Many readers will have noticed the story in the media about "LGBT lessons" in a Birmingham school and how lots of people who have somehow been entrusted with the care of small children want them protected from being told about how two men can marry nowadays, because if the teacher doesn't mention it no-one will ever find out that Suzie has three mums cos it'll never come up in the playground, and if it does there won't be any bullying because groups of children never stigmatise something they don't understand.
You can't help think these are people who have not contemplated how a vengeful gay son choosing the quality of their care home thirty years hence might behave.
It seems to vary depending which sources you read whether a these 'grown ups' have succeeded in ending these lessons, or whether the school is continuing them after the Easter break, but it has all got very heated as a clique of parents insist that children are property, not people. Following on from the leafleting we've seen recently equating trans people with paedophiles and rapists, Birmingham has started to have equivalent pamphlets circulating demanding that a section 28 style law is brought in so as to protect kids from not self-harming. The neon-nazi playbook of targets follows a predictable path.
It is hideous, but it in this story it also leads to a peculiar demand.
Some of the parents are quoted as saying that the curriculum has been updated and it is unfair because they were not consulted.
Now first I have to note that teaching about the existence of something does not inherently make children want to do it. At school, I learned about the existence of things like hockey and rugby, and remained utterly uninterested. Other people might like that sort of thing and all jolly nice for them, but for me, we invented the indoors for a reason, and it's a bit of my cultural heritage I have a lot of time for. Similarly I was taught about oxbow lakes with such diligence that it is one of only two things I remember from five whole years of geography lessons. At no point did I decide I wanted to be one when I grew up. Didn't even have a lake-curious phase as a teen where I wondered about being fed from a river (and no, my regular and committed drinking of neat vodka between the ages of 18 and 21 doesn't count).
So what's interesting about this is that the dangers-to-their-own-kids parents at the heart of this story want control over RSE but don't expect to decide the rest of the curriculum. How dare they. If you are going to dictate what children should know about relationships from their schooling as if you had some sort of educational expertise, you should have to do the rest of the curriculum too.
So henceforth a bit of the typical Brummie school day can go like this:
Teacher: ...So that is how U-shaped and V-shaped valleys are formed and the difference between them. Except for Mattie and Dave - so far as you are concerned, they just happen and, just you two, write this in your books, "no-one knows why, what do you mean they are shapes, and why are you asking me all this shit about valleys what are we Welsh my children don't need to know about that?"
That's enough Geography for now 4C, so you can put your Geography notebooks away and take out your English Lesson books as we move on to Spelling And Grammer, a word which ends in an 'er' after a poll of your parents. Today we are going to learn about the correct use of apostrophe'ses', and believe me this is going to be one of your goodest lesson's ever. Oh wait, Mx Jenkins from class 2A is at the door, they must need to have a quick word with me about something - what's that? No, Katie, I cannot tell you what the title Mx means nor how to spell it, not without half the class getting to go for morning break early. Nice try though."
