There has been plenty of criticism of the way that primary schools are dealing with issues of gender and sexuality – but what’s really going on behind the school gates?
Heavers Farm Primary School in Croydon, South London, had never taught anything on the topic of LGBT until last year, when it hosted its first ‘Proud to be Me’ event. The primary school first entered the news after several courageous parents, including Izzy Montague, challenged the LGBT agenda being pushed onto the children.
Now, one ten-year-old pupil, Kaysey Francis-Austin, has explained the all-encompassing LGBT indoctrination happening at the school – and quite possibly, at schools near you.
According to the national curriculum, all compulsory teaching on sex and relationship education in primary schools is to be taught in science. According to current government guidelines, primary schools may choose to teach some sex education in what is currently known as Sex and Relationships Education (SRE) and Personal, Social and Health Education (PSHE), however this teaching is optional.
Kaysey explained what the class previously studied in SRE and PSHE, being made to watch a video of an 11-year-old biological male undergoing surgery to ‘become a girl.’ Kaysey described how upset and disturbed the children were by the video and explained that the teacher had to turn it off.
The class were not, however, shown footage of the same ‘transgender child’, who, when aged 17, had to be rushed to hospital after complications following surgery to remove his male genitalia.
However, in reality, teaching LGBT ideology is not limited to Science, SRE and PSHE. The normalisation of LGBT relationships continues outside of these lessons. Both Kaysey and her mum, Karen, are taking a stand on the issue so that others might know the true extent of the problem.
Kaysey has revealed that LGBT propaganda is everywhere: from the Stonewall posters and rainbow flags pinned to the walls, to Maths, Art and History, it appears that the normalisation of LGBT relationships is inescapable.
Describing her day, Kaysey says the class usually begins with guided reading, where they will read a book to start the day. This ‘warm up’, as she describes it, is not always LGBT-related, but sometimes the class will end up reading about children with same-sex parents, or a child struggling with gender dysphoria, or even a story of two ‘gay penguins’ who ‘adopt’ a baby penguin (And Tango Makes Three).
In fact, the class even watched a video about this last story, which she said a few pupils objected to, putting their hands up and saying “that’s wrong.” When asked about what the class objected to, Kaysey explained, “we were thinking, why would you take another person’s baby to give it to another person that does not have anything to do with that child?”
She then explained that the normalisation of LGBT relationships was further pushed on children throughout the day. After guided reading, they might have LGBT Maths, where the class would have to solve problems such as, “Anastasia and her girlfriend have [x] sweets to share with [x] people…”. Then they would move on to LGBT English, where the pupils would have to write a letter encouraging someone who was scared to ‘come out’ as gay or lesbian. Kaysey also revealed that LGBT themes have entered Art classes: “Even on Fridays in Art, we get told to either draw stuff that’s got to do with LGBT, do flags, or create little crafts.”
At the age of just 10, Kaysey had recently been chosen to be the school’s head girl. Her most recent school report described her as a “delight to have in class,” and a student who was always willing to help out. She says her favourite subject is maths, although her report goes on to say that she is a high achiever in just about every subject.
Yet when this model student was accused of speaking “homophobic remarks,” rather than investigate the report further, the headteacher almost immediately expelled Kaysey and her classmate for five days. Such is the aggression of the LGBT agenda, that anyone who dares speak out against it – even a 10-year-old – will be silenced and punished.
When Karen previously confronted one of Kaysey’s teachers over the teaching of LGBT, she was told that it was the law to teach it, and part of the curriculum. This is not true. Where schools teach sex education in SRE and PSHE, parents are legally allowed to withdraw their children from these lessons, should they wish. The explicit teaching of LGBT relationships won’t be on the curriculum until 2020.
Yet, even when the new guidance is made official in 2020, schools are not required to use simplistic picture books about LGBT issues, nor are they required to teach positive messaging about abandoning biological sex, or to mention homosexual love other than the idea that “some families might have same-sex parents” – and even then, not until late primary age.
Schools are, however, free to create a school curriculum based on the national curriculum, so long as it includes everything they are legally required to teach. A look at the Heavers Farm school curriculum gives much away about what is taught on LGBT ideology.
Each half term is given a ‘whole school focus’, with the last seven weeks of the year dedicated to ‘LGBTQ+ History’ to coincide with ‘Pride Month.’ From Reception (ages 4-5), children are made to participate in the ‘Proud to be Me’ Parade, which includes LGBT Pride celebrations (this is the parade that Izzy Montague objected to). From Year Two (ages 6-7), pupils must write pieces in English writing lessons linked to the ‘whole school focus.’ From Year Three (ages 7-8), pupils are expected to learn about changes in society “which have impacted on equality” in history lessons, with a particular focus on LGBT history from Year Five (ages 9-10).
This is a huge step away from what the national curriculum sets out on teaching on sexuality. The fact that teaching on LGBT ideology has made it into lessons that have nothing to do with SRE or PSHE demonstrates how far the LGBT agenda has gone in schools, far overstepping the mark.
When asked what the class reaction was to so much LGBT ideology being taught, Kaysey explained, “people don’t feel happy in these lessons because normally, when the teacher clicks onto the next slide and you see the word ‘LGBT’, everyone sighs. The teacher tells the class, ‘I shouldn’t be expecting those noises.’ And then you look at everybody’s faces and they’re so angry, or sad, and some of them pretend that they’re sleeping. So there’s no enjoyment in these lessons.”
Both Karen and Kaysey say that it feels like the school is trying to confuse the children. Karen says that lessons like this encourage children to question who they really are and cause children to doubt themselves. Repeatedly, Kaysey says either she was left feeling confused by the lessons, or her classmates were.
This reflects the 2,500% increase in just nine years that the Tavistock Centre has seen in children being referred for hormone treatment for gender dysphoria – from 97 children in 2009 to 2,519 children in 2018. Only recently, a coalition of whistleblowers, academics and medical experts have warned that many teenagers are being wrongly diagnosed as transgender because GPs are “afraid of being branded transphobic.”
In reality, the normalisation of LGBT relationships does not reflect the rest of society. According to national statistics, over 93% of the population over 16 identifies as heterosexual; only 2% of the population identifies as lesbian, gay or bisexual. The number of people identifying as transgender is even lower: even liberal estimates put the transgender population at only 500,000 in the whole of the UK. Even then, since the Gender Recognition Act came into force in 2004, only around 5,000 people have been issued with a gender recognition certificate.
The vast majority of the children learning about LGBT ideology are born out of heterosexual relationships, where the child has come into being from the love of one man and one woman. Is it any wonder that children are confused and unhappy by the attempted normalisation of LGBT when, despite our cultural obsession with sexuality and gender, those identifying as LGB make up only 2% of the adult population?
All of this demonstrates the extent of the widespread LGBT agenda in schools. While protesters are right to challenge and object to the explicit teaching of LGBT in the new Relationships Education and RSE, the truth is that the normalisation of LGBT extends much further than just these lessons. We need more pupils like Kaysey, willing to take a stand and expose the truth of what’s really going on in the classroom. And we need more schools that teach the truth that the best environment for children to flourish is in a loving, heterosexual marriage. We might live in a society where different circumstances exist, but there is a difference between recognising those realities and approving of them.
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