Proceed with caution
The new framework for RSE is hugely better but stay alert for the potholes.
At long last, the Ministry of Education has released the new draft framework for relationships and sexuality education and has opened it to public consultation.
Overall, it is a vast improvement on the 2020 RSE Guide that was removed in March. Highlights are:
There is no mention at all of gender identity.
There is no more coercion to have ‘gender identities’ “visible in resources” or students “addressed by their preferred name and pronouns.”
The topics are listed under year levels, rather than Ministry curriculum levels, making it much easier for parents to know what is to be covered for their child’s age group.
The reality of the sex binary is reinforced in factual language, “male and female bodies have reproductive systems that work together during fertilisation” and “Females have ovaries, a uterus, and a vagina to make eggs and grow a baby. Males have testicles and a penis to make and deliver sperm.”
That there is a wide range of views around sexuality is recognised: “people have views that are influenced by culture, religious beliefs, and family values. These views may inform the personal choices they make about relationships and sexual behaviour. This can include discussions about choosing not to have sex.”
We are pleased to see that the draft framework is grounded on the principles that RGE supports:
Children deserve to be taught truthful information about the reproductive and sexual functions of their bodies and how to develop and maintain healthy relationships.
Lessons must be both scientifically accurate and age-appropriate.
Lessons and school practices must also be professionally appropriate and not undermine the values of the local community or the rights of parents.
However, although we now have a far superior road map for RSE, there are still many potholes ahead.
Sex definition
While acknowledging that, “Females have ovaries, a uterus, and a vagina to make eggs and grow a baby. Males have testicles and a penis to make and deliver sperm,” the document still slips up and uses ideological, rather than factual, terminolgy in some places.
The offensive term “people who menstruate” is used in the Y10 framework instead of the accurate words, ‘girls’ or ‘women and girls’.
In Y6 children are told, “most people have either a female or male body”, which is a red herring, since 99.98% of humans are unequivocally known to be male or female at birth. As intersex* is a very rare medical condition affecting only 1 in 5500 people, it is not a topic that needs to be part of compulsory RSE.
Again in Y10, the intersex* medical condition is conflated into a definition of sex: “chromosomes, hormonal levels, and anatomy all determine whether people are considered biologically male or female. Sometimes, people have a mixture and the term for this is intersex.” This imprecise definition of sex only serves to reinforce the falsehoods about the sex binary that have been spread widely by the 2020 RSE Guide and have led to many people (even adults) believing it is truly possible for humans to change sex.
* ‘Intersex’ is an outdated term that falsely implies people can be between the sexes, or both sexes at once. The correct term now used is ‘DSD’ - differences in sexual development - which clarifies that people with DSDs have unusual sexual development but are nearly always distinctly male or female.
A much more precise definition of sex, and the one that RSE teachers should use, is this one from evolutionary biologist, Colin Wright:
An organism’s sex is defined by the type of gamete (sperm or ova) it has the function of producing. Males have the function of producing sperm, or small gametes; females, ova, or large ones. Because there is no third gamete type, there are only two sexes. Sex is binary.
For good measure, Colin has recently collated a list of scientific papers spanning over 100 years and “showing that the gamete-based definition of sex is not a recent invention or a reactionary response, but a longstanding biological principle.”
Gender
This word appears six times in the document in reference to “gender stereotypes” and when discussing differences in people’s perspectives about “gender”. In each of these instances the word ‘gender’ should be replaced by ‘sex’, because it is sex stereotypes and the perspectives of and about the two sexes that are under discussion.
‘Gender’ should be completely excised from the RSE framework because it is the conflation of the words ‘sex’ and ‘gender’ that is largely resposible for the current unscientific teaching in RSE.
‘Gender’ is a word that is bandied about with all sorts of meanings, sometimes as a synonym for a person’s sex, sometimes to encompass a sex stereotype. The ever-changing definitions of ‘gender’ have created a great deal of confusion in schools and misled children into believing that a change in gendered behaviour is literally a change of sex.
It is imperative that students are taught that ‘gender’ does not mean the same as ‘sex’ and that such an imprecise word is not useful in a learning environment where clear definitions are important.
‘Sex’ means male or female. Sex stereotypes are perceptions of the “correct” behaviour that males or females should present according to a particular culture, time, and place. Perspectives about sex are the differing points of view, values, beliefs, and opinions of people of all ages and cultures.
The ‘gender’ word must go.
Identity
It is hugely refreshing to see that ‘gender identity’ will no longer be foisted on five year olds. What was intended for Y1 in the 2020 RSE Guide, “Understand the relationship between gender, identity, and wellbeing” has been replaced in this draft with sense and age-appropriate language: “identify their strengths, like being kind, patient, or good at sharing stories, and how these help them at home and school.”
In fact the word ‘identity’ does not feature even once in the draft framework. This is a significant step forward as, previously, our children’s attention was being focussed unhealthily on just one aspect of their lives - on whether or not they ‘felt’ like a boy or a girl - and they were being taught that to pretend someone was literally of the opposite sex was the proper and kind thing to do.
Transgender ideation
The draft framework contains no discussion of transgender ideation. As this belief is now rampant throughout every kind of medium and youth culture, it cannot be ignored entirely. It should be taught in Y10, not as irrefutable fact as before, but as a set of beliefs held by some people.
In our alternative lesson plans for CL5 (Y10), written as a counter to the 2020 RSE Guide, we outlined a way to discuss transgender ideation from a critical thinking perspective.
What are the beliefs and aims of LGBTQIA+ organisations? Divide class into groups to view gender identity resources and create bullet points of the beliefs and aims described. (Eg: the belief that people can change sex, that gender is immutable, that it’s disrespectful to ask questions about past identities etc.) Discuss each of the beliefs identified by the class and why not everyone agrees with them or sees them as positive.
Students should be able to recognise that gender identity ideas are predicated on sexist stereotypes; that the false assertion that a person can change sex through ‘transition’ can lead to physical mutilation and lifelong medical dependency; that the terminology “sex assigned at birth” is incorrect and that “intersex” is a rare medical condition not a sexual or gender identity (and therefore doesn’t belong with the LGBTQ.)
Age-appropriate introduction to reproduction and sexuality
This aspect of the draft framework will inevitably be contentious because pubertal changes happen to children at vastly different rates. Some thirteen year olds at the start of Y9 may be just beginning puberty while others may be fully sexually mature.
It is difficult to ascertain the perfect age for introducing sexually explicit education and there is also the complicating factor that, currently, RSE is only compulsory until the end of Y10. This means that controversial topics such as abortion, transgender ideation, and pornography do need to be covered in Y10 because that is the last opportunity for all students to be given accurate information on these subjects.
Taking these factors into account, along with the legal age of consent being 16, we think that the draft framework is mostly age appropriate but there are some topics that we would advance to the following year.
Year 1. We agree that the correct anatomical language for genitals should be used from the beginning of RSE.
Year 6. We agree that pubertal changes need to be taught from Y6, as puberty is starting earlier than for previous generations.
Years 7 & 8. We agree with sexual reproduction being introduced in Years 7 & 8, especially with the emphasis that has been given to the different roles for females and males: “Conception occurs when sperm fertilises an egg, which is how human reproduction begins. Females have ovaries, a uterus, and a vagina to make eggs and grow a baby. Males have testicles and a penis to make and deliver sperm.”
Year 8. We agree with placing the focus in Y8 on how to develop good relationships and the importance of students prioritising their own safety. While introducing students to the fact that, “Some people are sexually attracted to people of the opposite sex (heterosexual or straight), the same sex (homosexual, although preferred terms usually include lesbian or gay), or both sexes (bisexual). Some people may not experience sexual attraction towards another person (asexual),” we think more in depth discussion of different sexualities should be moved to Y9. Instead, in Y8, there should be more emphasis on sexual activity being a choice to be made by those aged over 16. The reasons for the legal age of consent to sexual contact need to be clearly communicated as well as the fact that not everyone chooses to be sexually active, nor does any person have a right to demand or coerce others into having sex.
Year 9. We agree that Y9 is the right time to start discussing the wide range of views about relationships and sexuality, including “discussions about choosing not to have sex” and beginning “a romantic relationship if they wish to.” The legal age of consent should again be to the fore. Some students will be engaging in sexual activity, so a reference to contraception and abortion is warranted but we disagree with the comprehensive coverage of contraception and STIs in Y9. As the legal age of consent is 16 years old, 13 and 14 year olds do not yet need to be learning about safe sex practices or contraception, in detail. We would move this topic to Y10.
Year 10. As this is currently the final year for compulsory RSE, and students are closer to the age of consent, complex topics such as contraception, STIs, unwanted pregnancies, pornography, misogyny, and transgender ideation all need to be included in the framework. Care must be taken to present all options regarding unwanted pregnancies, including both abortion and continuing the pregnancy with family support, whilst emphasising the right of women and girls to bodily autonomy.
Year 11. We agree with fertility being discussed in Y11 and think that the section on the different phases of the menstrual cycle, included in Y9, properly belongs here.
Year 12 & 13. Adult topics are age appropriate.
Pornography and misogyny
Apart from one general mention of online risks in Y7 & 8, the growing influence of pornography on adolescents and an increase in misogynistic behaviour from boys are not topics included in the draft. This is a glaring omission that must be rectified.
In an interview on Radio New Zealand on 14 April, Dr Stephanie Westcott from Monash University said that female teachers and students are regularly sexually harrassed by male students who have been influenced by online content. Teachers in our alliance confirm that sexist and disrespectful attitudes are commonplace, especially in Years 7 to 10.
In RGE’s alternative lesson plans for CL5 (Y10) we suggested approaching discussions of pornography this way:
Watch the video about teens accessing porn meant for adults and the video “Porn the REAL Sex Talk”. Discuss whether watching porn is prevalent amongst teenagers and identify the negative effects it can have on individuals and on relationships.
Watch the video about ‘porn literacy’ and discuss the pros and cons. Have a class vote about whether it’s better to teach ‘porn literacy’ or try to get rid of porn altogether.
Discuss and identify strategies students could use if they are concerned about their own or a friend or partner’s use of porn.
Addressing misogyny in RSE is supported by the 2024 ERO report:
We found that girls have strong views about what boys should cover in RSE. In particular, they wanted boys to cover topics that teach them how to interact with girls and women.
Parental choice and dedicated lessons
“Schools still need to talk to parents about their health education plans, and you can choose to take your child out of any part of sexuality education.”
It is reassuring that the draft framework reconfirms the right of parents to withdraw their children from any parts of RSE. However, this right is meaningless unless the Ministry also requires schools to restrict RSE to dedicated lessons. The new curriculum must explicitly remove the 2020 recommendation for “Sexuality issues [to be] explored across the curriculum, not just in health.”
Consideration also needs to be given to tailoring RSE lessons to match the differing wishes of girls and boys that were identified by the ERO report.
We know that boys reach maturity later than girls, which could explain why boys want to learn topics later. We heard that while boys in senior secondary school tend to have more buy-in to RSE learning, junior students show some resistance or ‘silly behaviours’ in RSE lessons.
Feedback from teachers confirms that the often immature behaviour of boys acts as a significant restraint to girls’ participation in RSE discussions, especially for girls from ethnic or religious minorities.
Outside providers
Unless the Ministry places firm constraints on organisations like Sexual Wellbeing Aotearoa (SWA - formerly Family Planning), InsideOUT, and Gender Minorities, these organisations will continue to interpret the curriculum in whatever way they choose and maintain their outsized influence in our schools.
The 2017 Health curriculum, for example, stated plainly that intermediate age students should be able to Describe the characteristics of pubertal change and discuss positive adjustment strategies.
This impartial and non-controversial objective then morphed into something quite different in the RSE Guide: Know about pubertal change (including hormonal changes, menstruation, body development, and the development of gender identities) and was then presented in the following way by SWA in its Navigating the Journey resource for 10-11 year olds:
Appendix 17 shows diagrams of human internal and external reproductive organs without labelling them as male or female. The resource explains that the authors have “chosen to remove the male/female labels from the reproductive parts handouts to support the discussion of sexual diversity”.
The resource suggests teachers use language like this:
About half the people in the world will have something that looks like this (show female reproductive system).
About half will have something like this (show male system).
Some people will have a different combination of ‘male’ and ‘female’ reproductive parts and genitalia. These people are called intersex.
Do our body parts define who we are? (No. Some people with penises might feel more like girls and some people who identify as boys might have female body parts.)
As well as correcting the RSE curriculum, the Ministry must also prevent such inaccurate and inappropriate teaching from being marketed to schools by outside providers. The concepts of ‘intersex’ and transgender identities are well beyond the cognitive and emotional abilities of primary aged children and teaching these topics does nothing but create anxiety, bodily disaffection, and an increased potential for very serious mental health disorders.
School Policies
The Ministry also needs to address the plethora of school policies that discriminate against the majority in favour of a very small minority of children who identify as the opposite sex. Access to toilets, changing rooms, sports teams, and sleeping arrangements on school camps must all return to being based on sex, not on a self-declared ‘gender identity’.
Incorrect advice such as this from the 2020 RSE Guide must be expunged from school policies: In addition, the Human Rights Act (1993) prohibits discrimination on the grounds of sex (including gender identity, gender expression, and sex characteristics), religious belief, ethical belief, colour, race, ethnic or national origins, marital status, age, political opinion, employment status, family status, and sexual orientation.
The words in bold do not appear in the HRA.
Have your say
The Ministry has asked for feedback from everyone. You can participate through this link. You’ll be asked three key questions covering age appropriateness of the content, if you think any topics are missing, and if you think any topics need to be removed.
RGE suggests making the following recommendations:
Provide a simple, clear definition of sex that is based on gamete size.
Remove the word ‘gender’ entirely from RSE.
Teach transgender ideation in Y10 as a set of beliefs held by some people, not as irrefutable fact.
Fully discuss the reasons for having a legal age of consent for sex and reinforce individual autonomy in making sexual decisions, including abstinence as a choice.
Advance detailed discussions about contraception, STIs, etc to age groups closer to the age of consent.
Include abortion, pornography, and misogyny as topics to be covered.
Consider tailoring lessons to suit the differing wishes of girls and boys.
Ensure outside providers do not continue teaching gender identity beliefs.
Provide accurate guidance to schools about the freedom of parents and children under the Human Rights Act and the Bill of Rights to hold and express their beliefs.
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I am not sure who wrote this excellent analysis but it is a clear, comprehensive assessment and deserves wide circulation. Congratulations in thoughtful and balanced guidance on a contentious topic.
Excellent synopsis and great job creating a tool we can use to provide productive feedback. One concern I have is the aversion to defining the word gender. We have been beaten over the head with that word and the ideology that accompanies it to the point where some people refuse to even use it. But if we don't have a clear definition that refutes the ever changing definition provided by gender ideologues, they will continue to teach misinformation to our youth via the internet that contradicts what students are taught in schools. We need to define gender to take back control of the language that has been taken from us and distorted to the benefit of transitioning profiteers intent on queering and profiting from the destruction of children's bodies.
I'm working with a group that wrote a US federal bill, parts of which have been incorporated into the Trump Administration's executive order on sex and gender called, “Defending Women From Gender Ideology Extremism and Restoring Biological Truth to the Federal Government.” That EO references but does not define gender, even though it clearly identifies the problem:
“Gender ideology includes the idea that there is a vast spectrum of genders that are disconnected from one’s sex. Gender ideology is internally inconsistent, in that it diminishes sex as an identifiable or useful category but nevertheless maintains that it is possible for a person to be born in the wrong sexed body.”
Our bill does define “gender” in federal law so that gender ideologues cannot continue to morph it into a club wielded against sex-based rights. Contact me vis Substack messaging if you would like to see, use and provide feedback on our definitions.