Primary English Teachers Association says our kids should be inspired by Greta Thunberg

Primary English Teachers Association says our kids should be inspired by Greta Thunberg

When Greta Thunberg’s “climate strikes” reached their peak in late 2019, millions of Australian parents couldn’t fathom how their once care-free kids had become sucked into the climate cult.

Only now are we starting to get answers.

This week the taxpayer-subsidised Primary School English Teachers Association of Australia (PETAA) has come under fire for publishing a book titled “Teaching the Language of Climate Change Science”.

Authored by Julie Hayes – a Director of PETAA and former school principal of a “climate change-focused school” – the book is designed for teachers “who want to do something about climate change”.

Here’s what she had to say for herself:

  • My book “links climate change to the science curriculum and takes it through to the sustainability cross-curriculum priority” to ensure “children can explain the science behind climate change and write about it in ways that are cohesive, technically specialised texts”.
  • I am “encouraged” by “young people” like Greta Thunberg who have been leading on climate change and the “new leader in the United States who is setting a global agenda for climate change”.
  • “We need to be really careful not to lay blame on students or make them feel responsible for climate change because it’s my generation that’s responsible – not the current one”. 

No blame for the CCP, Ms Hayes?

It gets even worse when you start actually reading her book.

As revealed by Tony Thomas in the Quadrant magazine, Hayes’ guide recommends students:

  • Recite the following “Earth-focused school or class ‘anthem’ at assemblies” to “build emotional attachment to the planet”:

Earth is getting warmer, oceans rising higher

Storms are growing stronger, floods and fire

We know about the dangers, know there must be changes

The future is in our hands

  • Write a letter to their principal saying: “we are determined to use Greta Thunberg as our inspiration and get together with other students to do things that really make a difference. Could we please make an appointment to speak with you about our ideas?”
  • Learn the term “extreme weather…(so) when the weather forecast is extreme, teachers can even say, ‘today we are having extreme weather’.”
  • Compose “pro-renewable tracts, make videos, write songs, report at assemblies, create works of art or engage in discussion with decision makers”.
  • Understand “generating electricity [from coal-fired power] has released huge amounts of additional greenhouse gases into the atmosphere, leading to significant climate change... We can no longer afford to use coal for generating power. Although the costs of renewables have been prohibitive, they are becoming cheaper and more efficient”.
  • “Challenge misinformation. Investigate climate myths. Students write an argument debunking the main myths about climate change. Students engage in debate about climate facts”.
  • Read hysterical op-eds from unhinged journalists including the ABC’s “Heatwaves may mean Sydney is too hot for people to live in ‘within decades’” and The Guardian’s “Global food crisis will worsen as heatwaves damage crops, research finds”.

 

 

This is an outright assault on young Australians by the taxpayer-subsidised Primary School English Teachers Association of Australia.

With the CCP on our doorstep and the United States under Biden as unreliable as it's ever been, the last thing our school children should be focusing on are scientifically contested political narratives about coal-fired power causing natural disasters, an uninhabitable Sydney and global food crises.

Perhaps it’s best Ms Hayes and her colleague underwent a little education themselves by listening to Chief Scientist Dr Alan Finkel AO’s statement that if the world was to reduce its carbon emissions by 1.3 per cent (Australia’s total national contribution), “the impact would be virtually nothing”.

Our kids have the right to know.

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