Free To Be Me Resource Pack - Schoolbeat.cymru
Free to be MeSexual, Gender andHomophobic BullyingResource Pack &Lesson Plans
Free to be MeContents Background to the Free to be Me Resources Background to the Sexual, Gender and Homophobic Bullying (SGH)Working Group Why tackle sexual, gender and homophobic bullying? The sexualisation of young people Gender stereotypes and gender conformity Young people and abusive relationships Promoting self respect and self acceptance Free to be Me Themes and Learning Objectives Anti-homophobia, gender equality and relationships resources andwebsites How to challenge homophobic language & links to SEAL Lesson Plans and Resources (Key Stage 3) Lessons 1-8 Resources 1-181. Inner/outer Identity Worksheet2. Media Ads3. Values List4. People Images5. Gender Stereotypes Facts and Stats6. Stereotype Labels7. True/false labels8. True/false statements9. Airbrushing Examples10. Now & Then Images11. Proud to be Me Worksheet12. Self Esteem Cards13. What would I expect Worksheet14. Friendship Pyramid15. Agony Aunt Case Studies16. Sexual Bullying Statements17. Postcard Template18. Homophobia Quiz
Free to be meBeing FreeIn an age dominated by information, the media, consumerism and technology it is easy to becomeoverwhelmed and lose sight of what it is to be oneself; to live authentically in our uniqueness andcelebrate in our diversity.We are faced with a barrage of images, opinions, judgements and attitudes about how we shouldlook, act, think and behave, making it difficult to remain confident in ourselves as we are and notbe influenced to become something else.Children and young people are the most susceptible to this torrent of opinion and stereotype, andwe see all too readily the over sexualisation of young people, the lost innocence of children andthe lack of self-esteem and self-respect that is resultant of losing touch with one’s sense of self.Whilst education is moving towards supporting young people in their diversity, exploring themessuch as respect, abuse and bullying through Personal Social Education (PSE) and Sex andRelationships Education (SRE), there is an opportunity to further develop young people’sawareness of their own sense of identity and support the non-conformity to media portrayals ofhow young people should be.This resource has been developed by the Cardiff Against Bullying (CAB) team to support schools topromote the ideal that we can be ‘free to be me’ to Key Stage 3 pupils.Background to Cardiff Against Bullying and the Sexual, Gender,Homophobic (SGH) Working GroupIn 2009 Cardiff Against Bullying recruited key partners to form the Sexual, Gender andHomophobic Bullying Working Group, including representatives from NSPCC, Safer Wales, theSchools and Lifelong Learning Equality Officer, Healthy Schools team and staff from schools. Thegroup was established following an anti-bullying partnership day where professionals and youngpeople came together to highlight their views and opinions about the aspects of bullying they feltneeded to be tackled in our schools and communities. Sexual, gender and homophobic bullyingwas highlighted as an area of concern for professionals and young people alike, and as an aspectof bullying that often goes under reported and under-publicised.The group’s remit was to map the current resources and expertise available to tackle sexual,gender and homophobic bullying and create materials to further support schools. It was decidedthat a series of lesson plans and accompanying resources for boys and girls in Key Stage 3 wouldbe a useful addition to the current materials available. This resource pack contains research andinformation about the themes relating to tackling sexual, gender and homophobic bullying, inaddition to lesson plans, key contacts and links to other resources and training.
Free to be meWhy tackle sexual, gender andhomophobic bullying?Sexual, gender and homophobic bullying is notan aspect of bullying that often receives muchattention in education or awareness-raisingcampaigns. However, research suggests that itis a growing problem, and one that is closelylinked to the wider issues of sexism, sexualharassment, and abusive or unhealthyrelationships amongst young people.Sexist bullying is defined by the DCSFguidance ‘Safe to Learn: Preventing andResponding to Sexist, Sexual and TransphobicBullying’ as: “bullying based on sexistattitudes that when expressed demean,intimidate or harm another person because oftheir sex or gender.”This can becharacterisedbyinappropriatesexualbehaviours. Sexual bullying is defined as“bullying behaviour that has a specific sexualdimension or a sexual dynamic and it may bephysical, verbal or non-verbal/psychological.”Sexual bullying could take the form ofinnuendo or overtly sexual comments beingmade, offensive comments about a person’ssexual reputation and sexually offensivemessages or written comments. Homophobicbullying is defined as the repeated orcontinual harassment that is both deliberateand targeted, because of a person’s sexualityor perceived sexuality.Sexual and sexist bullying disproportionatelyaffects young women and girls, although boysand adults (including school staff) could betargeted. Young people and adults mayexperience homophobia whether they identifyas lesbian, gay, bisexual or transgender (LGBT)or not.Homophobic Bullying StatisticsStonewall, the charity promoting equality andjustice for lesbians, gay men and bisexualssurveyed over 1,000 young people for their‘School Report’ and found that: 72% of LGB pupils reported regularabsenteeism at school 53% LGB pupils consider self harm, 40%self harm 1 in 5 LGB pupils attempt suicide LGB pupils are ‘Significantly’ more likelyto leave school at 16The charity ChildLine reported the followingstatistics about calls relating to bullying: Callsabouthomophobicbullyingaccounted for 27% of the April 2006 callsrelating to sexual orientation issues Boys account for 55% of the calls in thiscategory, even though they representonly 25% of all calls to the helpline During April 2006 6% of calls relating tosexual orientation were from under 11s
Free to be meThe sexualisationpeopleofyoungA BBC news article published in 2007 reportedof the harm caused to young girls by the overportrayal of young women as sex objects inthe media, as found by the tion of young women can lead to alack of confidence, depression, eatingdisorders and a negative effect on healthysexual development, in addition to skewingthe perception of boys and young men of howmembers of the opposite sex should betreated and what it means to be in aromantic relationship.Girl guiding UK reported in 2008 thatpressures of ‘premature sexualisation’ andmaterialism can lead to bullying, and girlsfelt a pressure to look older and dress moreadult-like,influencedbymagazines,advertising, the media and music videos.Sexualisation is defined by the APA asoccurring when ‘a person’s value comes onlyfrom her or his sexual appeal or behaviour, tothe exclusion of other characteristics, andwhen a person is portrayed purely as a sexobject.’The portrayal of both men and women assex objects can be readily seen almosteverywhere, with models and starsportrayed in a sexual manner, wearingrevealing clothing and displaying a look ormanner that implies sexual readiness. Thishas helped to create a generation ofoverly-sexual young people, conveying alook or manner of physical maturity, butoften lacking the emotional awareness,resilience and confidence to cope with theafter-effects of sexualisation.The Report of the APA Task Force on theSexualisation of Girls (2007) states thatsexualisationcancreateselfobjectification, whereby a young womanlearns to think and treat her own body asan object of desire, defining her own needsand state of being as synonymous with thatof young men’s. She learns to treat herselfas an object to be viewed, judging hervalue on her appearance, inevitably leadingto low self-esteem, a lack of self worth anda lack of self respect. Self objectificationhas also been linked to poor sexual healthand reduced sexual assertiveness in youngwomen. (Impett, Schooler & Tolman:2006).Research suggests that: The rates of teenage pregnancy inWales are the highest in Western EuropeYoung people report feeling pressurefrom peers to be sexually activeYoung people view more than 40,000ads per year on television aloneGirls report being under increasingpressures to display themselves in theirunderwearorbikinisonsocialnetworking sites, whereas boys seek todisplay their bodies in a hypermasculine way showing off muscles, andposturing as powerful and dominant.
Free to be meGender stereotypes and genderconformityWith the influence of the media, such asmagazines, the Internet, music videos andsocial networking sites, we are increasinglysubjected to the promotion of genderstereotypes and a pressure to conform to agender ideal – such as looking thin and overlysexual for women, and appearing masculineand muscular for men.Common gender stereotypes for females areappearingsubmissive,emotionalandvulnerable, taking the role of housewife, andmother or undertaking caring jobs such as anurse or teacher. Gender stereotypes for meninclude being the breadwinner, head of thehousehold,appearingaggressiveanddominant, non-emotional and undertakingmore important or technical jobs such as adoctor, policeman, builder or politician.From a young age children are subjected togender ideals and messages that dictate whatit is to be a boy or girl, as subliminal aschildren’s clothing often being pink or blue.Boys are given messages such as ‘don’t cry’whilst girls are subtly encouraged to take therole of mother and housemaid with toys suchas dolls, prams and kitchen sets.Stereotypes can be a helpful way tounderstand and quantify the world, but canlead to a limited experience of life wherebyone conforms to an imposed ideal. This maybe particularly difficult for those who do notor cannot conform to generalised ideals, suchas young LGBT people, who may findthemselves stigmatised or reluctant to live astheir authentic self for fear of prejudice,bullying and abuse.Youngpeople’sexposuretogenderstereotypes needs to be balanced witheducation and awareness-raising of thealternatives to conforming to a stereotypicalview, and the importance of creating andmaintaining their own sense of identity andself image.Research suggests that: Girls aged 7–11 are less than half as likelyto take part in P.E. and sport compared toboys By the age of 18, 40% of girls havedropped out of sport and physicalrecreation Across the UK, girls stay longer at school,leave with better qualifications than boysand are more likely to continue theireducation after leaving school Post 16, boys and girls tend to makestereotypical course choices: science andmaths for boys; and arts and humanitiesfor girls. In 2008 women’s hourly pay was 16.4 percent less than men's pay for full-timeemployees 84% of parliamentary seats across theworld are held by men.
Free to be meYoung people and abusiverelationshipsThe average age at which young people havetheir first experience of sexual intercourse is16 years in England and Wales, and by thetime young people reach high school manydescribe themselves as having or had aboyfriend or girlfriend.Whilst romantic relationships are a naturalpart of a young person’s growth anddevelopment and can be a fulfilling way tolearn about oneself, young people can lackthe maturity and self-esteem to maintain ahealthy connection and those who arevulnerable, have low confidence or who mayhave been exposed to over-sexualisation canfind themselves in abusive relationships.Young people who have received confusing ornegativemessagesaboutromanticrelationships can also be in danger ofperpetrating or receiving domestic abuse.Attitudes and stereotypes such as ‘girls whowear short skirts are asking for it’ or ‘all boysare only after one thing’ can lead tounrealistic or dangerous perceptions of whatit is to be in a relationship, devolving intopower struggles, control, sexual passivity andsexual harassment and abuse.Research suggests that: 45% of teenagers believe that, in somecircumstances, it is acceptable for a boyto assault his girlfriendOne in five teenage girls has been hit by aboyfriend, and one third say cheatingjustifies violenceThere is a clear link between girlsexperiencing domestic violence in thehome and then later experiencing abuseby boyfriendsSexual and Gender BullyingSchools have a duty to tackle bullying, and allschools must have an anti-bullying policy. Thepolicy should reference the school’s stance onpreventing and responding to all types ofbullying, and it is suggested that sexual andgender bullying is included as a discrete typeof bullying, with reference to how the schoolwill tackle it, including any incidentsperpetrated against staff.Schools also have a legal requirement to worktowards eliminating sex discrimination andharassment and to promote equality, asoutlined in The Gender Equality Duty. TheSchools and Lifelong Learning Equality Officercan assist schools to undertake an EqualityImpact Assessment.Schools are encouraged to promote equalityand prevent sexual and gender bullying by: Including reference to this form ofbullying in school policiesWorking to promoting gender equality,such as encouraging girls to join in onmale-oriented sports teamsIncluding equality and sexism awareness inPSE lessons and throughout the curriculumBeing mindful that incidents of sexualbullying can be serious and may need toinvolve the police and parents, or initiatesafeguardingprocedures,particularlywhere an act of violence has beencommitted.
Free to be mePromoting self respect and selfacceptanceThe National Strategy for Social andEmotional Aspects of Learning (SEAL) forsecondary schools describes the importanceof young people knowing and valuingthemselves and understanding how they thinkand feel. “When we can identify and describeour beliefs, values, and feelings, and feelgood about ourselves, our strengths and ourlimitations, we can learn more effectivelyand engage in positive interactions withothers.”Underpinning the themes explored in the Freeto be Me lesson plans is the promotion of selfrespect, self-esteem and an acceptance ofourselves as individuals, in all our diversity.Young people who feel confident and securein themselves are less likely to engage in riskybehaviours, be susceptible to bullying andabuse and be isolated from their peers.A worldwide study ‘Beyond Stereotypes’commissioned in 2005 by the beauty companyDove found that beauty beliefs and aperception of self image start early in life,with girls in the UK becoming concernedabout their physical appearance, body weightand shape between the age of 6 and 11.The study also found that 41% of youngwomen aged between the ages of 15 and 17had dieted in the past, with 14% admitting toengaging in behaviours such as compulsiveeating, throwing up or refusing to eat. 95% ofthe girls and women surveyed (aged 15 to 64)wanted to change some aspect of theirphysical appearance.Free to be Me Themes andLearning ObjectivesThe Free to be Me lesson plans have beendeveloped for Key Stage 3 pupils as a discretescheme of work within Personal SocialEducation (PSE) or the activities andresources can be used in related areas of thecurriculum or with individual pupils in groupsessions.Key Stage 3 pupils will learn to: Explore the concept of identity and selfimageUnderstand the influence of the mediaCreate a more positive sense of selfUnderstand domestic abuseExplore sexual bullying and homophobiaUnderstand stereotypes and genderconformityDevelop self-esteem and self-respectBuild empathy and emotional vocabulary
Free to be meAnti-homophobia, gender equality & relationships resources & websitesDocumentsWebsitesDCSF Safe to Learn: Guidance for schools onpreventing and responding to sexist, sexualand transphobic bullyingwww.thisisabuse.direct.gov.ukDCSF Safe to Learn: Embedding anti-bullyingwork in schools – Homophobic BullyingA government-funded website to raiseawareness of abusive relationships to youngpeoplewww.womensaid.org.ukDownload or order online atwww.teachernet.gov.uk/publicationsTCRU Research Report: ‘Young women andtheir relationships – power and pleasure: Keyissues for practitioners and policy-makers’(2009)Download at www.ioe.ac.uk/tcruAmerican Psychological Association ‘Report ofthe APA Task Force on the Sexualisation ofGirls’ (2007)Download atwww.apa.org/pi/wpo/sexualization.htmlInformation about domestic abuse with links toa child-friendly site, plus educationalresources to downloadwww.thehideout.org.ukWomen’s Aid website for children and youngpeoplewww.womankind.org.ukUK charity aimed at supporting women’s rights– educational resources and documents toorderwww.campaignforrealbeauty.co.ukWomankind Worldwide: ‘Challenging Violence,Changing Lives’ School Resource pack and CDRomOrder atwww.womankind.org.uk/Education resources.htmlWomen’s Aid: Education Toolkit ‘ExpectRespect’ lesson plans and resources forprimary and secondary schoolsDownload atwww.womensaid.org.ukA campaign by the beauty company Dove tosupport more realistic ideals of beauty. Linksto self-esteem building activities and research
Free to be meHow to challenge omophobic language such as ‘that’s so gay’ tomean something is wrong, bad or pathetic.Pupils will also use homophobic language tohurt, embarrass or stigmatise others, whetherthey identify as lesbian, gay or bisexual or not.Research carried out with Cardiff secondaryschool pupils found that 92% hear homophobiclanguage or comments at least daily, and 52%reported that they never heard teachersintervene.When faced with pupils making homophobiccomments or incidents of homophobic bullyingschool staff can often be concerned about howbest to proceed and how to challenge pupil’sbehaviour. Responding to language such as ‘that’s sogay’ Don’t just say ‘that’s wrong!’ – implicitlythis may convey that being gay is wrong, orthat we must avoid talking about sexualorientationDo question what the pupil means by whatthey’ve said – are they trying to putsomeone or something down?Do challenge: ‘It’s not OK to put peopledown in this class’Do explore: ‘Do you know what thatmeans?’Don’t ignore homophobia – ensure it isaddressed Don’t be afraid to hold a circle timesession or class discussion to franklyand openly discuss what being gaymeansDon’t be afraid to take action – by lawschools have a duty to tackle andrespond to incidents of homophobicbullying and homophobiaDo inform parents if you feel theincident warrants itLinks to SEALThe Free to be Me resources link to theSocial and Emotional Aspects of Learning(SEAL) themes ‘Learning to be Together’(theme 2) and ‘Learning about Me –Managing Feelings’ (theme 4), in additionto the primary themes of ‘Getting on andfalling out’, ‘Say no to bullying’, ‘Goodto be me’ and ‘Relationships’.The lesson plans aim to promote youngpeople’s self awareness, emotionalliteracy, empathy and social skills.
SCHOOLS & LIFELONG LEARNING SERVICECardiff Against Bullying - Lesson PlansTitle:Free to be Me: Being RealDuration: 1 hourLesson: 1Key Stage 3Lesson Aim: To explore the concept of identity and self-imageLearning objectives:Resources: A1 paper, felt pens, Inner/OuterIdentity worksheets (Resource 1),strips of coloured card, glue. To explore and define identityTo explore our own sense of identity andthe different facets to identity(appearance, opinions, thoughts, feelings,skills, etc)To explore ways in which we form or shapeour identityTo identify similarities and differencesbetween ourselves and othersVocabulary: Identity;characteristics; personality,attitude; beliefs; values; culture;conform; emotion; positive;negative; feelings vocabulary;unique; specialIntroduction: 10 minsExplain to the class that over the next few weeks we will be exploring the theme ofbeing ‘free to be me’ and today we are exploring identity. Before initiating thesession you might wish to create a class contract that can be displayed and referred toeach session, asking pupils to define their promises for how everyone will behave andtreat each other during the sessions, particularly as they may be discussing sensitiveissues. For example, ‘we will respect everyone’; ‘everyone is entitled to their ownopinion’ and ‘there are no right or wrong answers’. Ask pupils to define the promisesand display them on a large piece of paper somewhere central.Discuss what we mean by the term identity and record answers on the board.Highlight some themes such as being unique, an individual, distinctive.Activity 1: Brainstorming Identity 10 minsPlace pupils into small groups of approx 5-6 and give each group a large sheet ofpaper (e.g. flipchart paper). Ask pupils to brainstorm what makes our identity, (e.g.our characteristics, personality, interests, attitudes, beliefs, values, culture, family,etc) and to explore where our identity comes from – who creates it? (our own choices,our family, culture, peers, media influences, etc).Activity 2: Inner and Outer Identity 20 minsAsk pupils to work individually now to consider their own identity. Give each pupil acopy of the ‘Inner and Outer Identity’ worksheet and ask them to consider whatmakes them unique and an individual. Ask pupils to label the outline of the person onthe one side of the sheet with everything their outer identity consists of (i.e. thatwhich can be seen by the world) and on the other side their inner identity (i.e. the
parts of them that are more private, hidden or not visible to the world).E.g. outer identity – looks, height, shape, talents, skills, age, gender, family, raceE.g. inner identity – thoughts, feelings, dreams, values, hidden talents, faith, religionDiscussion PointsWhich parts of my identity make me unique?Are there any similarities or differences between my identity and others?Are there parts of us which are the same for every person? (i.e. feelings,thoughts, fears, what makes us human)Are there ways in which we try to have a similar sense of identity toothers? (e.g. dressing and looking the same)Why do you think this is?What happens when a person tries to fit in or CONFORM to how they thinkthey should be in their outer identity? (e.g. dressing the same way asothers) but it doesn’t match their inner identity (e.g. their values andwhat they think is important)?Activity 3: Feelings Ladder 15 minsIn small groups, ask pupils to write as many ‘feelings words’ on the coloured strips ofcard, and order them from what they consider to be the most positive feelings tohave, to the most negative feelings, sticking them onto a large sheet of paper in aladder shape.The ladders should be kept as they will refer to them throughout the sessions to linkpupil’s awareness with their emotional state and develop an emotional vocabulary.You may wish to extend this activity by asking pupils to consider the impact feelingshave on our identity and self-worth, or how our sense of identity affects our feelings.Activity 4: (if time) The Sun Shines On 5 minsPlay a game of The Sun Shines On, discussing the ways in which we are different andthe same. For this game everyone needs to be seated on chairs in a circle, with oneless chair than there are people. The person without the chair stands in the middleand says ‘The sun shines on all people who .’ and names something, such as hasbrown eyes, is wearing blue, ate breakfast this morning, likes science, etc. If thestatement applies you must swap chairs with someone else, without sitting in thechair you just sat in or the one on either side.Conclusion:Remind pupils that we have been exploring our sense of identity today, and ask themto consider, between now and the next lesson, ways in which they find it difficult toshow their identity and if at times they notice themselves conforming to someoneelse’s idea of what identity should be.
Opportunity for assessment: Most pupils should be able to: Understand the concept of identity and define aspects of their identityExplore how our sense of identity is formed and how it can be shaped by otherinfluences Define aspects of their identity, including their inner and outer identity Understand ways in which people are different and similar. Utilise a range of emotional vocabulary and understand the difference between apositive and negative feeling Contribute to class and group discussions, verbalising thoughts and feelings.Teacher Notes:
SCHOOLS & LIFELONG LEARNING SERVICECardiff Against Bullying - Lesson PlansTitle:Free to be Me: Being Real, Part 2Duration: 1 hourLesson: 2Key Stage 3Lesson Aim: To continue to explore the concept of identity and self-imageLearning objectives:Resources: Resource 2 – Media Adverts;Resource 3 – Values Worksheet;Resource 4 – People Images; post-itnotes To explore how we can be influenced by themediaTo explore our values and what motivates usto create our sense of identityTo explore ways in which we are differentand similar to others and the impact of thisTo begin to explore how we label andstereotype othersVocabulary: Identity;characteristics; personality,attitude; beliefs; values; culture;conform; emotion; feelingsvocabulary; unique; special;influence; difference; similarity;prejudice; stereotypeIntroduction: 10 minsRecap on the content covered in the last session and remind pupils what we mean bythe term ‘identity’. Ask pupils if they have thought of any ways in which they conformto someone else’s idea of what their identity should be or ways in which they may feelfree to be themselves.Activity 1: Influencing our Identity 20 minsDiscuss with pupils if we are happy with our current sense of identity, or are thereparts of us we would like to change? Discuss whether we are encouraged to change bythe media and the world around us.Working in small groups, give pupils copies of the media adverts (Resource 2) and askthem to list the ways in which they are trying to influence our sense of identity. Whatare they trying to change about us? (You may wish to find your own images frommagazines)Discussion PointsWhat do you think the advert is trying to sell?How is it trying to influence the viewer?How do you feel when looking at the advert? How does it make you feelabout your own self image?Does it make you want to buy the product? Why?Does the advert make you feel more confident about yourself, less or thesame? Why?
Activity 2: Values 15 minsRemind pupils that one aspect of our identity are our values – the things that areimportant to us. Our values underpin everything we do as we will usually makedecisions and live our lives based on what we believe and what is important to us.Hand out copies of the Value List worksheet (Resource 3) and ask pupils to highlightthe top 5 values they think are important to them. Ask pupils to consider all aspectsof their lives and to put them in order from what they think is the thing they mostvalue at number 1, to value less at number 5.Discussion PointsWhat did you list as your top value?Can you think of some ways in which you meet that value in your life?Can you think of some ways in which you might not be meeting that value?How does that feel?What happens when we feel we have to live up to someone else’s idea of whowe should be and what should be important to us? (such as the media)Activity 3: Different or the Same? 15 minsPlace pupils into small groups of 5-6 and give each group a copy of the images ofpeople (Resource 4) and some post-it notes and ask pupils to work together tohighlight the ways in which those people may be similar to them and different, writingtheir answers on post-it notes and sticking them to the image. Ask pupils to alsorecord any ideas they have about that person’s identity – who do they think theperson is? What may be their values? What may be aspects of their inner and outeridentity?Share answers as a whole class and begin to introduce the idea of stereotypes, whichwe will be exploring next session.Conclusion:Ask pupils to reflect on their close friends – are they very different or the same asthem? Referring to the Feelings Ladders created last session, ask pupils how we feelabout others who are very different? E.g. a different race, religion, those who speak adifferent language, have a different sexual orientation, etc. You may wish tointroduce the concept of prejudice here.Opportunity for assessment: Most pupils should be able to: Understand the concept of identity and define aspects of their identityExplore how our sense of identity can be influenced by others, particularly themediaExplore how our values influence our identity and our livesExplore how we are different and similar to others, and how difference can create
prejudice and fearUtilise a range of emotional vocabulary to articulate thoughts and feelingsTeacher Notes:Note: A useful website for further exploring advertising in the media iswww.advertisingarchives.co.ukThe site contains images of thousands of adverts that have gone to print now and inthe past. You can sign up with an email address and have access to the images ofadvertisements, seeing how they have changed over the years.
SCHOOLS & LIFELONG LEARNING SERVICECardiff Against Bullying - Lesson PlansTitle:Free to be Me: Stereotypes & Media LiteracyDuration: 1 hourLesson: 3Key Stage 3Lesson Aim: To define and explore stereotypes and gender conformityLearning objectives:Resources: A1 or flipchart paper; felt pens;Teacher Resource 5 – GenderStereotyping Statistics; Resource 6 –Stereotyping Labels; Teenmagazines / access to Internet To explore and define the term ‘stereotype’To explore gender stereotyping specifically,highlighting ways in which this occursTo understand why people are stereotypedand the effects of thisTo begin to explore the media’s influence increating and perpetuating genderstereotypesVocabulary: Identity; conform;stereotype; generalisation;difference; media;
Anti-homophobia, gender equality and relationships resources and websites How to challenge homophobic language & links to SEAL Lesson Plans and Resources (Key Stage 3) Lessons 1-8 Resources 1-18 1. Inner/outer Identity Worksheet 2. Media Ads 3. Values List 4. People Images 5. Gender Stereotypes Facts and Stats 6.File Size: 2MB
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