LESSON: Its a Boy Girl Thing Related lesson outcomes (PDHPE & other KLAs): V1 Refers to a sense of their

own worth and dignity

STAGE: Stage 2 Year 4

V6 Commits to realising their full potential

GDS2.9 Describes life changes and associated feelings PSS2.5 Uses a range of problem-solving strategies INS2.3 Makes positive contributions in group activities DMS2.2 Makes decisions as an individual and as a group member COS2.1 Uses a variety of ways to communicate with and within groups TS2.1: Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. TS2.2: Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations WS2.9: Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features WS2.10: Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type

Part & Timing

Content (WHAT)

Teaching & learning strategies (HOW)

Resources

Introduction

What is gender?

10 min
-

Body

Students will discuss the implications of gender stereotypes and look at a way to change their beliefs and ideas surrounding gender

30 min
-

As a class students brainstorm the concept of gender and what it means to them. Students play a game called whats my occupation, in this game each child is given a card with an occupation or role on it. There are three columns on the board females, males and both. Children are asked to place their card under either one of the headings. They are then split into groups of five and are asked to discuss with their group why they put their card in that particular column. Children are also asked what job they would like to have when they are older. Students are to play a game in which they have to place an item of clothing onto a boy and girl. Once the pictures have been dressed children will be split into groups and discuss why they placed these items of clothing onto the picture. The class will then brainstorm together what the term stereotype means. As groups they will then be asked to come up with examples of stereotypes and write them on a piece of paper for each group, upon doing this they will need to decide together why these stereotypes arose. Children will then play a game called trait boxes in which as groups they write as many traits they can think about for a boy and a girl into a box each within the set time limit. They are then to try and write the same amount of traits outside of the box, demonstrating that they are trying to defy the concept of gender norms As a class children will then discuss why they gave these particular traits to each gender and if they can think of ways in which this can be changed.

Interactive white board whats my occupation cards which the teacher will have made prior to class

Two pieces of cardboard (one with picture of girl, one with picture of boy) Pieces of clothing to stick onto cardboard Interactive whiteboard Five pieces of butchers paper trait boxes

Conclusion

How can gendered stereotypes be broken?

5 min

The class will conclude with a discussion about the game from the introduction and students are asked whether they would change their choices after what they have learnt throughout the lesson. They are also asked whether they would like to occupy other occupations rather than the ones chosen at the beginning of the lesson.

Homework: Write a short paragraph on gender and find five gendered roles in society. Lesson Evaluation - Did all children participate in group work? - Were the gendered games helpful in understanding stereotypes, and hence breaking them? - Do students hold an understanding of the concept gender? - Do children attempt to break the barriers of gender norms? - Have children learnt new strategies that allow them to break gender norms?