The new RSE Curriculum
The new version of the Relationship and Sexuality Education (RSE) curriculum has just been released. Schools will be required to start using it in Years 9–10 from the beginning of next year, but not until the beginning of 2029 for Years 0–8.
BACKGROUND
In early 2025, the Ministry of Education developed a draft framework in preparation for the refresh of the Health and Physical Education curriculum. Thanks to your feedback to the Ministry, more than half of the responses sent a clear message about RSE – “Less or later RSE”. This large group of respondents emphasised the role of parents and family values. (A much smaller group of approx 25% wanted “more or earlier RSE”.)
THANK YOU to the many of you who sent this simple clear message – and who were concerned about the extreme and age-inappropriate content being pushed onto children as young as primary school that we had highlighted to you.
If you need a reminder of just how radical the Relationships and Sexuality Education Guidelines (or RSE for short) were when they were released by the Ministry of Education in September 2020 under the Ardern Government, watch our expose from 2022 when the hidden agenda was exposed…
FACT SHEET: Gender / Sexuality Education (2022)
THE BIG WINS IN THE NEW CURRICULUM
* there is a notable absence of the words “sex”, “gender” & “preferences” in any of the primary & intermediate school material. This removal of the indoctrination of gender ideology & sexual ‘identities’ is a noticeable change – and a major win. Perhaps the curriculum could just return to the simple biological definition of “sex”. Just saying!
* sex education is not introduced until Year 8 – and in a very refreshing & welcome move, the curriculum starts by saying: “In New Zealand, the legal age of consent for sexual activity is 16 years. Engaging in sexual activity with people below this age is considered unlawful under statutory provisions designed to protect young people from harm and exploitation.”
This has not been stated in previous curriculum material that we have seen. This statement is also the leading statement in Year 9 also.
Interestingly, the curriculum also tells Year 8 students: “Informed consent is required for organisational data management and all medical treatments. In New Zealand, a person aged 16 or over consents for themselves. A younger person who understands the treatment may also consent for themselves, and parents or caregivers’ consent where a child cannot.”
Does that apply to abortions and puberty blockers for young people?
* at Year 6 (Primary) there is the first introduction of the harms of drugs – and a very clear message of “resisting peer pressure, using refusal strategies, and seeking support.” (Some parents may still rightly feel that primary school and perhaps even intermediate school are too early to introduce specifics around these topics.) However, the overall messaging is a very welcome change to the dangerous ‘harm minimisation’ messages (how to use drugs ‘safely’) that radical groups like the Drug Foundation and the Green Party constantly push.
* there is a notable emphasis on values such as honesty, fairness, trust respect, kindness, and loyalty
* there is also content on hygiene, quality sleep, good diet, regulating emotions, and family connections (whanau)
* there is an emphasis on “boundaries and safety” starting in Year 2 (specifically around name-calling, teasing, gossiping), and then consent (reducing the risk of harm, asking for help). In Intermediate school, consent around sharing digital content is covered
* discussion around puberty starts at Year 5 / 6 – but is thankfully not based on “blocking” puberty! It clearly delineates the difference between natural male and female puberty. (Once again, some parents may still feel that primary school and perhaps even intermediate school is too early to introduce specifics around these topics, and should be left to parents.)
THE RED FLAGS
* the use of the word “identity” is introduced in Year 6 (10-11 year old) – “Aspects of a person’s identity change over time as they mature and have more life experiences. People understand and express their identity in different ways and in different situations”. It is this vague wording that can allow activist teachers and radical outside groups like InsideOut to confuse children around specifically gender identity.
* similarly, in Year 7, a section on “inclusive communities” says: “Stereotypes and discriminatory exclusion harm well-being, while community inclusion requires shared decision-making, inclusive language, and accessible opportunities for all.” Once again, does “inclusive” language mean preferred pronouns?
* most parents will be concerned about the content of the sex education which begins in Year 8. Despite the opening appropriate warning that sexual activity under the age of 16 is illegal, the curriculum then discusses: “There are a range of sexual activities in which consenting people experience and express their sexuality. These activities include different forms of physical contact and interaction for sexual pleasure, reproduction, or both. Consensual sexual activity requires clear communication and mutual respect for boundaries to ensure safe, positive experiences.”
**Why is this being taught to underage children aged 12-13 years old (intermediate school age)? Furthermore, there are real risks and harms around certain sexual activities.
* Year 9 is when gender ideology formally kicks in. The curriculum says: “Identity is shaped by personal attributes and group belongings (e.g. health and (dis)ability status; sex, sexuality, and gender; ethnicity, culture, and nationality; roles in the whānau, social groups, or the workplace; hobbies and sports or cultural interests)….Individuals express different aspects of identity across different contexts, while maintaining continuity in their sense of self over time.”
The Year 9 (13-14 y/o) curriculum says: “Supporting sexual health requires respecting self and others, knowing your rights, and understanding how to access authoritative agencies for confidential advice and information.”
**Note the age of the child and the secrecy. What is the role of parents in all of this?
One of the skills that teachers are to educate Year 9 students on is: “investigating the role of a range of sexual health agencies and online support websites to determine what type of agency a person would access for a particular sexual health-related need.”
And “In sexual relationships, people have rights and responsibilities. Knowing and respecting personal boundaries supports healthy romantic or sexual relationships. This includes how far to go and where each person is prepared to touch or be touched.”
**Year 9. Underage.
* the Year 10 (14-15 y/o) curriculum says “Sexually transmissible infections (STIs) can be transmitted through sexual contact and can affect various body systems. Access to confidential sexual health services (including testing, treatment, and counselling) can help to maintain personal health and relationships. Contraception or abstinence can prevent unintended pregnancies. Barrier methods (such as condoms) also reduce the risk of STIs. Every method has specific health advantages and disadvantages.”
Secrecy continues to be encouraged. Young people are not told the truth about condom usageand its risks.
“Sexual activity is enjoyable when it is safe, consensual, and people know what feels good to them and to their partner.”
**Year 10. Still underage.
* there is a notable absence around discussion of commitment, marriage, faithfulness etc. In fact, the only use of the word abstinence (which the overwhelming (and growing) majority of the students will be choosing, according to all the recent surveys) is only mentioned once – to Year 10 – in the context of being a form of contraception!
* part of the reproduction curriculum is taught to Year 8’s via the science curriculum – but it is thankfully science-based. “Reproduction in mammals involves gamete formation (ovum and sperm), fertilisation, and development through the zygote, embryo, and foetus stages before birth. Puberty occurs when organisms develop reproductive ability. The menstrual cycle in females involves hormones that control ovulation and the growth and shedding of the uterine lining. In humans, the uterine lining is shed cyclically if fertilisation does not occur (menstruation). Sperm production in males is regulated by hormones.”
* There is still this Guide to LGBTQIA+ Students on a Ministry of Education-affiliated site. This is the site which, amongst other things, tells teachers to keep a child’s gender identity issues secret from his or her parents, by allowing the child to adopt a new persona whilst at school – including the use of preferred “pronouns”. There is no requirement to inform the parents that there are identity issues / gender dysphoria. They specifically advise teachers to ask young people: “Check with the student about the name and/or pronouns they want to be used in the records that parents or caregivers may see, as they might be different to the ones they use at school.” [our emphasis added]. They also have a page titled “Plan sexuality and gender education Years 1-8 (i.e. Primary and Intermediate schools).
THE MAJOR CONCERN
In a disturbing development recently pushed through by the Government, state school boards are no longer required to consult with their communities on the delivery of the health curriculum. Instead, boards must only inform parents about what students will be taught in the health curriculum, how teaching will be delivered, and the right of parents to request that their child be released from specified parts of the health curriculum related to sexuality education. This needs to be done at least once every three years (as compared to consulting every two years).
In other words, the state is no longer concerned about yourinput, concerns and values as parents as it relates to this sensitive area and how it is taught – and what outside groups might be brought in to the school!
Schools are no longer required to seek feedback from the school community on the health curriculum and how it is delivered. They are also not required to modify curriculum delivery based on community preferences.
Perhaps the biggest red flag is that they are not required to provide detailed lesson plans or every classroom resource that will support this teaching and learning.
**Why the secrecy?
Also of concern is that schools are only required to provide this information to their school community at least once every three years, or whenever the health curriculum changes. (Schools can choose to provide the information more frequently.)
On the positive side, schools are being told that they must inform parents if any external providers and programmes are involved e.g. InsideOut, Family Planning etc.
YOUR RIGHTS
Section 51 of the Education and Training Act (2020) has not changed and continues to give parents the right to request that their child is released from parts of the health curriculum related to sexuality education.
Schools and students do not require parental permission to participate in sexuality education. Parents must actively place a request to the principal, in writing, under section 51 if they wish their child to be released from sexuality education.
It is also very important to note that Sections 51 and 91 of the Act are specific to the health curriculum only. For example, teaching about the biological processes of human reproduction in the context of science and biology is not considered to be part of sexuality education in the health curriculum.
**THIS ALL SIMPLY MEANS THAT PARENTS MUST STAY BOTH ALERT AND INQUISITIVE.
We will continue to monitor this issue – especially if the government were to change after the upcoming election and we have the Labour and Green parties overseeing this curriculum.
That thought should make us all shudder.
