GCSE Spanish guide foists trans ideology propaganda on teens

One of the largest exam boards in England and Wales has come under fire once again for pushing gender ideology in schools.

In an Edexcel GCSE Spanish revision guide, its publisher Pearson asked students to explain why they “follow” or “admire” someone. One example answer was because the individual “fights” or “fought” for “transgender rights”.

Pearson was recently criticised for promoting terms such as “non-binary” and “bisexual” in its papers, with 15 and 16-year-olds reportedly asked to translate the phrase ‘my younger sister is bisexual’ in this year’s French GCSE listening exams.

‘Untrustworthy’

A Pearson spokesman claimed that the Spanish revision guide’s phrases are merely “examples, rather than required responses to learn or use”.

But Helen Joyce, Director of Advocacy at Sex Matters, said the “company’s agenda could not be more obvious” by presenting “trans activism as virtuous to students”.

The Christian Institute’s Head of Education John Denning told The Telegraph: “Pearson needs to take decisive action to root out this ideology, or schools will no longer be able to trust it either as an education publisher or as an exam board.”

“Trans activism in schools has caused profound harm to young people, has substituted ideology for genuine education, has marginalised children who disagree and has led schools to breach their clear legal duties of impartiality.”

‘Appalling’

When the concerns were raised about the publisher earlier this year, an anonymous German teacher with more than 20 years’ experience teaching the subject told The Christian Institute she is “appalled by how woke” Pearson’s textbook is.

“The textbook has numerous examples of LGBT individuals, and almost a whole page is dedicated to non-binary pronouns in all four cases in German. I’ve never heard of any of them.”

She added: “Thankfully, there’s no obligation to teach this, but what’s more concerning is when it pops up in exam content.

“Some materials in the speaking exam featured LGBT content, and students had to engage with it, either by reading aloud a text about it or describing/commenting on a photo containing LGBT content. Pearson’s specification makes much of it.”