Video exposes trans ‘indoctrination’ in primary school
by Chris Matthews, Daily Mail:
Teacher tells 10-year-olds about how an unhappy boy teddy became a happy girl teddy in a lesson from controversial ‘inclusion’ charity.
Schoolchildren are being ‘indoctrinated’ into thinking miserable boys who may be questioning their gender may be happier if they transition to become girls, a promotional video of a primary school inclusion lesson reveals.
Teachers at hundreds of primary schools across the UK are sharing ‘nonsense’ from lesson plans created by controversial inclusion group No Outsiders.
The group, run by teacher Andrew Moffat, sells £20 teaching guides for babies and children aged ‘from birth to 11 years old’ that ‘present gender ideology as fact’.
Earlier this year, MailOnline revealed the shocking lesson plans that showed kids are being taught about anal sex and orgasms before they have reached puberty and encouraging them to be ‘private’ if they wished to masturbate.
Now, a recording has emerged of a teacher at Prae Wood Primary School, St Albans, taking a No Outsider lesson where she reads aloud a book to her class of ten-year-olds, explaining how an unhappy boy teddy called Thomas becomes happy when he transforms into a girl teddy called Tilly.
The teacher reads the children a section from the book called Introducing Teddy – a conversation between a male teddy bear called Thomas, who feels he was born in the wrong body, and his best friend Errol.
The story said: ‘Thomas the teddy took a deep breath. ”I need to be myself, Errol. In my heart, I’ve always known that I’m a girl teddy, not a boy teddy. I wish my name was Tilly, not Thomas.”
”’Is that why you’ve been so sad?” Errol asked.’
The book is one of many used as part of No Outsiders’ inclusive teaching guide.
In one of the guides, No Outsiders boss Andrew Moffat wrote: ‘This teaching must begin in primary schools. We are all intersectional; one identity does not suffice to make up who we are.
‘Children must be encouraged, and indeed taught, to explore identity and develop confidence in who they are as they navigate childhood and adolescence.’
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