What the highly contested emotional and sexual life education program contains

Knowledge of the body, identification of harassment situations, sexual health, etc.: here are the main contents of the draft education program for emotional, relational and sexual life, according to the text submitted to the National Education authorities, consulted by the AFP. “This program focuses on emotional and relational life in the first level, and we address questions of sexuality education in the second level”commented the former Élisabeth Borne this Thursday on France Inter. This program sparked controversy during the era of Anne Genetet.

In kindergarten: body, emotions, intimacy

In nursery and elementary school, the program focuses on emotional and relational life. In kindergarten, it provides for consideration of the body, feelings, emotions, respect for privacy and equality between girls and boys.

Before the age of four, it is about knowing your body (naming its different parts), being aware of intimacy, learning to “express agreement or refusal”or to be aware of equality between girls and boys (understanding for example that an activity or a profession can be chosen by everyone).

From the age of four, the program includes identifying trusted adults and learning to call on them, distinguishing what one can keep to oneself or between children (like a secret) from a secret. dangerous situation, or even“apprehend, understand and respect the different forms of family”according to the latest version of this draft text, which will be examined on January 29.

In elementary: body changes, violence, stereotypes and digital

In elementary school, students are presented with more precise scientific knowledge about their body (with vocabulary adapted to their age) and their emotions. From CM1, they also learn to know the main changes in the body at puberty, to identify situations of harassment or to understand stereotypes to fight against discrimination (for example reading texts to identify inequalities between women and men in ‘history).

In CM2, children also learn to identify and protect themselves from sexist and sexual violence, or to know their rights for secure digital use (dangers of the internet and social networks, ban on networks for under 13s, etc.). ).

At college: adolescence and apprehension of sexuality

From middle school onwards, the program addresses sexuality. This is to help students to “understand and live peacefully” the changes they experience and “apprehend gradually” the concept of sexuality “in all of its implications”. They must understand body changes and respect for others in 6th grade, sexual orientation and the fact of freely developing their personality, particularly in 5th grade where they learn to “differentiate sex, gender, sexual orientation and respect their diversity”.

In 4th grade, sexuality is approached as a “complex reality” (“which may involve pleasure, love, reproduction, etc.”) and in terms of health (including risk prevention). THE “impacts of social media on relationships” are also mentioned. In 3rd grade, students must be led to “question the links between happiness, emotion and sexuality”, “know how to recognize and characterize contexts of danger and vulnerability” (risks, control mechanisms, etc.), sexual violence or discrimination.

In high school: more complete knowledge and questioning

In high school, “the reflective and critical dimension is deepened” and the program prompts “the development of more precise knowledge as well as the deepening of students’ ability to question”.

The second class allows you to“explore the tensions between the intimate and the social” (including protection in the age of social networks). Students must, among other things, “understand that biological differences between women and men do not determine the expressions, behaviors and roles attributed to the +masculine+ and +feminine+ gender”. For the first time in the program, it is proposed, “from testimonials”to make them “become aware that one’s biological sex may not correspond to one’s gender identity”.

The first should make it possible to address “behaviours, temptations, pleasures and risks” (for example through the study of works). The terminal “brings together the knowledge enabling the student to understand sexuality as a responsible young adult”. These include, among other things, “know how to resist individually and collectively against sexist and sexual violence and discrimination linked to sex, gender identity, sexual orientation”.