CES document Plagiarises LGBT Lobbyists

The appalling Catholic Education Service document on homophobic bullying I blogged about here contains material directly lifted from Stonewall. Stonewall is a lesbian, gay, bisexual and transgender (LGBT) rights lobby group in the United Kingdom. It is now the largest LGBT pressure group in Europe. It's sole purpose and agenda is to promote homosexuality, a lifestyle at odds with Catholic teaching.

CES DOCUMENT

STONEWALL

This is hugely problematic. You can view the Stonewall website for yourself here and make the comparison - go to page 6 and you will see this is a direct lift https://www.stonewall.org.uk/sites/default/files/getting_started_-_a_toolkit_for_secondary_schools.pdf


CC Father does a good job of highlighting the inconsistencies in the language of the document here.
Asks if there is some sort of link between the CES & Stonewall that we don't know about here.
Notes the plagiarism here.
And makes some important points about academic integrity here.

Fundamentally, we have an organisation which exists to advise & support our Catholic education system peddling subversive material which promotes a lifestyle contradictory to the Catholic faith.

This table highlights the plagiarised sections of the CES document along with the sources:

Made in God’s Image Catholic Education Service

Educational Resources Stonewall

Homophobic bullying is bullying that is based on prejudice or negative attitudes, beliefs or views about lesbian, gay or bi people. Homophobic  bullying may be targeted at students who are, or who are perceived to  be, lesbian, gay or bi. It can also suggest that someone or something is less worthy because they are lesbian, gay or bi. Homophobic bullying is also often targeted at students who have lesbian, gay or bi family members, and students who do not conform to gender stereotypes or are seen to be ‘different’ in some way. For example: •a boy repeatedly being called ‘gay’ for holding hands with another boy •a girl who reports that she keeps repeatedly being called a ‘lesbian’ and ‘not a real girl’ by other students because she has short hair •a boy who is picked on for being gay at break-times because he doesn’t want to play football – ‘He must be gay if he doesn’t like football’ •a girl who reports that since she came out as a lesbian, other girls in her class keep moving away from her and giggling every time they’re in the changing rooms Biphobic bullying is bullying based on prejudice or negative attitudes, beliefs or views specifically about bisexual people. Biphobic bullying may be targeted at students who are openly bisexual, those who are questioning their sexual orientation, or students who are suspected of being bisexual. Biphobic bullying may target students with negative stereotyping, suggesting or assuming that being bisexual is a phase. For example: •a bisexual student receiving ongoing name-calling and jokes about being ‘greedy’ because they are attracted to boys and girls •a bisexual student repeatedly being asked probing or intimidating questions, such as, ‘can’t you make your mind up – do you fancy boys or girls?’ or ‘why can’t you be normal and just pick boys or girls?’ Homophobic language  This could be the casual derogatory use of the word ‘gay’ to mean something negative or the use of explicit homophobic terms. For example: •‘that’s so gay’, or ‘you’re so gay’; ‘those trainers are so gay’ •someone calling another student a ‘dyke’ or ‘faggot’ Biphobic language For example: •shouting ‘bi-bi’ •referring to a bisexual person as ‘greedy’ LAW Interesting to note here that Stonewall just covers Equality Act and Ofsted…. CED goes further in looking at the Civil Partnership and Marriage Acts. Is there an agenda at play here? Equality Act 2010 The Equality Act is one of the most important pieces of legislation for minority groups in the UK. The Act takes all previous equalities legislation and combines them into one overarching act. All Catholic Schools must work within the legal obligations laid down in the Equality Act 2010. The Act protects the rights of people who hold characteristics in one or more of the following groups: •Race •Disability •Sex •Age •Religion •Sexual orientation •Pregnancy and maternity •Gender reassignment These groups are called ‘protected characteristics’. Below are excerpts from the act that pertain to schools. Teachers working in the area of sexual orientation may want to consider some of the statements so as to be clear on the legislation. The Equality Act 2010 and Schools 1.7 The Act deals with the way in which schools treat their pupils and prospective pupils: the relationship between one pupil and another is not within its scope. It does not therefore bear directly on such issues as racist or homophobic bullying by pupils. However, if a school treats bullying which relates to a protected ground less seriously than other forms of bullying – for example dismissing complaints of homophobic and biphobic bullying or failing to protect a transgender pupil against bullying by classmates – then it may be guilty of unlawful discrimination. Perception 1.11 It is also unlawful to discriminate because of a characteristic which you think a person has, even if you are mistaken. So a teacher who consistently picks on a pupil for being gay will be discriminating because of sexual orientation whether or not the pupil is in fact gay. Bullying 2.19 The issue of bullying motivated by prejudice is a particularly sensitive issue. Although the relationship between one pupil and another is not within the scope of the Act (see paragraph 1.7), schools need to ensure that all forms of prejudice-motivated bullying are taken seriously and dealt with equally and firmly. 2.20 The Department for Education has published specific guidance on bullying including homophobic and transphobic bullying and bullying related to sexual orientation, transgender, disability, race and religion. Sexual orientation and marriage and civil partnership 3.24 Schools need to make sure that all gay, lesbian or bi-sexual pupils, or the children of gay, lesbian or bisexual parents, are not singled out for different and less favourable treatment from that given to other pupils. They should check that there are no practices which could result in unfair, less favourable treatment of such pupils. For example, it would be unlawful for a school to refuse to let a gay pupil become a prefect because of his sexual orientation. 3.25 Maintained secondary schools have a legal requirement to teach about the 'nature of marriage' when they are delivering sex education. Many academies (including free schools) also teach about this topic, and when they do so, they must have regard to the Secretary of State’s guidance on sex and relationship education. Schools must accurately state the facts about marriage of same sex couples under the law of England and Wales, in a way that is appropriate to the age and level of understanding and awareness of the pupils. 3.26 Teaching about marriage must be done in a sensitive, reasonable, respectful and balanced way. Teachers are subject to professional requirements, the school curriculum, school policies, and anti- discrimination duties towards colleagues and pupils. 3.27 No school, or individual teacher, is under a duty to support, promote or endorse marriage of same sex couples. Teaching should be based on facts and should enable pupils to develop an understanding of how the law applies to different relationships. Teachers must have regard to statutory guidance on sex and relationship education, and to meet duties under equality and human rights law. 3.28 Sexual orientation and religion or belief 3.29 There is a relationship between protection because of sexual orientation and protection of religious freedom. Protection in the area of discrimination on grounds of religion or belief and the right to manifest one’s religion or belief is set out earlier in this chapter (3.11 – 3.16). 3.30 Many people’s views on sexual orientation and sexual activity are themselves grounded in religious belief. Some schools with a religious character have concerns that they may be prevented from teaching in line with their religious ethos. Teachers have expressed concerns that they may be subject to legal action if they do not voice positive views on same-sex relationships, whether or not this view accords with their faith. There are also concerns that schools with a religious character may teach and act in ways unacceptable to lesbian, gay and bisexual pupils and parents when same-sex relationships are discussed because there are no express provisions to prevent this occurring. 3.31 Schools with a religious character, like all schools, have a responsibility for the welfare of the children in their care and to adhere to curriculum guidance. It is not the intention of the Equality Act to undermine their position as long as they continue to uphold their responsibilities in these areas. If their beliefs are explained in an appropriate way in an educational context that takes into account existing guidance on the delivery of Sex and Relationships Education (SRE) and Religious Education (RE), then schools should not be acting unlawfully. 3.32 However, if a school conveyed its belief in a way that involved haranguing, harassing or berating a particular pupil or group of pupils then this would be unacceptable in any circumstances and is likely to constitute unlawful discrimination. 3.33 Where individual teachers are concerned, having a view about something does not amount to discrimination. So it should not be unlawful for a teacher in any school to express personal views on sexual orientation provided that it is done in an appropriate manner and context (for example when responding to questions from pupils, or in an RE or Personal, Social, Health and Economic education (PSHE) lesson). However, it should be remembered that school teachers are in a very influential position and their actions and responsibilities are bound by much wider duties than this legislation. A teacher’s ability to express his or her views should not extend to allowing them to discriminate against others. “My current school is a strongly Catholic school, with a positive attitude towards lesbian, gay and bisexual students and their parents, and a strong anti-bullying position on all issues, including sexuality”. Pamela, Teacher (Yorkshire and the Humber) (4) Defining Homo/Bi/Transexuality

Homophobic bullying is bullying that is based on prejudice or negative attitudes, beliefs or views about lesbian, gay or bi people. Homophobic bullying may be targeted at students who are, or who are perceived to be, lesbian, gay or bi. It can also suggest that someone or something is less worthy because they are lesbian, gay or bi. Homophobic bullying is also often targeted at students who have lesbian, gay or bi family members, and students who do not conform to gender stereotypes or are seen to be ‘different’ in some way. For example -a boy repeatedly being called ‘gay’ for holding hands with another boy – a girl who reports that she keeps repeatedly being called a ‘lesbian’ and ‘not a real girl’ by other students because she has short hair – a boy who is picked on for being gay at break-times because he doesn’t want to play football – ‘He must be gay if he doesn’t like football’ – a girl who reports that since she came out as a lesbian, other girls in her class keep moving away from her and giggling every time they’re in the changing rooms Biphobic bullying is bullying based on prejudice or negative attitudes, beliefs or views specifically about bisexual people. Biphobic bullying may be targeted at students who are openly bisexual, those who are questioning their sexual orientation, or students who are suspected of being bisexual. Biphobic bullying may target students with negative stereotyping (for example suggesting that they are greedy) or assume that being bisexual is a phase. For example – a bisexual student receiving ongoing name-calling and jokes about being ‘greedy’ because they are attracted to boys and girls – a bisexual student repeatedly being asked probing or intimidating questions such as ‘can’t you make your mind up – do you fancy boys or girls?’ or ‘why can’t you be normal and just pick boys or girls?’ Homophobic language This could be the casual derogatory use of the word ‘gay’ to mean something negative or the use of explicit homophobic terms. For example – ‘that’s go gay’ or ‘you’re so gay’; ‘those trainers are so gay’ – someone calling another student a ‘dyke’ or ‘faggot’ Biphobic language For example – shouting ‘bi-bi’ – referring to a bisexual person as ‘greedy’ LAW Equality Act 2010 The public sector Equality Duty requires all schools in England to eliminate discrimination on the grounds of sexual orientation and gender reassignment. Schools must promote equality of opportunity and foster good relations. This means doing more than just tackling homophobic, biphobic and transphobic bullying by taking proactive steps to support LGBT pupils, as well as pupils who don’t conform to gender norms, by promoting respect and understanding of LGBT people and issues across the whole school community. The Department for Education requires all schools to publish information to show how they are complying with this duty. Schools should set and publish specific and measurable equality objectives, for example reducing levels of homophobic, biphobic and transphobic bullying. The Equality Act 2010 applies gender reassignment to anyone who is proposing to undergo, is undergoing or has undergone a process (or part of a process) for the purpose of reassigning their sex by changing physiological or other attributes of sex. This means that schools must protect any pupil taking steps to reassign their sex, whether those steps are social (for example changing their name, the pronoun they prefer and the way they dress or look) or include medical intervention (for example accessing hormone therapy or having surgery). Education and Inspections Act 2006 Schools have a duty to promote the safety and well-being of all children and young people in their care, including those who are lesbian, gay, bisexual and trans and those experiencing homophobic, biphobic or transphobic bullying. Ofsted Ofsted inspectors are explicitly directed to look at a school’s efforts to tackle bullying based on sexual orientation and gender identity. They may also look at how the school supports the needs of distinct groups of pupils, such as lesbian, gay, bisexual and trans pupils or pupils from LGBT families. Comments on SRE from A Working with Faith Communities Doc by Stonewall Children need to be taught to value gay relationships. I worry that there may be homophobic staff because my school is Catholic and this may have a negative impact on the children. Amelia, teacher, faith primary school (North West) Making SRE inclusive of the experiences of lesbian, gay and bisexual people is important not only for young gay people themselves, but for all students. SRE is about helping pupils understand the society they live in, and preparing them for the realities of adult life. Regardless of sexual orientation or faith, all pupils need to understand that ours is a society in which some families have opposite-sex parents and some have same-sex parents, and that love, marriage, and relationships are issues that affect everybody, both heterosexual and gay. ‘My current school is a strongly Catholic school, with a positive attitude towards lesbian, gay and bisexual students and their parents, and a strong anti-bullying position on all issues, including sexuality. Pamela, teacher (Yorkshire and the Humber) Defining Homo/Bi/Transexuality Lesbian refers to a woman who has an emotional, romantic and/or sexual orientation towards women Gay refers to a man who has an emotional, romantic and/or sexual orientation towards men. Also a generic term for lesbian and gay sexuality – some women define themselves as gay rather than lesbian Homosexual This might be considered a more medical term used to describe someone who has an emotional romantic and/or sexual orientation towards someone of the same gender. The term ‘gay’ is now more generally used Bisexual refers to a person who has an emotional, romantic and/or sexual orientation towards more than one gender Trans an umbrella term to describe people whose gender is not the same as, or does not sit comfortably with, the sex they were assigned at birth. Trans people may describe themselves using one or more of a wide variety of terms, including (but not limited to) transgender, cross dresser, non-binary, gender queer