Teaching Taboos - approaching sexuality and gender with objectivity and openness.

Let me start by stating – tension is not a bad thing!  I mean, if I was going to walk a tight-rope, I want it to be under tension.  If I am weaving, I need my warps to be under tension.  If I am going to keep my cattle out, I need to tension my barbed wire.

Tension in teams is usually a differing view around goals – as to where we are heading.  If we can communicate the ‘why’ and the ‘how’ these tensions become really important because variations in views allow us to gain a broader understanding.  And having a panoramic view means we can see more detail.

To this end, I would hope everyone understands the importance of the term ‘conductor’.  Selecting the title ‘conductor’ is very different from ‘principal’. And there are a few definitions!!  

  • Conductor of an orchestra – leading all the instruments to follow a score, and to lead the rhythm and dynamics to direct a unique interpretation.
  • Bus conductor – welcoming and checking tickets before riding on the omnibus.
  • Lightning rod conductor – earthing energy to save us all from threatening shocks.

In my experience, there are areas of ‘schooling’ that can lead to the greatest tension in sustaining trust.  They are: discipline and behaviour management (which we define as personal and social management), drama/school productions (who gets a part), sport (who gets selected), and sex education.

There have been situations arising around our teaching of sexuality and gender.  I respect the great diversity of views – and I also know that such a topic sits on several levels of ‘stake-holder’ interest: the parent of the student/s must have the right to know and to have some choice in these programs, the wider parent body holds our culture, grandparents and aged wisdom holds us to identify the changes to our social ‘norms’, government and legal requirements appeal to a perceived consensus, and teachers (as people who have their views) are passionate people.

To conduct, I am clear about our procedures and these are professional expectations. Ethically teaching is not indoctrinating our personal ideology, politics, preferences on others, it is drawing out, evoking and questioning – age and developmentally appropriately (but, crikey, this is so nuanced!  Watch this podcast – very American!!).  As discussed in this podcast, we do indoctrinate children at school but it is around our collective expectations – and shared values: which we have clearly articulated as Respect, Responsibility and positive/productive Relationships.  We use restorative practices to give insight into the impact of actions on others because we stress our social justice model of Kindness and a love of learning.

 

By following the national and state expectations found in the PDH syllabus, we will remain objective and responsible.

For parents interested, it’s important to clarify that the NSW PDHPE syllabus does not promote any particular ideological stance but instead aims to provide students with the knowledge and skills to interact respectfully with people from diverse backgrounds. The goal is to help students understand that gender diversity exists and that everyone deserves respect – something that aligns with broader educational goals of inclusivity and emotional maturity.

  • Stage 3 is about introducing the concept of gender diversity in a simple and non-controversial way, focusing on respect, kindness, and equality.
  • Stage 4 builds on this foundation, helping students navigate a more complex world where they can understand and appreciate gender fluidity and the societal impact of gender norms while continuing to encourage respect and acceptance.

The intention is not to push any ideological agenda but to equip children with the tools to be kind, thoughtful, and empathetic towards others in an increasingly diverse world.

If we follow our national and state requirements, the teaching of sexuality and gender is carefully considered and reviewed. It remains objective and sound.

SUMMARISING THE KEY POINTS:

  • Stage 2 does not have any specific sex education classes.

 

  • Stage 3 (Years 5-6): Introduction to puberty, basic concepts of gender and sexuality.  The specific areas addressing sexuality are as follows:

Content Focus – Health, Wellbeing and Relationships (Stage 3) 

  • “understand that individuals experience change associated with puberty at different times, intensity and with different responses, eg menstruation, wet dreams” 
  • “explore the function and interrelationship of body systems” 
  • “identify and evaluate age-appropriate sources of information to enhance understanding of changes associated with growth and development” 
  • “investigate help-seeking strategies to manage changes associated with puberty, eg talking to trusted adults, accessing health products and service” 

* These sections address the changes associated with puberty, which include aspects of sexual development and health.

 

    • Stage 4 (Years 7-8): Expanded discussions around puberty, relationships, and gender diversity.
    • Stage 5 (Years 9-10): Deeper exploration of sexual health, consent, gender identity, and LGBTQ+ inclusivity.
    • Stage 6 (Years 11-12): Advanced, mature discussions on sexuality, gender rights, and societal issues.

SUMMARY OF PROFESSIONAL EXPECTATIONS

  • All teachers do  record comments/remarks on any matter addressed that is pertinent – a parent meeting, a phone call, personal/social matters, alerts, etc..  I wish to stress is “NO SURPRISES” with our care, as we support the developmental growth personally and socially in the context of our community’s culture.
  • Any programmes being delivered are vetted by the relevant Learning Neighbourhood Director – and need to be communicated with parents at the start of each term by the teacher.
  • All programmes must follow the Living School scope and sequence for each KLA – these can be amended but only via a procedure that is vetted and approved by the Living School Executive to ensure the sequence of learning is sustained K-12/13.
  • All teachers programming must review the NSW curriculum standards – and meet the Australian Professional Standards for Teachers at the Proficient level.
  • No teacher should deliver personal ideals inappropriately without first discussing this with the Learning Neighbourhood Director.
  • The Learning Neighbourhood Director will bring to the Executive and/or directly to the Conductor any queries that may cause challenge to our community

 

 

Teachers are expected to approach these topics in an age-appropriate, sensitive, and inclusive manner, ensuring that students have a safe space to ask questions and learn about sexuality and gender in a respectful, non-judgmental environment.

And teachers have a professional expectation to program within the parameters of the state and national curriculum requirements.

These documents are publicly available on the links below:

NSW Syllabus (2018) – NESA

NSW – specific focus

Australian PDH Curriculum – HERE

 

Years K-6

Stage 4-5 (Years 7 to 10)

PDH Stage 4

SUMMARY OF FAMILY EXPECTATIONS

  • Parents must have an opportunity to know what is being taught and to opt-in or out.  I am therefore going to hold an online session around this topic – and others – so parents can hear and give feedback.  I will listen.
  • I respect our families have varying beliefs and experiences.  We will sustain our focus on pluralism and humanism – the two foundation stones on which the Living School has been built.  
  • I also note our school’s responsibility to ensure there must be good communication in advance of any PDH lessons that may challenge our own belief system.  This is an area we will refine and ensure is in place moving forward.
  • Finally, I ask all parents to be open to our differences – and this includes respecting that we do not approach other parents’ children with views if not first shared with that child’s parent/s.

 A final thought

RETAINING A SENSE OF JOY

Perhaps the greatest strength in our school’s culture is our creative heart.  
 
So I share David E-C’s comments to our staff on the recent Shrek production…
 
“Having supervised the hot stuffy primary dressing room in the bowels of the theatre this evening, I’m sure Nick and Katie would attest to the fit of the penultimate line. 
We love our little woodland creatures! Bravo to everyone for bringing so many parts of the school together.”
 
David shares…
 
 
 
A nice finale for LS:
 
 
🎶
 
“We are ogres
we are scary
we are donkeys
we are hairy.
We have bold and brand new stories to be told.
We will write them
we will tell them
you will hear them
you will smell them.
This is our story.”
 
🎶
 
“What makes us special,
makes us strong.
 
We are puppets
we are rabbits
we are hobbits with bad habits.
We’re a screwy but delighted crazy stew.
We are different
and united
you are us
and we are you.
 
This is our story.”     
 
💚