what the latest version of the program planned for the next school year contains

Will the third version be the good one? The emotional, relational and sexual life education program had been put pending after the censorship of the government of Michel Barnier, due to lack of leadership at the head of the Ministry of National Education. Its latest version must be presented, Wednesday January 29, before the Higher Education Council (CSE), a body which brings together unions and parent-teacher associations. The new minister Elisabeth Borne wishes to bring this program into force at the start of the next school year in schools, middle and high schools, with the aim of making the three annual sessions planned since 2001 compulsory.

This third version of the text is, according to Elisabeth Borne, very attentive “to provide the right information depending on the age of the student”. On France Inter, the former Prime Minister insisted on Thursday that this program was “indispensable”. The previous version of the text had irritated the far right and the most conservative parents’ associations, who denounced a program “ideological”. Within of the Barnier government, the Minister for Academic Success, Alexandre Portier, had himself expressed reservations.

According to the corrected version of the program consulted by franceinfo, gender identity is now mentioned seven times instead of 17 previously, confirming the information from BFMTV. Another change: the disappearance of the concept of asexuality, previously mentioned in 4th grade. Apart from these symbolic inflections, the philosophy of the program remains the same. Franceinfo presents the challenges for each level.

In primary school, know the basics of intimacy

Questions related to sexuality are not addressed in the first degree. The Ministry of National Education has chosen to focus learning on emotional and relational life.

In kindergarten, the program “develops from consideration of the body, feelings and emotions, respect for privacy and equality between girls and boys”. For example, students learn to name the parts of their body. They discover the notion of consent through scenarios (“Can I sit next to you?”). The objective is also to make them understand that a profession can be chosen “either by girls or boys, depending on the skills required and the desire to exercise them”. We also help them identify physical similarities and differences between girls and boys. Finally, the students “become aware of the difference in sensations depending on the person” and explore types of feelings, such as love, friendship and caring.

In elementary, the emphasis is on intimacy and changes in the body. From first grade, students are encouraged to identify, based on everyday life situations, “spaces where the question of privacy and respect for the body arises”. We explain to them how to react if they experience unwanted contact. They also discover the different family structures: heteroparental, single-parent, same-sex parent, adoptive, blended, childless. From CE1 onwards, they discover what stereotypes are, particularly gender stereotypes, and discrimination. In CM1, changes linked to puberty are discussed, as is school bullying. Sexual violence and the dangers linked to the internet are discussed in CM2.

In middle school, provide information about puberty and sexuality

The college program “provides students with knowledge, cultural benchmarks, as well as awareness and reflection tools, to help them understand and calmly experience the changes they are going through”. The notion of sexuality is understood gradually, with a positive approach as well as risk prevention.

In 6th grade, students continue to explore the changes brought about by puberty. Girls, in particular, are informed “because painful menstruation requires medical consultation”. 5th graders learn to differentiate “sex, gender, sexual orientation and respect their diversity” and become a little more aware of the discrimination that exists on this subject. It is therefore at this precise level that the notion of “gender identity” disappears, compared to the previous version of the program, but it reappears in high school.

In 4th grade, students are invited to “consider sexuality as a unique personal journey”. We also explain to them how pornography “depicts sexual acts in a falsely realistic and stereotypical manner”. They are also given more in-depth information on screening and sexual health care. Finally, the 3rd grade explores the concepts of desire, excitement, pleasure, happiness, as well as their relationship to sexuality. They must also understand “that desire may not always be satisfied”. Among the other themes covered: control, chemical submission, incest, forced marriage and sexual mutilation.

In high school, understanding the notion of consent

In high school, the approach becomes more “reflective and critical”. Second year students are led, based on testimonies, to “become aware that your biological sex may not correspond to your gender identity”. They learn that intersex people exist. While retouched photos flood our social networks, they are also invited to “initiate a reflection on the perception of one’s self-image and to “build a positive self-image”.

In first grade, the notion of consent, the common thread of this program, is explored in greater depth. Students must understand that the absence of a “yes” and situations of hesitation equal non-consent. We also talk to them about the consequences of taking drugs, namely the increase in “risk of inappropriate decision-making, including regarding sexuality”.

At the end of high school, seniors explore the freedom to be themselves among others and the foundations of a healthy relationship. Finally, in line with the discrimination discussed so far, they become aware of the prejudices linked to serophobia (i.e. the rejection of HIV-positive people).