The focus of our project is looking at gender equality and the views that school children have regarding the subject. Throughout the project we will be monitoring how the pupils' opinions and understanding of gender equality changes as they progress through the tasks and learning they complete.
Activity 1
Parent information sharing meeting- In this meeting parents will be informed of the outline of the project, its purpose and how the information gained will be used.
Resources - Powerpoint for presentation
Resources - Powerpoint for presentation
Activity 2
Create discussion guidelines- follow advice in ‘Good to talk’ guidance (see resources).
The Commonwealth Charter sets out sixteen core beliefs that all Commonwealth countries agree to uphold. These include a commitment to peaceful, open dialogue (Value 5) and recognition of the positive and active role and contributions of young people. (Value 13)
In 2018, the Commonwealth Heads of Government Meeting (CHOGM) will be hosted by the UK. The summit aims to build links between countries and give young people a voice on key issues such as democracy, human rights and the rule of law. To make their voices heard clearly and effectively, it is vital that young people across the Commonwealth develop the knowledge and skills they need to become confident, effective communicators who can articulate their thoughts, reach consensus in a variety of situations and become inspirational future leaders. Talk happens in all classrooms around the Commonwealth, but there are not always specific guidelines or structures in place to support pupils to develop their speaking and listening skills. Learning objectives: To share practical ideas developed by Voice 21 to help pupils to develop their speaking and listening skills and become confident, articulate speakers. Curriculum Links: English, Personal, Social and Health Education, Citizenship. Commonwealth Values 5 and 13: Freedom of Expression and Importance of Young People in the Commonwealth.
Before starting, it is very useful for your pupils to develop a set of class discussion guidelines. Once they are aware of the conventions of good discussion, they can regulate their own, leading to more productive speaking and listening and deeper thinking.
The Commonwealth Charter sets out sixteen core beliefs that all Commonwealth countries agree to uphold. These include a commitment to peaceful, open dialogue (Value 5) and recognition of the positive and active role and contributions of young people. (Value 13)
In 2018, the Commonwealth Heads of Government Meeting (CHOGM) will be hosted by the UK. The summit aims to build links between countries and give young people a voice on key issues such as democracy, human rights and the rule of law. To make their voices heard clearly and effectively, it is vital that young people across the Commonwealth develop the knowledge and skills they need to become confident, effective communicators who can articulate their thoughts, reach consensus in a variety of situations and become inspirational future leaders. Talk happens in all classrooms around the Commonwealth, but there are not always specific guidelines or structures in place to support pupils to develop their speaking and listening skills. Learning objectives: To share practical ideas developed by Voice 21 to help pupils to develop their speaking and listening skills and become confident, articulate speakers. Curriculum Links: English, Personal, Social and Health Education, Citizenship. Commonwealth Values 5 and 13: Freedom of Expression and Importance of Young People in the Commonwealth.
Before starting, it is very useful for your pupils to develop a set of class discussion guidelines. Once they are aware of the conventions of good discussion, they can regulate their own, leading to more productive speaking and listening and deeper thinking.
Activity 3
Introduce talk roles and develop sentence stems. follow advice in ‘Good to talk’ guidance. (See resources)
To begin, set up a role-play or create a short film with other adults or students to show a particularly poor discussion. Ask your pupils to think about how the progress and outcomes of this discussion could be improved by creating a set of guidelines. Try starting with the stem we will … and see what your class comes up with, and then narrow these down to 5 or 6 guidelines that everyone agrees with.
We will:
• always respect each other’s ideas
• be prepared to change our minds
• come to a shared agreement
• clarify, challenge, summarise, and build on each other’s ideas
• invite someone to contribute by asking a question
• show proof that we have listened.
Once created, your class guidelines should be displayed and celebrated and referred to before discussions or debates across different curriculum areas.
To begin, set up a role-play or create a short film with other adults or students to show a particularly poor discussion. Ask your pupils to think about how the progress and outcomes of this discussion could be improved by creating a set of guidelines. Try starting with the stem we will … and see what your class comes up with, and then narrow these down to 5 or 6 guidelines that everyone agrees with.
We will:
• always respect each other’s ideas
• be prepared to change our minds
• come to a shared agreement
• clarify, challenge, summarise, and build on each other’s ideas
• invite someone to contribute by asking a question
• show proof that we have listened.
Once created, your class guidelines should be displayed and celebrated and referred to before discussions or debates across different curriculum areas.
Activity 4
Teaching Activities- See connecting classrooms booklet for detailed information and resources.
Pupils will :
Pupils will :
- Consider gender identities and roles
- Separate adjectives, jobs, roles domestic duties and childcare responsibilities into sets of men, women or both men and women.
- Think critically about their choices and reflect on the sources of their ideas
- Carry out sentence completion exercises, individually and in single sex groups, to consider how expectations around gender roles impact on their lives and those of their peers both in their own country and that of the other participating countries.
Activity 5
Teaching Activities- See connecting classrooms booklet for detailed information and resources.
This also relates to the important citizenship concept of identity. The fact that gender identities and roles are not determined by biology can open up new possibilities and imaginings. The activities also relate to the core skills of critical thinking, problem solving, creativity and imagination as they involve considering different perspectives and thinking about things from different points of view to those which might be dominant perspectives. There is also the opportunity for using critical, collaborative, creative and digital literacy skills through online research.
Pupils will:
• consider the meaning of the term ‘gender’ as the ‘socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women’ in contrast to ‘sex’ which refers to biological differences
• consider the evidence from studies that indicate that gender roles are not determined by biology
• explore what does determine gender roles in their society.
This also relates to the important citizenship concept of identity. The fact that gender identities and roles are not determined by biology can open up new possibilities and imaginings. The activities also relate to the core skills of critical thinking, problem solving, creativity and imagination as they involve considering different perspectives and thinking about things from different points of view to those which might be dominant perspectives. There is also the opportunity for using critical, collaborative, creative and digital literacy skills through online research.
Pupils will:
• consider the meaning of the term ‘gender’ as the ‘socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women’ in contrast to ‘sex’ which refers to biological differences
• consider the evidence from studies that indicate that gender roles are not determined by biology
• explore what does determine gender roles in their society.
Activity 6
Teaching Activities
This relates to the important citizenship concepts of human rights and equality and recognises that citizenship is a status which includes rights. The activities also relate to the core skills of critical thinking and problem solving as pupils begin to explore the deep structure or key concepts such as rights and equality that lie beneath specific examples.
Pupils will:
• consider the meaning of the terms Rights and Equality.
This relates to the important citizenship concepts of human rights and equality and recognises that citizenship is a status which includes rights. The activities also relate to the core skills of critical thinking and problem solving as pupils begin to explore the deep structure or key concepts such as rights and equality that lie beneath specific examples.
Pupils will:
• consider the meaning of the terms Rights and Equality.
Activity 7
Teaching Activities
This lesson relates to the important citizenship concepts of human rights and equality and explores what these mean, or should mean, for citizens in practice in relation to gender equality. There is also the opportunity for using critical skills within digital literacy through online research.
Pupils will:
• become acquainted with examples of progress in gender equality rights from different cultures and in different parts of the world
• explore examples of gender equality and inequality across the world in relation to the Sustainable Development Goal 5 targets.
This lesson relates to the important citizenship concepts of human rights and equality and explores what these mean, or should mean, for citizens in practice in relation to gender equality. There is also the opportunity for using critical skills within digital literacy through online research.
Pupils will:
• become acquainted with examples of progress in gender equality rights from different cultures and in different parts of the world
• explore examples of gender equality and inequality across the world in relation to the Sustainable Development Goal 5 targets.
Activity 8
Activity 8
Teaching Activities
This lesson relates to the important idea of citizenship as a practice, demonstrated through examples of citizens taking action to ensure that citizens enjoy their rights and feel a sense of inclusion.
Pupils will:
• learn from two inspiring case studies from different countries.
Teaching Activities
This lesson relates to the important idea of citizenship as a practice, demonstrated through examples of citizens taking action to ensure that citizens enjoy their rights and feel a sense of inclusion.
Pupils will:
• learn from two inspiring case studies from different countries.
Activity 9
Teaching Activities
This lesson relates to the important idea of citizenship as a practice, and helps pupils to identify issues and possible actions to take to make a difference using tools for participation from the Get Global resource. 14
Pupils will:
• identify issues of gender inequality in their school or community on which they could plan to take action.
This lesson relates to the important idea of citizenship as a practice, and helps pupils to identify issues and possible actions to take to make a difference using tools for participation from the Get Global resource. 14
Pupils will:
• identify issues of gender inequality in their school or community on which they could plan to take action.
Activity 10
Teaching Activities - Final presentations