Hi, I'd really appreciate it if you wonderful women could take a look at my response to dd's school RSE consultation. I think it needs editing down but I don't want to miss any points. Any tips on how to make it clearer and more concise would be much appreciated!
As a parent/carer, do you feel like you need more information or guidance on specific topics?
I would like further information and clarification on some areas of the curriculum which concern me:
I understand that the ground rules in the Jigsaw Charter say ‘we respect each other’s privacy (confidentiality)’. While I understand the aims of this in stopping students gossiping, I am concerned children could interpret this as that it is wrong to tell their parents what has been discussed in PSHE lessons, or, even worse, if anyone in any context tells them something is a secret or confidential, they will think they should respect this, which is highly concerning and increases their vulnerability to grooming and abuse. I see that ‘Secrets’ is a topic in Yr2, please could I have more information on the content of the lessons related to this? I asked my daughter and she said she learned it was wrong to tell a secret someone had told you. This raises grave safeguarding concerns.
I am very happy to see ‘I am starting to understand that sometimes people make assumptions about boys and girls (stereotypes)’ in Year 2. I assume that the content of this topic challenges gender stereotypes, which is something that is extremely important to me. Is this topic returned to in KS2? I would like to see this given more time in the PSHE curriculum as the students get older and become more susceptible to peer pressure regarding how girls and boys ‘should’ behave.
Gender diversity is also a topic in Year 2. Please could I see the lesson content relating to this? Does this relate to the concept of gender identity? I would like reassurance that the content of this topic does not reinforce gender stereotypes.
In the Jigsaw LGBT Parent Leaflet, there is information on a Year 5/6 lesson on the topic of being Transgender. The information states that children will be taught that ‘A transgender person doesn’t feel their body matches with their gender. Let me explain.... a person that is born with a male body may feel they are female, and a person born with a female body may feel they are male’. What feelings will the school be teaching correspond with feeling male, and what with feeling female? How will the school ensure that these examples don’t reinforce gender stereotypes? The leaflet continues: ‘Some transgender people change their appearance or body so their gender matches with how they feel’. This implies that gender is the outward appearance of someone. How will this be explained to the children without reinforcing gender stereotypes?
Related to the above, I would also like to know how Jigsaw defines and explains the term ‘gender’ to the children. I am aware of three common interpretations of the word: a) stereotypes, b) a synonym for sex, c) a sense of an inner identity of being male, female or neither. Which interpretation does Jigsaw use, and does it explain there are different beliefs held by different people around gender? The example sentences in point 4 above seem inconsistent and unclear on what they mean by gender. (I may cut this bit out - worried it will just be gobbledegook to anyone not steeped in this stuff)
This lesson gives me grave concerns that children may conclude that someone who doesn’t conform to gender stereotypes is transgender, and appears to contravene the guidance issued by the DfE:
"We are aware that topics involving gender and biological sex can be complex and sensitive matters to navigate. You should not reinforce harmful stereotypes, for instance by suggesting that children might be a different gender based on their personality and interests or the clothes they prefer to wear. Resources used in teaching about this topic must always be age-appropriate and evidence based. Materials which suggest that non-conformity to gender stereotypes should be seen as synonymous with having a different gender identity should not be used and you should not work with external agencies or organisations that produce such material. While teachers should not suggest to a child that their non-compliance with gender stereotypes means that either their personality or their body is wrong and in need of changing, teachers should always seek to treat individual students with sympathy and support."