Y9 curriculum

[SummerSazz]

We've just had through the school curriculum for RSE. I've looked through and it looks broadly ok to me. The only bit I'm not sure on is re Gender identity and Transgender:

'the legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal'

Does this actually work as a statement? Does the equality act not treat women differently based on sex and therefore not everyone is equal in all cases? I don't want to cause a fuss but equally don't want my DD's having their sex based rights glossed over.

Hi OP, the Equality Act 2010 lays out the protected characteristics, which are skated over by the text you've shared. I'll share the details in a separate post, should you need them. I would highly recommend looking at the Safe Schools Alliance website to see if there are any relevant resources that address your concerns, they have template letters for schools:

safeschoolsallianceuk.net/

The protected characteristics:
The following characteristics are protected characteristics—
• age;
• disability;
• gender reassignment;
• marriage and civil partnership;
• pregnancy and maternity;
• race;
• religion or belief;
• sex;
• sexual orientation.
5
Age
(1)
In relation to the protected characteristic of age—
(a)
a reference to a person who has a particular protected characteristic is a reference to a person of a particular age group;
(b)
a reference to persons who share a protected characteristic is a reference to persons of the same age group.
(2)
A reference to an age group is a reference to a group of persons defined by reference to age, whether by reference to a particular age or to a range of ages.
6
Disability
(1)
A person (P) has a disability if—
(a)
P has a physical or mental impairment, and
(b)
the impairment has a substantial and long-term adverse effect on P's ability to carry out normal day-to-day activities.
(2)
A reference to a disabled person is a reference to a person who has a disability.
(3)
In relation to the protected characteristic of disability—
(a)
a reference to a person who has a particular protected characteristic is a reference to a person who has a particular disability;
(b)
a reference to persons who share a protected characteristic is a reference to persons who have the same disability.
(4)
This Act (except Part 12 and section 190) applies in relation to a person who has had a disability as it applies in relation to a person who has the disability; accordingly (except in that Part and that section)—
(a)
a reference (however expressed) to a person who has a disability includes a reference to a person who has had the disability, and
(b)
a reference (however expressed) to a person who does not have a disability includes a reference to a person who has not had the disability.
(5)
A Minister of the Crown may issue guidance about matters to be taken into account in deciding any question for the purposes of subsection (1).
(6)
Schedule 1 (disability: supplementary provision) has effect.
Commencement Information

7
Gender reassignment
(1)
A person has the protected characteristic of gender reassignment if the person is proposing to undergo, is undergoing or has undergone a process (or part of a process) for the purpose of reassigning the person's sex by changing physiological or other attributes of sex.
(2)
A reference to a transsexual person is a reference to a person who has the protected characteristic of gender reassignment.
(3)
In relation to the protected characteristic of gender reassignment—
(a)
a reference to a person who has a particular protected characteristic is a reference to a transsexual person;
(b)
a reference to persons who share a protected characteristic is a reference to transsexual persons.
8
Marriage and civil partnership
(1)
A person has the protected characteristic of marriage and civil partnership if the person is married or is a civil partner.
(2)
In relation to the protected characteristic of marriage and civil partnership—
(a)
a reference to a person who has a particular protected characteristic is a reference to a person who is married or is a civil partner;
(b)
a reference to persons who share a protected characteristic is a reference to persons who are married or are civil partners.
9
Race
(1)
Race includes—
(a)
colour;
(b)
nationality;
(c)
ethnic or national origins.
(2)
In relation to the protected characteristic of race—
(a)
a reference to a person who has a particular protected characteristic is a reference to a person of a particular racial group;
(b)
a reference to persons who share a protected characteristic is a reference to persons of the same racial group.
(3)
A racial group is a group of persons defined by reference to race; and a reference to a person's racial group is a reference to a racial group into which the person falls.
(4)
The fact that a racial group comprises two or more distinct racial groups does not prevent it from constituting a particular racial group.
(5)
A Minister of the Crown F1...—
(a)
[F2must by order] amend this section so as to provide for caste to be an aspect of race;
(b)
[F3may by order] amend this Act so as to provide for an exception to a provision of this Act to apply, or not to apply, to caste or to apply, or not to apply, to caste in specified circumstances.
(6)
The power under section 207(4)(b), in its application to subsection (5), includes power to amend this Act.

10
Religion or belief
(1)
Religion means any religion and a reference to religion includes a reference to a lack of religion.
(2)
Belief means any religious or philosophical belief and a reference to belief includes a reference to a lack of belief.
(3)
In relation to the protected characteristic of religion or belief—
(a)
a reference to a person who has a particular protected characteristic is a reference to a person of a particular religion or belief;
(b)
a reference to persons who share a protected characteristic is a reference to persons who are of the same religion or belief.
11
Sex
In relation to the protected characteristic of sex—
(a)
a reference to a person who has a particular protected characteristic is a reference to a man or to a woman;
(b)
a reference to persons who share a protected characteristic is a reference to persons of the same sex.
12
Sexual orientation
(1)
Sexual orientation means a person's sexual orientation towards—
(a)
persons of the same sex,
(b)
persons of the opposite sex, or
(c)
persons of either sex.
(2)
In relation to the protected characteristic of sexual orientation—
(a)
a reference to a person who has a particular protected characteristic is a reference to a person who is of a particular sexual orientation;
(b)
a reference to persons who share a protected characteristic is a reference to persons who are of the same sexual orientation.

Thanks Hecate - I don't think it looks like the worst curriculum (from some of the things I've seen on here as to what some schools seem to be teaching!)

I'll take a look at the safe schools alliance and I might ask what sits underneath this section of the curriculum - I just want to make sure my DD's aren't being taught that people can change sex and understand that they have sex based rights which have been hard fought for and are important.

'Everyone is equal' just raised my eyebrow rather.

'Everyone is equal' just raised my eyebrow rather.

But some are more equal than others.

The thing is young teachers write this stuff.

Everyone is equal is a common school idealist, trope that never gets proper examination. It's aiming to be 'good' but doesn't work like that on the ground obviously. I saw that lots in mainstream. Which was an issue if you really weren't the same, especially those kids with adhd for example.

Had to move to sen to see "Treating people equally does not mean treating them the same" being the understood narrative.

I got to review some actual lessons for my secondary on this subject. They were very confused, conflated sex and gender. Reinforce sexist gender stereotypes. Almost glamourised transition due to the choice of you tube video. It was pretty grim. I was brutal in my review and I font know how they have progressed forward. I sent them lots of resources from Safe School Alliance and Transgender Trend, which I downloaded and sent as pdf rather than just the links.
www.transgendertrend.com/schools-resources/
I felt quite dirty for them there is no easy way to reach this garbage as you just go round in circles. But I know there are trans girls in the school and I hope by reading some of the documents they can reach out to them and offer an alternative to the affirmation model.

Sorry for them not dirty!

Thanks all. I have actually responded to their consultation - a first for me!