A Clockwork Curriculum: Politicising Your Children – 10 Egregious Examples of Woke Ideology in PSHE

Parents and governors cannot rely on Ofsted to police partisan content on gender, race, or environmental activism. Real accountability must come from direct citizen challenge at school level and pressure on the DfE and other bodies.

Schools that adopt the many free and partisan PSHE and associated resources without substantial adaptation risk breaching political impartiality rules under the Education Act 1996.

Many materials repeatedly present contested ideological positions, such as gender identity, critical race and EDI frameworks on systemic prejudice, feminist analyses of power and misogyny, and justice-oriented environmentalism, as neutral PSHE content or uncontroversial fact.

This falls way short of the legal duty to offer balanced presentation of opposing views on controversial issues.

Ofsted, like much of the education establishment, remains influenced by woke priorities. It has shown little real appetite for robustly enforcing political impartiality in PSHE.

Schools using these ideological frameworks often receive favourable judgements provided they demonstrate “inclusion” and “diversity.”

Even the 2025 statutory RSHE guidance now in force, which demands caution on gender ideology and adherence to biological sex facts, remains a weak and pathetic stance in the face of the onslaught of politicised materials being used in schools, as does KCSiE which has loopholes for Trans and Gender.

Responsible schools should build their curriculum directly from age old principles of the Western Canon and classical education which emphasises evidence, reason, individual agency and cultural transmission over contested ideologies.

This reinforces the impartiality duty rather than relying on the ideologically slanted frameworks of KCSiE, the PSHE guidance, or the upcoming curriculum rewrite under Becky Francis.

This will likely provide cover under the Education Act 1996 and in particular Section 406 which forbids the promotion of partisan political views in teaching and Section 407 which requires reasonably practicable steps to secure balanced presentation of opposing views on political issues.

Unfortunately, this is often being ignored wholesale, and it’s time that egregious wrong was put right.

A Case in Point

The PSHE Association is a leading UK organisation that provides resources, training, and guidance for Personal, Social, Health and Economic (PSHE) education in schools, and claims to offer neutral guidance.

In reality, their Programme of Study and resources are steeped in woke, EDI, feminist, critical race, queer, Trans and cultural Marxist thinking.

They are but one example, there are many others.

Here are ten clear examples from the PSHE Association:

1: Gender Identity as Fact

They teach pupils that “gender identity and sexual orientation are different” and “for some people gender identity does not correspond with their biological sex.”

This presents a highly contested belief as settled truth from primary years onward.

2: Equating Dissent with Bigotry

“Transphobia” is routinely listed alongside racism, sexism, and homophobia as unacceptable prejudice.

Questioning gender ideology is framed as harmful discrimination.

3: Feminist Misogyny Focus

Dedicated resources on “misogyny and online influencers” push a one-sided feminist analysis.

They target male behaviour and “toxic masculinity” while promoting gender-based power narratives.

4: Critical Race and Diversity Lens

Pupils learn about “similarities, differences and diversity among people of different race, culture, ability, sex, gender identity”

This uses intersectional language that echoes critical race theory and identity politics.

5: Structural Prejudice Narratives

Lessons explore how “stereotyping, prejudice and discrimination” (based on race and gender) normalise harm.

Emphasis is placed on systemic power imbalances rather than individual agency or personal responsibility.

6: Anti-Racism and Extremism Links

Materials on “belonging and community” link traditional views or criticism of multiculturalism to risks of extremism and discrimination.

7: Critical Environmentalism

Environmental topics are taught through a “justice” lens, global inequality, anti-capitalist undertones, and moral urgency that encourage activism over balanced scientific debate.

8: Feminist Consent Models

Relationships education heavily emphasises power dynamics in heterosexual relationships, toxic male norms, and feminist-framed consent, often downplaying mutual responsibility.

9: Expansive EDI Protected Characteristics

All Equality Act categories, especially gender reassignment and race, are promoted through a celebratory identity politics approach rather than neutral equality under the law.

10: Cultural Deconstruction

Content challenges traditional family structures, gender roles, and British cultural norms in ways that promote fluid identities and undermine generational cultural transmission.

Schools that adopt the PSHE Association Programme of Study wholesale are importing this ideological package, at their own risk.

The PSHE Association do all this whilst claiming neutrality.

The law requires balance and impartiality.

It’s time they were made to sit up and take notice.

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