5-8-year-old children are taught that gender and biological sex are different.

The definition of “Gender” refers to a spectrum like the following: male, female, transgender, gender neutral, non-binary, agender, pangender, genderqueer, two-spirit, third gender, and all, none or a combination of these. ^[1]

They are also supposed to reflect on how they feel about their biological sex and gender.

Young children should be raised to be confident and comfortable with their bodies which includes their biological sex, not unnecessarily questioning themselves which could lead to avoidable discomfort and confusion.

9-12-year-old children are taught to “appreciate” each other’s gender identity.

This means to affirm each other’s gender identity, even if that means identifying as a different gender from one’s biological sex.

They are taught that perceived ideas of gender roles are merely social constructs, imposed (implied via context) by society, culture and religion.

This is based on a faulty assumption that society, culture and religion has nothing good to offer through its influence. It can also undermine parent-child relationships.

Sure, gender norms may not be perfect just as no one is. However, given the extent and manner that “gender” is deconstructed, children are now taught and expected to uncritically affirm any kind of self-identification and expression in the name of “gender”. This makes “gender” lose its own meaning and cause children to lose touch with biological realities.

From 12-15 years old, teenagers must have an attitude that gender norms are created by societies. This is a step up from head knowledge to heart belief.

Teenagers are then taught the “skill” to extend this influence beyond the classroom at home, schools and communities.

Without first having extensive consideration and engagement with respective cultures, beliefs and family values, this CSE guide uses a vague descriptor of “positive gender roles” as though it has a one-size-fits all and only correct view on gender roles. Again, this is both presumptuous and can deeply undermine social fabric, community and family relationships.

From 15-18 years old, teenagers must have the attitude that all people should be able to love who they want (including same-sex relationships and others), and the skills to support people who experience “homophobia” and “transphobia”.

What is meant by “homophobia” and “transphobia”? Is disapproval part of it?

The CSE guide essentially advocates for a “love is love” position which is a slippery slope towards other kinds of sexual interests and will eventually broach the question of “whether young children can give consent”.

Anything that questions the premise that “consent is all that matters in sexual relationships” is mislabelled as “homophobia” or gender critical perspectives are also mislabelled as “transphobia”.

Students do not actually learn how to be a good friend to someone who identifies as LGBTQ. They are only going to be taught to uncritically affirm LGBTQ ideas, behaviour and life choices.