Schools should be a safe place to be, but for the majority, they will soon become unsafe. Safe Schools has landed in New Zealand, with the blessing of the Ministry of Education.

[…] No other special interest group is granted such privileges.
We don’t devote entire lessons to the visually impaired, create ‘blind pride’ days, or include blind heroes in every class. We don’t demand teachers police blind-phobic language, or that they wear braille name-tags.

Perhaps we should. It would give a far more positive school environment than constantly bringing sex to the forefront of children’s minds.
This is the essence of what the Rainbow movement is about.

The entire culture and worldview is centred around who a person wants to have sex with.

Perhaps we should just let kids be kids.

I recently wrote a four-part series of articles exposing the hidden aspects of the Secondary School program Mates&Dates. The program uses innocuous sounding words such as “gender stereotypes”.

“Gender Stereotypes” classes are not teaching kids that it’s okay for girls to like rugby and boys to like cooking. They are teaching a redefined meaning of gender.

Gender is taught as a “continuum” which has no relation to your biological function. This spectrum of gender holds that any child can be “neither” or “both” male and female because a person’s biological reality does not influence how they act.

If a girl is butch and likes rugby, she’s actually closer to being a boy – and perhaps she really is a boy trapped in the wrong body. Don’t worry kiddo, we’ve got scalpels and hormones to liberate you.

Thus a boy who thinks he’s a girl is a girl, in every way. Biology doesn’t matter, because gender is self-identified and merely socially constructed.

The root of the belief is that our Western “colonial” culture is oppressive, heteronormative and patriarchal and has forced us into two rigid boxes.

They are intent on destroying our western “construct”.

Ironically, Western heteronormative colonial countries are actually the safest for LGBT people.

The proponents of these ideas often point to tiny and obscure tribes where men and women have mixed gender roles, in an attempt to prove that gender is disconnected from biology.

Parents are being excluded from the transgender debate.

The Ministry of Education has used exactly the same terminology of “gender stereotypes” and “social messages”.

In the official recommendations, teachers are told to “question gender stereotypes and norms”.

This starts in Year 1, for kids just 5 years old.

It doesn’t stop there.

In studying the official Sexuality Education Guidelines, the agenda drives deeper than simply understanding gender identity.

The tables on pages 16–22 of the guide show suggested learning intentions for sexuality education – what students should know or be able to do at each learning level.

Across that table the agenda has been so interwoven through each column so that a teacher who objects simply can’t avoid teaching it.

It reads a lot like Mates&Dates, but for primary-school children.

They have made certain it will permeate every part of the teaching of sexuality.

Level 1 (5-6 Years old)

• A4: Describing different types of families
• (Tommy has two dads)
• D1 & 2: Dealing with bullying and harassment and speaking out for others
• (Turning children into Language Police and pro LGBT activists)

Level 2  (6-7 Years old)

• C2: Affirming diversity, questioning gender stereotypes
• D2: Identifying locally available health care services
• (where to get breast binders, no doubt)
• B2: Questioning and discussing gender stereotypes in games and physical activities

Level 3  (7-8 Years old)

• D2: Exploring community events that celebrate and affirm diversity
• (What will that look like? Visiting the Pride parade?)

Level 4  (8-9 Years old)

• A4: Critiquing dominant messages about body image and body size, and affirming diversity.
• (Note: Affirming diversity, not simply understanding it.)
• C1: Recognising the effects of changing roles on relationships
• D1: Critiquing gendered and sexualised media images

Level 5  (9-10 Years old)

• D1: Critiquing heteronormative messages and practices in the school and media
• D3: Developing policies for supporting diversity of gender and sexual identities

Level 6  (10-11 Years old)

• D4: Planning and carrying out actions which support diverse gender and sexual identities

Level 7  (11-12 Years old)

• C2: Analysing beliefs, attitudes, and practices that reinforce stereotypes and influence choices
• (such as sexism, homophobia, gender binary)
• D2: Advocating for diversity
• (Turning children into Trans-activists)

Teachers are told to build learning programs “that meet students’ developmental needs”.

Carefully reading through the image above, teachers apparently need to talk about sexual pleasure, how babies are made and that some boys like having sex with other boys – to 5-year-olds. Other examples given by The Ministry of Education suggest teachers can explain that children can express their sexuality through their clothing choices.

Let’s think about that carefully for a moment.
Children… express[ing] sexuality.

The Ministry of Education has become the Ministry of Sexualisation.

Adding to the whole-school approach, The Ministry of Education wants Minus-18 posters plastered around the school.

The Ministry also recommends holding a “pronoun nametag day”, so that students can choose their own pronouns.

For now, these changes by the Ministry of Education are “suggestions” – until Chris Hipkins gets his way with his proposed “Tomorrow’s Schools” changes. Those will strip local parent-led boards of their power, and centralise authority in regional government organisations.

Parents and families will no longer get a choice.

We all need to take action immediately.

• Sign the petition to stop Transgender teaching in New Zealand schools.
• Visit your school and ensure you know what’s being taught, by demanding to see specific resources. (Please remember teachers and principals are not necessarily in favour of this ideology and many are afraid to speak out against it for fear of losing their registration or being alienated by their peers.)
• Ask your children what they are learning at school.
• Speak to your Member of Parliament and express your concerns.
• Tell your friends, and share this information far and wide.

  Our silence is interpreted as consent….

The time to push back is now, or else our schools will no longer be safe.