The World Health Assembly (UN) Review Committee on the International Health Regulations 2005 have  been busy putting together proposals for an International  Pandemic Treaty. Helen Clark is a co chair of the Review Committee.  The WHO (UN) International Health Regulations 2005 are binding and lawful in 196 countries includes 194 UN Nation States.  If the proposals as to amendments to the WHO International Health Regulations are introduced they will come into effect immediately and be lawfully binding.  Such provisions shall become effective from the date of receipt of the notification by the Secretary General of the United Nations.

The WHO International Pandemic Treaty  violates the normal process for ratifications of Treaties under the Vienna Convention on the Law of Treaties.

Please click on the link within the above image which will take you to my rumble video on this huge concern which will effect all of us.

CORRUPTION GLOBALLY AT WORLD HEALTH ORGANIZATION (UN) REQUEST … At WHO (UN) request countries around the world have changed the way they report COVID19 deaths. All deaths where a person has had a Positive COVID19 test, if they die for any reason whatsoever within 28 days is classed as a COVID19 death, there is also an available window to extend the 28 days to a loner period. In the UK it is between 28 days and can be extended to 60 days.

To bring NZ inline with other countries and the WHO (UN) request this classification for deaths was adopted by NZ on 10^th March 2022. NZ Govt Health NZ reported “this ensures that all COVID19 cases are formerly recorded to help provide accuracy, accurate assessments of the impact of ”this can range from death not related for instance with COVID 19 someone for example who dies in a motor vehicle accident but has been tested positive for COVID-19.

It can also be some-one who dies from an existing health condition, hence this would be a COVID death. This could also apply to suicides and post  vaccine related deaths all hidden in this classification of counting COVID19 deaths.  NZ Herald reported 19^th July 2022 Ashley way of reporting COVID19 deaths, this can boost compliance. Fast track  Bloomfield “The way we analyze how many people have died from COVID19 in NZ is more accurate and informative, it’s a useful tool for NZs management of COVID19”

In the same article a marketing expert reported “this is a more transparent  way of reporting COVI deaths, this can boost compliance , fast tracking all deaths associated with a positive COVID19 test. 19/7/2022 NZ Herald reported  “yesterday NZ registered 1900 COVID deaths (1870). The new system is a better measure of COVID19 burden on society.  This approach is consistent with UK, Australia and US. The change in classification of COVID19 deaths was at the request of the World Health Org (UN)

Michael Baker, University Of Otago who collaborates with Arderns Govt and authors articles in main stream media said “All health agencies and researchers want health stats that are valid ie “that measure what they intend to measure- therefore the change in classification of COVID19 deaths will  increase the confidence we have that death attributed to COVID19 is valid” Saying “reporting of deaths of COVID19 could convince anti-vaxxers and boost overall compliance. Marketing expert Dr. Bode Lang reported “he believes this could help shift anti-vax sentiment in NZ communities and those that are less likely to follow the govt’s control measures would take the control measures seriously”. This will also address criticisms  from anti-vaxxers and COVID19 doubters how many deaths are really caused by COVID19, and would then make people more likely to follow govts guidelines.

The news article also reported ‘Lang’ said “the improvement of traditionally opaque COVID19 death reporting could shore up compliance measures. However, he also said that the opposite could occur if new data found that COVID19 had been largely unrelated to previous linked deaths. On the 10^th March 2022 Newshub reported ‘the actual number of COVID19 deaths revealed as government changes their approach. Dr Ashley Bloomfield Director General of Health revealed changes in the approach of reporting COVID19 deaths saying .“The Ministry Of Health from now on report COVID19 related deaths as “those that die within 28days of testing positive for COVID19 will be classed as a COVID19 death-other countries are using this for official reporting to the WHO (UN)

Bloomfield also stated “As for hospitalizations reported it is possible that about 566 or 75% are seeking treatment for the virus, this is based on trends in Auckland” However the Minister Of Health commented in Newshub “while it is not clear exactly how many cases are actually hospitalized for COVID19, it is estimated as ¾. We are developing a way to collect and report this data- estimates were from proportions reported from a US hospital study”. Bloomfield also said “Its difficult to obtain data, as patients admissions to hospital are recorded when patients are discharged”. We all know that as soon as anyone enters through that hospital door symptoms, health issues are reported. This is a lame excuse- a lie. Chris Hipkins told the AM show “the government did not have data on how many COVID19 related patients were in hospital for virus related systems or other health issues”

.Change of reporting of COVID19 deaths are rising reported RNZ on 25/3/2022. What should we know? RNZ report. How are they being measured? And points out how measurements from 10^th March 2022 had changed thus driving death rates much higher. That some deaths will be included outside the 28day window.

Michael Baker said “there is a problem with assessing COVID19 deaths as to an underlying illness. “Its worth having a healthy suspicion for every bit of data” Michael Plank another Govt COVID modeler reported “people who have died within 28days of a COVID19 positive test is a  number that’s easily counted and can be provided quickly”

And added “Yes, and that means that people who died during that 28 days of COVID19 positive test may have actually be unrelated to COVID19” Michael Baker added “simple count data is important because events mean something, particularly when it comes to deaths of family and friends” and this can be expressed in different ways” That “a simple death count is a key indicator that a disease is having an impact on mortality rates

Pharmasols.Com website ‘The Destination for your next clinical trial’ Sites for clinical trials in Australia and New Zealand are ready to conduct your research. A billion dollar industry, every year a thousand clinical trials are run across the region. With a diverse population, world class research units. Low transmission rates of COVID19 in Australia and NZ are ideal regions to conduct your clinical studies. In NZ and Australia clinical trials are classed as an essential service, sites have tele-medicine, virtual, remote capabilities.  Remote monitoring to ensure study continuity and compliance. Population distribution and geography of Australia and NZ allows for effective regional rather than nationwide lockdowns. (yes we have regional locks in NZ).

NZ and Australia provide one of the fastest regulatory approval environments in the world. Thus less likely a clinical trial delays. Is cost effective- cheaper. There is a clinical cost to delays when trial budgets feel the sting.

 In Australia and NZ it is highly regarded there is successful patient recruitment. NZ first to see the dawn is a great asset and a small population with a great variation of cultural, ethnic groups which is very important for clinical trials. In NZ there is no requirement for US Pre Investigational New Drug submission to initiate first in human trials.  WEALTH N OT HEALTH.

NZ’s diverse population is ideal for clinical trial location. The government is supportive of clinical trial research initiatives and actively encourage the conducting of clinical trials. Many drugs that are not subsidized by the Govt are unaffordable to most New Zealanders. Hence adds to the human guineapig pool

Increase COVID19 reporting of deaths will increase fear and anxiety hence this will also add to the guineapig pool, and the scaremongering mainstream media, global, national that inflicts this false increased number of COVID deaths to add to the number of guineapigs seeking a cure for what is seen as a huge increase in death rates of COVID19. As the government keeps the public on COVID alert for the next variant, and the next, and the next and Variant X that they don’t even know what Variant X is. Wake Up NZ to a COVID Compliance Governance to control all humanity worldwide.

To track, trace, identify, stalk and control you. And to keep the population fearful. Which will make you sick effect your overall health and wellbeing if you buy into this. The people are the solution, more people need to speak out publicly to report this corrupt authoritarian regime that demands compliance from NZ Citizens. Expose the Truth Now.

https://www.rnz.co.nz/news/national/463975/measuring-and-reporting-covid-19-deaths-what-you-need-to-know

https://www.nzherald.co.nz/nz/covid-19-coronavirus-why-the-counting-of-covid-deaths-is-changing/SiFM474YIR2B54AVZ52XWR7HUQIY/

https://pharmasols.com/how-we-deliver/your-go-to-region

PLEASE CLICK ON THE IMAGE ABOVE WHICH WILL TAKE YOU TO MY VIDEO

DESCRIPTION OF ALGORITHM BIAS. Data in Data out, Rubbish In and Rubbish out, Corruption in and Corruption Out . And NZ willingly commits climate fraud.

Algorithm Bias is described as systematic and repeatable errors in a computer system that creates unfair outcomes, eg privileging one category over another. Algorithms can be simplistic or complex. They are tiny pieces of invisible code that perform calculations that power machine learning. There are many types of bias for example  sample bias, prejudice bias, measurement bias and exclusion bias.  Algorithm bias are caused by the people that create them, that write algorithms those that choose the data used for the algorithms, they choose how to apply them as to the results required of the algorithms. Its easy for people to determine conscious biases which automatically perpetrate the end result required, for whatever purpose needed. For example- information bias, selective bias which equate to the distortion of research. Biases affect decision making, policy making may be – survivorship bias, confirmation bias, framing bias, group think bias.

There are of course other biases such as – Invisibility, stereotyping, imbalance, selectivity, non-reality, fragmentation, isolation, linguistic, cosmetic all are namely biases. A Linear Algorithm has the highest bias. Linear Regression an to error that is introduced by approximity of a real live problem which maybe complicated. Linear models can introduce bias, make output easier to understand.

What about Climate Model Bias:- Errors in climate modelling is caused by a range of factors for example- spatial resolution (large grid sizes), simplified thermodynamic processes and physics or incomplete understanding of the global universal system. Limitations of climate models as predictions of climate is incomplete, the climate systems imperfect ability to transform knowledge into accurate mathematical equation. Climate models inability to reproduce important atmospheric phenomenon. That natural variability is still the dominant uncertainty in predictions. Uncertainty in Climate projections, predictions ,

Are they taking into account volcanoes, even dormant ones gives off gasses, what about El Nino and the North Atlantic Oscillation? Climate models are imperfect tools, control mechanisms, used for the purpose of social & behavioral re-engineering. To replace the global economy, to de-growth to promote tribal feudalism. To take us back to the dark ages.  Climate simulations differ from reality. Simulated clouds, surface atmosphere and representations of soil & vegetation in climate simulations models are to small. Climate models predicting our future,  determining our lives for us. Plundering New Zealand, plundering, destroying the livelihoods of farmers worldwide.

The complex nature of the climate system is too difficult to determine the exact impacts that change will be at different locations at different times.  Uncertainty increases the level of fear- climate doom and gloom. Rising seas, the scorches earth.  Equates to uncertainty, biased algorithms consequently data in-data out and rubbish and rubbish out. .No-one can be certain of the natural climate ability but the climate scientists know for certain what algorithm biases they are using. Question- who is creating the invisible tiny codes that make up for Algorithms and for what purpose will they use the end result for-..who benefits. Who are the winners and the losers.

Its not possible to determine the future by emission. Carbon offsets are a scammers dream and is largely a sham, a massive fraud.  On the 23^rd March 2022,The Guardian on Australia’s carbon credit scheme reported is largely a scam  says whistleblower. Professor Andrew McIntosh said the system gives credits for projects such as regrowing native forests after clearing, is a fraud on the environment, taxpayers and consumers. Prof Andrew McIntosh is an Environmental Law and Policy expert a former head of the Governments Emission Reduction Assurance Committee. He launched an extraordinary attack on the scheme, saying the govt had wasted $1 billion in tax payer funding.

3/5/2016 Multi-billion Euro Carbon Trading Fraud Trial Opens in Paris , this was called the heist of the century.

The SpinOff News ‘Dodgy deals with Climate Fraudster-NZ’s role in the junk carbon scam. Alongside Russia and Ukraine, NZ is complicit in a carbon swindle, and NZ’s reputation is at risk, write Geoff Simmons. 18^th April 2016. NZ was willing and able to participate in a wholesale climate fraud. The short story is that Ukraine and Russia found loopholes in the International rules for carbon trading. The loopholes allowed them to create millions of carbon credits that had no environmental benefit whatsoever- they were simply fraudulent. Other countries cottoned on, stopped dealing with Russia and Ukraine Incredibly New Zealand ended up being the largest customer of these climate criminals because our government was the only one that accepted their dodgy wares. The scam used was claiming for carbon credits for projects that had already happened.

Examples -after the Soviet Union downfall Ukraine was left with large rock piles that still contained coal. Occasionally these piles caught fire, releasing carbon emissions. In 2012 the Ukraine started claiming carbon credits on the basis that they would remove the coal from the piles and put out fires. Trouble was they already removed the coal four years earlier, they even lied about how much coal was involved. In 2012 Europe and NZ got increasingly suspicious of what the Ukraine & Russia were up to. NZ made noises about banning these dodgy credits in April 2012, the minister then was Tim Grosser, he claimed “there is serious danger of NZ essentially exporting capital for no good reason”

Backroom negotiations took place with their coalition partner ACT CHANGED THEIR MIND. July 2012 they left our Emissions Trading Scheme open to dodgy credits, claiming that our scheme should reflect the ‘international price”. By the beginning 0f 2013 Europe had banned the trade in these dodgy credits, leaving New Zealand as the only willing buyer. One must question “How was it as NZ Govt stated “the international price”?

The International Price of fraudulent and environmentally worthless carbon credits. At one point falling as low as 15 cents per tonne. The price of carbon credits in 2011 was around $20 per tonne. That price was a sufficient  incentive to plant trees so back in 2011 NZ had no need to purchase International units to cover our emissions. When the price of carbon crashed, nobody bothered to plant tree’s, everyone bought the dodgy carbon credits instead. NZs emissions soared. Meanwhile polluters profited and ordinary Kiwi’s got ripped off. The details are in the report.

NZ rapidly became the largest consumer of these fraudulent foreign credits. Over a quarter of all  NZ emissions between 2008-2002 ended up being covered by dodgy carbon credits. 99% of NZ emission reduction units came from Russia and the Ukraine.  In  2015 a review by the Stockholm Environmental Institute found that 89% of Ukrainian projects were of questionable or low environmental integrity, as dodgy as hell. NZ tax payers ended up with the govt sending around $200million of their good money to these crims. The opinion in many circles that NZ Govt was knowingly an accomplice in this climate crime.  Stuff NZ reported August 16^th 2016 ‘Companies revealed over dodgy carbon credits’. Some of NZ’s biggest businesses including BP, Z Energy, NZ Steel and Fonterra were named by the Morgan Foundation as buying dodgy carbon credits.  

A number of forestry companies were also identified as having purchased fraudulent carbon credits from Ukraine and Russia these include NZ Forest Leasing, Matariki Forests, Ngai Tahu Forest Estates and China Forestry Group.

James Shaw Greens co leaders said the govt should trade good carbon credits for bad ones to ensure the integrity of NZ’s global commitment to cut climate pollution.  The Morgan Foundation said the govt had stockpiled about 85-90 million units which would see the country through to 2020, but many of the units were fraudulent. Associate professor Euan Mason of the school of forestry University of Canterbury said “Our govt knew the imported credits were fraudulent. They knew that their policies allowed companies to act immorally, that many companies did act immorally.

NZ Herald also reported on 17^th April 2016 that NZ’s Carbon Credits Scheme A Farce’. NZ accused of cheating to fulfil its International Climate Change obligations. The Emissions Trading Scheme allows polluters to mitigate greenhouse gas emissions by buying carbon credits from companies such as the forestry industry. Polluters were able to buy carbon credits from other countries which had signed up to the Kyoto Agreement,. NZ was far the largest purchaser of Russian and Ukrainian carbon credits through NZ Emission Trading Scheme. This was a National led govt at the time

NBR Report Paul Bennet dismissed the Morgan Foundations recently released ‘Climate Cheats’ reports which highlighted the NZ companies that had bought carbon credits from Russia and Ukraine. The minister said the Morgan Foundation “Offered nothing new” It was accepted that the Stockholm Report had pulled the plug. All political parties behind the closed doors of Wellington knew the fraudulent carbon credit scam was happening.

NZ Geographic reported “Credit where none is due’ 12 companies profited from pollution using fake carbon credits from Russia. A Reports that back in the 1990’s NZ government assured that the country would trade (and plant) our way out of climate change. In 2002 Labor Govt announced the Emission Trading Scheme. The carrot being that businesses that reduce their emissions could sell their unused units. Those that had exceeded their allocated carbon credit would have to buy more.  Thanks to hot air the Emission Trading Scheme has removed NOT ONE GRAM of  greenhouse gas from the atmosphere.

The Government highly aware that hot air was killing its own ETS, however  the govt continued to flood the market, giving its own units to businesses for free. Fraudulent Carbon credits. In 2016 140 million emission units- 5years worth of activity remained still out there in 2020, doing absolutely nothing to avert climate change.

Where are they now? Its was said back them “when the price is right, they’ll  cash up their free credits whilst paying for their pollution. “Profiting from pollution”. As always the taxpayer picks up the climate doom and gloom tab. Come on people do you really believe in this climate doom and gloom bullcrap.  And here the govt is carbon tax on commercial and domestic rates, energy etc., And throwing the farmers under their own tractors, using them as the govts whipping boy.

Climate Change Bias’s are many. Data in and Data out. Rubbish in and Rubbish Out. Corruption in and Corruption Out. Tax payer money in and tax payer money out. We have become a disposable society. The NZ Govt plundering NZ.

CLICK ON THE IMAGE OF CHICKEN LITTLE TO LINK YOU TO MY RUMBLE VIDEO

https://www.nzgeo.com/stories/credit-where-none-is-due/

https://www.nzherald.co.nz/nz/new-zealands-carbon-credits-scheme-a-farce-says-morgan-foundation-report/3TPOX7WZFKM4TVYLCTBTIINTBA

https://thespinoff.co.nz/politics/18-04-2016/dodgy-deals-with-climate-fraudsters-nzs-role-in-the-junk-carbon-scam

https://www.france24.com/en/20160503-france-trial-multi-billion-carbon-emissions-trading-fraud-opens-paris

https://www.theguardian.com/environment/2022/mar/23/australias-carbon-credit-scheme-largely-a-sham-says-whistleblower-who-tried-to-rein-it-in

Family First NZ has  published an online analysis of NZ Schools Relationship Sexuality Education Guideline 2021 (link provided). Aimed at parents/caregivers as to the overall welfare of children in NZ. Raising awareness as to knowing what is happening within the NZ School curriculum

Family First NZ promotes, advances research & policy regarding family and marriage. Participates in social analysis & debate surrounding issues relating to and affecting families. Educating the public in their understanding of the institutional, legal and moral framework that makes a just and democratic society possible.

Produces, publishes relevant & stimulating material in newspapers, magazines and other media relating to family issues, speaks up about issues relating to families that are in the public domain.

Family First publication as to Relationship Sexuality taught in the NZ School Curriculum covers, includes Parents/Caregivers concerns as to Relationship Sexuality teaching in the school curriculum-

The problem of the schools implementing controversial and divisive policies. The indoctrination and politicisation . The delivering of sexuality programmes to children from the age of 5ys and above.

For Relationship Sexuality programs to be taught in all classes within the school curriculum, Art, Science, Technology, English etc.,  To embody, reinforce these RSE teachings to capture young minds. Aiming to create a more inclusive school environment, portrayed as scientific however how no basis for science.

Where  misinformation surrounding gender and sex being pervasive guidelines risk children being ideologically indoctrinated within the school confines. So you believe sexualization should be taught to children as young as 5-6 yrs old.?

Should 7yr olds be taught about gender and sex, that a child sex is assigned at birth instead of biologically at the time of conception.  That there are a multitude of genders, just pick one.?

The one the child picks will be listed with their identity on the school role with a pronoun of their choice. What happens at school can stay at school if the child wishes. The teacher may choose this to be.

2. Children are not learning the biological, scientific truth. Topics addressed transgender and changing rooms, toilets. Sports team participation, sports teams irrespective of sex.

Its extremely important that parents/ caregivers fully understand and are knowledgeable about what their children are being taught at school. Every school should have a ‘First Do No Harm Policy’

Family First NZ give reasons to be concern about the RSE teaching in the school curriculum for example, children as young as 5 & 6yrs old being taught sexual reproduction, to recognise body parts, genitals and name them in Te reo Maori and English, to understand the basic concepts about reproduction

I personally believe children of this age are still living in the magic world of imaginings. Its innocence why plant this sexuality teaching into young minds and rob them of these young imaginings, like tooth fairies etc.,

Children should be given the opportunity to grow each at their  own pace, to their maturity and brain development. Between the ages of 5-6yrs old typically children should be able to draw, shapes, faces, print their names, copy letters, draw straight and curved lines, numbers, copying and tracing.

By the time they are seven should be able to write sentences, little stories with upper case and lower case letters, punctuation. Interesting little stories and funny little poems. These are my personal thoughts when I think about what children should be learning in the educations system between 5-7yrs of age. Not sexual reproduction naming genitals and sexual reproduction.

However now its 7 and 8 yr olds being taught to identify gender stereotypes, diverse gender and sexual identities in society. To write ‘assigned at birth’ “All babies are assigned their sex at birth, usually determined  by visual observation olf external genitalia”. Teaching children there are multiple genders. Thus  labelling “the assumption that there are only two genders (girl/boy.. man/woman as being “incorrect”. Hence not based on biology or science but a big fat lie.

Like all babies assigned a sex at birth (their biological characteristics) Never mind sex is also identifiable through DNA. Determined at the time of conception. What about the privacy, sexual abuse risks around that? We are talking about children here. Should they be exposed to opposite sexes in the same very personal private places. I personally do not believe that is safe, its highly risky and amounts to child abuse committed by the state.  Should young people in the school environment be learning about hormone blockers. ?. This teaching of hormone blockers in schools in England has been banned because of  very risky, harmful consequences.

Your child attending a Technology class will learn how to identify how gender expectations are embedded in technology, the  design and style of power tools and other tools “explore symbols linked to gay and transgender rights movements”. Arts, your child will “consider plays with roles that do not conform to gender stereotypes.” In Social Sciences, your child will be encouraged to explore the development and persistence of gender stereotypes (for example, by researching the #MeToo movement).”

The RSE guidelines teach young people that Male-Female/Man-Women and Boy-Girl  are labelled incorrect. An incorrect assumption, guidelines state that students must identify gender stereotypes. There are now hundreds of genders waiting to be discovered. Should five year olds be speaking about same sex marriage in the school classroom. Should schools promote hormone blockers that can weaken bones causing bone mineralization and infertility, at puberty hormone blockers can have long term effects on the brains development.

Implications of RSE teaching in schools  “children will be socialised to believe the confusion about gender, that they may be stuck in the wrong gender. Hence dangerous to their emotional mental health and well being because of the state of confusion. Risks leading to young people taking puberty blockers.

Under the new guidelines: Science classes will teach your children to: 21

SCIENCE:

• “…consider how biological sex has been constructed and measured over time…” . + Years 1-8_ Years 9-13 _
• “…consider variations in puberty, including the role of hormone blockers.” . Years 1-8 _ Years 9-13 _

4.• “…explore the role of genetics in constructing debates about gender and sexuality.” + Years 1-8 _ Years 9-13

• “…explore what ‘male’ and ‘female’ mean in relation to various living things, for example, plants, sea creatures, and fungi.” + Years 1-8 _ Years 9-13
• “…explore what ‘male’, female, and ‘hermaphrodite’ mean in relation to plants and animals.” Years 9-13

There is no scientific justification for this teaching in a science class.

TECHNOLOGY Classes will teach your children to:-

• “…explore symbols linked to the gay and transgender rights movements.” + Years 1-8 _ Years 9-13 _
• “…identify how gender expectations are embedded in technology, for example, in the design of power tools and other tools…” + Years 1-8 _ Years 9-13 _
• “…explore the way toys, apps, and online games and activities are designed for a gendered audience.” + Years 1-8 _ Years 9-13 _
• “…engage in a gender-neutral design challenge.” + Years 1-8 _ Years 9-13 _
• “…interrogate the design and sustainability of contraceptives.” Years 9-13 _

There is no justification in children exploring symbols linked to gay and transgender rights movements in a Technology class.

ARTS your child will learn to:-

• “…consider plays with roles that do not conform to gender stereotypes.” + Years 1-8 _ Years 9-13 _
• “…explore the representation of gender in visual art.” + Years 1-8 _ Years 9-13 _
• “…explore dances and dance styles where there are specific roles for gender and also those where there is no gender differentiation.” + Years 1-8 _ Years 9-13 _ • “…identify ways that colour and language are related to gender and sexual orientation.” + Years 1-8 _ Years 9-13 _

Children learn how to embody gender fluidity into Art. There is no justification for this.

SOCIAL SCIENCES: children encouraged to:-

• explore the “…development and persistence of gender stereotypes (for example, by researching the #MeToo movement)”. + Years 1-8 _ Years 9-13 _

5. • “…consider famous ‘rainbow’ figures from history.” + Years 1-8 _ Years 9-13 _

• “…explore geographical spaces in the school and community in terms of how they relate to gender (for example, are spaces designed according to gender? Who plays on which areas of the playground and why?).” + Years 1-8

_ • “…explore the history of rainbow movements and gay rights in Aotearoa New Zealand, for example, law changes over time to address issues from the death penalty to marriage equality.” Years 9-13 _

• “…describe the way the media reports on different leadership styles in relation to gender and/or sexual orientation.” Years 9-13 _

Why on earth should children of primary school age need to research  The ME Too Movement- given the sensitive nature of the crimes alleged.

LANGUAGES your child will learn to:-

• “…investigate the different words and their meanings used by indigenous peoples in their languages to depict different kinds of relationships or sexual orientations in accordance with their world views.” + Years 1-8 _ Years 9-13 _
• “…analyse the use of language in earlier and current media and/or public discussions of sex and gender, highlighting changes and developments in language use.” Years 9-13 _

ENGLISH The guidelines want your child to learn to:-

• “…engage in dialogue and debate in the context of provocative online posts linked to relationships, gender, and sexuality.” + Years 1-8 _
• “…identify positive and negative gender bias in media stories.” + Years 1-8 _ Years 9-13

_ • “…create texts (oral, written, or visual) to convey ideas about gender and sexuality.” Years 9-13 _

RSE Guidelines explicitly state, create an environment through school policies, practices, culture, leadership that shapes the attitudes, behaviours of young people.

The  embodiment of the sexualising, politicising capturing young minds  projects what is learned in the confines of the school environment in the outside world. Risking the fragmentation within the family unit, with friends and relatives, loved ones. Hence drawing an individual into isolation because of confusion. Parents/Caregivers I urge you to encourage open dialogue about gender and sexuality teaching within the school curriculum, with the school and the broader community

School rolls and records reflect the child’s chosen gender identity and pronouns;  Gender neutral uniforms, categorising uniforms by gender or sex is purposely being avoided. What may be seen at face value is harmless may not be entirely harmless and may be causing your child harm. Relationship Sexuality teaching in the school curriculum I believe is unjustifiable. Is child abusive. Children risk peer pressure to be com pliant and to conform. Children may feel rejection and seek isolation. Indoctrination and overexposure.

.When subjected to prolonged, continual exposure to false information it leads people to believe the misinformation presented is actually true. This is called ‘ illusory truth effect’. Where a preference for misinformation is adopted because it feels familiar. Leaves a person to believe a lie is the truth. Then this is shared and grows amongst the group, or population, the children in the school environment. Repeated statements are easier to process and perceived to be more truthful. A big problem in the school environment by indoctrinating children into the Relationship Sexualisation Education programmes.

 It all comes down to parents rights. Its very important and I urge parents/ caregivers, community member to seek out Family First NZ. There is heaps of very useful informative information. What you as caregiver/parents can do. And what is being taught in the school curriculum that risks harming your child’s health and overall welfare.

Check what your children are learning at school. Check to see if they have a ‘First Do No Harm Policy’. Liaise with School Board Trustee’s.

Closely monitor classroom content, material what the school is covering in their classes, homework/assignments etc.,  If all fails withdraw your child from class.

Family First NZ covers a wealth of constructive ideas for parents/caregivers and work with schools in a respective manner to foster genuine truth and compassion

LINK:  https://familyfirst.org.nz/wp-content/uploads/2021/01/ANALYSIS-Relationship-Sexuality-Education-Guidelines-2021.pdf

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