacher (Educators) to challenge what children are taking for granted. (Note the Teacher becomes to groomer no longer an educator- My opinion Carol Sakey)

WHAT DO THE SCHOOL STUDENTS THINK, HOW DO THEY FEEL ABOUT PORN: Explore what school students think and feel about porn and the reasons they may view it, how it influences peoples ideas about sex and relationships. Brainstorm messages that porn may give people about sex and relationships. Teacher (Educator) to use deeper thinking skills- for example “You don’t have to ask for consent. It just happens and everyone is up to it.”

TEACHERS MAY RESPOND TO A CLASS: So it sounds like there is a wide range of messages that porn sends to young people and sex and relationships. .What do you think? The teacher/educator can summarise”- Some of the key thing you have told me that, on one hand, porn can help young people relieve the anxiety around how to have sex and show different types of sexualities. On the other hand porn can make people feel bad about their bodies, it can make people want to try stuff that maybe their partner does not want to do, and sends confusing messages about consensual sex. So lets watch a video about what young people say about Porn and the impact of Porn. After watching the video we can then think about the messages we did not consider, and what we need to change to enhance the wellbeing of young people and their relationships

CHALLENGING ASSUMPTIONS:: Using language and symbols, texts.. using data to reflect the impact of porn. Socio-ecological perspectives. Exploring how pornography influences relationships and identity. Investigate and describe how messages surrounding porn influence wellbeing and relationships. Describe a range of strategies that can be used to manage uncomfortable feelings connected to seeing pornographic material

CREATING A ZINE: (Never heard of the word ZINE on before in my research- Carol Sakey). This is breaking down gender stereotypes portrayed in porn. .They call this critical thinking to challenge assumptions and promote social justice.

CRITIQUING HOW PORNOGRAPHY PERPETRUATES…. gender stereotypes and impacts on the wellbeing of self and others. Developing a sense of social justice. Using the term ‘Social Justice’ to critique the influence of porn, inclusiveness. Students to critically examine the influence of pornography on personal identity, relationships with others (people in society)

Included in the RSE resource aims to support young people to critically examine the influence of pornography on personal identity, relationships with others, and the wider wellbeing of people in society.

Lesson Plans include Activities

What we GET and what we WANT. Fantasy vs Reality 3 It just makes me think and feel. 4 Are you Okay with is? 5 Changing the Kerero 6. Crreeatiiing a zine
Engaging with materials that supports educators to change conversations around relationships and sexuality education and the role pornography plays in the lives of rangatahi. Navigating a range of relationships must include a critique of pornography.
Educators might find the website INTHEKNOW.co.nz useful. It offers answers and info to questions about porn, nudes and online sexual experiences. Conversations should promote shared learning and involve more than just conversations. The educator becomes the facilitator rather than the expert holder of knowledge. Focusing on dialogue, purposeful questioning, linking of ideas into coherent lines and thinking, a strong focus on encouraging further student inquiry. Be involved in what the school students know, and challenge taken for granted assumptions .
Explore with the class the reasons they think people might view porn. The Educatior: Today we are going to analyse how pornography can influence peoples ideas about sex and relationships . Lets brainstorm all the messages that porn might give people about sex and relationships
Educator uses a deeper thinking skills, Eg used : You don’t have to ask for consent..It just happens, and everyone is up to it.
Students build up their ideas and chain them into cpherent lines of thinking and enquiry. Educator may respond to a class : So it sounds like there is a wide range of messages that porn sends to young people and sex and relationships..What do you think?
The Educator may summarise. Some of the key thing you have told me that, on one hand, porn can help young people relieve the anxiety around how to have sex and show different types of sexualities. On the other hand porn can make people feel bad about their bodies, it can make people want to try stuff that maybe their partner does not want to do, and sends confusing messages about consensual sex. So lets watch a video about what young people say about Porn and the impact of Porn. After watching the video we can tghen think about the messages we did not consider, and what we need to change to enhance the wellbeing of young people and their relationships

Intended learning outcomes include Challenging assumptions, supporting others, using language and symbols, texts.. using data to reflect the impact of porn. Socio-ecological perspectivesp Exploring how pornography influences relationships and identity. Investigate and describe how messages surroungding porn influence wellbeing and relationships. Describe a range of strategies that can be used to manage uncomfortable feelings connected to seeing pornographic material

Creating a zine is breaking down gender stereotypes portrayed in porn.. called critical thinking to challenge assumptions and promote social justice. Critqueing how pornography perpeturates gender stereotypes and impacts on the wellbeing of self and others. Developing a sense of social justice.

Use principles of social justice to critique the influence of porn (Fairness, inclusiveness, non-discrimiation)

LINKS:

https://hpe.tki.org.nz/planning-and-teaching-resources/resource-collections/relationships-and-sexuality-education-guidelines-resource-collection

1 PAGE PDF https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Planning-tool-2.0-EG.pdf

Relationships and sexuality education key learning and the underlying concepts of health and physical education Relationships and sexuality education key learning and the underlying concepts of Health and Physical Education Resource for Teachers