GENDER 10

Gender Equality Toolkit for Primary Schools

Created by EAC HWB team, NHS Ayrshire and Arran, East Ayrshire
Women’s Aid and staff and pupils at Dalmellington Primary school.
 Gender 10 - A practical toolkit for primary schools

Table of Contents
Background ................................................................................................................ 2
Introduction ................................................................................................................ 2

Rights Respecting Schools ....................................................................................... 3

Gender Equality Policy .............................................................................................. 4

Promoting Gender Equality Practical Examples ...................................................... 10

- Baseline
- Staff Awareness and Engagement
- Parents and Carers
- Gender Equality Pupil Group

Curricular Resource ................................................................................................ 18

Impact of Gender 10 Project ................................................................................... 44

Next Steps ............................................................................................................... 46

Further Resources and Support .............................................................................. 47

References .............................................................................................................. 47

Appendix ................................................................................................................. 48

Special thanks to staff, pupils and parents at Dalmellington Primary school for their contributions to
the toolkit and to PC Kennedy for supporting the work in school. We would also like to thank the
East Ayrshire Violence Against Women Partnership (EAVAWP) for their support and guidance
throughout the whole project.

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 Gender 10 - A practical toolkit for primary schools

Background

This project was developed based on the Education in Scotland (EIS) paper ‘Getting
it right for girls’1
(https://www.eis.org.uk/Content/images/equality/Gender/Get%20it%20Right%20for%
20Girls%202016%20WEB.pdf) and both local and national policy. The project was
an opportunity to utilise a range of resources to promote gender equality and
challenge gender stereotypes within a Primary School Setting.

This toolkit aims to provide guidance and practical examples of how to use a whole
school approach to embed gender equality into school policy, ethos and the
curriculum in order to create and sustain a culture where our children and young
people are empowered to challenge inequality and promote respect for all.

Introduction

Both the WHO Global Action Plan (2016)2

(https://www.who.int/reproductivehealth/publications/violence/global-plan-of-
action/en/) and the Scottish Government Equally Safe Strategy (2016)3
(https://www.gov.scot/publications/equally-safe/) highlight the importance of tackling
gender inequalities in order to prevent and ultimately eradicate violence against
women and girls.

The consequences of misogynistic attitudes and behaviours include sexual

harassment and bullying; gender policing; long term impact on society; violence
against women; gender inequality in economy; and disproportionately low level of
participation by women in public life1

Under the Equality Act (2010)4 (https://www.gov.uk/guidance/equality-act-2010-

guidance) schools are required to show that they are eliminating unlawful
discrimination and harassment and promoting equality between women and men.
Schools who are committed to challenging gender stereotypes/inequality promote a
culture of equality and respect where children and young people are able to flourish
and no one is limited by their gender5.
(https://www2.gov.scot/resource/doc/196713/0052704.pdf)

A wide range of evidence shows that from a very early age, gender stereotyping can
have a significant impact on opportunities and choices for both boys and girls with
gendered divisions over what is considered acceptable. Often behaviour or subject
choices are reinforced through both the attitudes of pupils, staff and parents and
through codes of practice in school, careers advice, school management and staff.

By providing children with environments that encourage non-gendered norms and

expectations, children can feel more accepted and celebrated for their individuality.
By creating a more inclusive culture in schools our children and young people will

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 Gender 10 - A practical toolkit for primary schools

benefit from a school environment where all individuals are equally safe and
respected.

Rights Respecting Schools

Taking a holistic view of the wellbeing of children and young people is at the
heart of the Getting it right for every child approach. Getting it right for every child
has its origins in the United Nations Convention on the Rights of the Child (UNCRC),
which outlines the rights of children to have their basic needs met, and to reach their
full potential. The UNCRC general principles of non-discrimination, best interests of
the child, right to life, survival and development, and respect for the views of the
child, are the overarching rights needed for any and all rights in the Convention to be
realised6 (GIRFEC Policy Update, July 2017)
(https://www.gov.scot/publications/getting-it-right-for-every-child-girfec-update-july-
2017/)

If we are really to get it right for every child in our schools, gender equality must be at
the heart of policy and practice. Gender Equality is a crucial element of Rights
Respecting Schools (RRS).7(https://www.unicef.org.uk/rights-respecting-schools/).
Please find more information in the Gender Equality Policy Section below.

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 Gender 10 - A practical toolkit for primary schools

Gender Equality Policy, Dalmellington Primary School

Gender Equality Statement: To create and maintain a culture where our children
are safe, healthy, achieving, nurtured, active, responsible, respected and included.

Through promoting equality in all areas, we are committed to tackling gender stereotyping
and raising children who are active citizens with increased abilities and aspirations.

We believe that it is never too early to question what is seen as ‘normal’ or what is
traditionally expected of boys and girls in our society. In fact, we believe that doing so
from a very young age, helps to protect children from the negative consequences of
inequality and discrimination as they grow into adults.

Rationale: There is a direct link between gender inequality and gender based violence
with gender stereotypes perpetuating inequality and reinforcing the difference between
men and women rather than individuals being people first and equals.

Gender stereotyping from a young age can have negative consequences for both boys
and girls including limiting what children can do, be and become with future decisions
being influenced by gender divisions.

Breaking down gender stereotypes from a young age helps to stop negative
consequences of inequality and discrimination as it can support children to grow into
adults who are not limited by expectations based on their sex. By providing children with
environments that encourage non-gendered norms and expectations, children can feel
more accepted and celebrated for their individuality. This can broaden their aspirations
and be more open to a wide range of opportunities*.

A gender equality approach means helping children to achieve and aspire, promoting a
culture of equality and respect where children are able to flourish and no one is limited by
their gender.

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Aim: To promote gender equality and tackle gender stereotypes and

discrimination to create a gender inclusive learning environment.

Rights Respecting Schools: Our commitment to being an inclusive school

where every young person, regardless of gender is supported and encouraged to
achieve to their highest potential links directly to the work we are doing in order to
become a Rights Respecting school.

Article 2:
All children have these rights, no matter who they are, where they live, what their
parents do, what language they speak, what their religion is, whether they are a
boy or girl, what their culture is, whether they have a disability, whether they are
rich or poor. No child should be treated unfairly on any basis.

Article 17:
You have the right to get information that is important to your well-being, from
radio, newspaper, books, computers and other sources. Adults should make sure
that the information you are getting is not harmful, and help you find and
understand the information you need.

Article 19:
You have the right to be protected from being hurt and mistreated, in body or mind.

Article 28:
You have the right to a good quality education. You should be encouraged to go
to school to the highest level you can.

Article 29:
Your education should help you use and develop your talents and abilities. It
should also help you learn to live peacefully, protect the environment and respect
other people.

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 Gender 10 - A practical toolkit for primary schools

Ten Top Tips for Gender Equality

These were produced by “Gender 10”, Dalmellington Primary Schools Gender Equality
Pupil Group:

1. Everyone deserves respect- all pupils, staff, parents and visitors

2. People deserve to be heard. Everyone gets a turn to speak
3. Think about the language you use- no sexist language
4. Avoid stereotypes and challenge them if you hear them
5. Everyone can work together- not boys against girls or girls against boys
6. Classrooms jobs should be shared equally- Girls and boys are as strong and able
as each other!
7. Everyone can participate in any activity that’s available - there are no boys or girls
only activities
8. Think about the classroom - are they gender friendly. There are no boys toys or
girls toys! They are just toys. Boys and girls can play with any toy they choose
9. Choose resources and books that have a good mix and balance of characters.
There are no boys or girls books! They are just books and anyone can read them.
10. Don’t assign particular colours to boys or girls - everyone can choose any colour
they like

Key Establishment Procedure

Leadership: Management understand and encourage a Gender Friendly

environment.

Policy Review & Development : The school ensures that gender, gender
expression and sexual orientation are not barriers to participation and achievement by:

 Having Gender equality reflected in the school’s Visions Values and Aims.
 Treating all children, parents, carers, staff and visitors equally irrespective of their
gender.
 Having policies and procedures for dealing with sexist, homophobic or sexually
abusive incidents are clear and in line with local and national guidance
 Discussing Anti-bullying procedures, including procedures for dealing with sexist
or homophobic bullying, with children and young people on a regular basis
 Encouraging children and young people to report such incidents
 Ensuring there is nowhere in the school where sexist or homophobic harassment,
e.g. “jokes”, name-calling, etc. are acceptable forms of behaviour. This includes
playgrounds, staff rooms, changing rooms, classrooms, corridors, dining halls,
etc.
 Valuing and Accepting Children, young people, parents, carers and staff whose
behaviour and/or appearance does not conform to traditional expectations of their
sex
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Learning and Teaching: All children have equal opportunity to take part in all
experiences and are encouraged to access all areas of the curriculum:

 Opportunities for extending learners’ experience, knowledge and understanding

of equality and anti-discrimination (including gender equality) are sought, planned
and delivered across the curriculum at all stages (i.e. equality and anti-
discrimination are mainstreamed into the curriculum)
 Peer education is used to pass on learning about gender equality.
 Teachers are aware of the possible bias/differences in their questioning of girls
and boys and take steps to monitor and if necessary improve their own practice:
e.g. give equal “wait time” to girls and boy, asking higher-order, open-ended
questions of both boys and girls
 Staff do not group boys together and girls together, rather they encourage a
mixture of children.

Engagement of Staff: All staff understand, share and are committed to the
school’s aims, values and actions relating to gender equality:

 There is clear guidance on how standards of conduct, policies and

strategies are to be used to ensure equality and anti-discrimination (including
gender equality) permeates throughout the work of the school
 All staff have received Gender Equality training and therefore have an
understanding of gender issues.
 There are two identified Gender Equality Champions in the centre.

Involvement with Parents, Carers, the wider community and other

partners: Parents, carers and families are given opportunities to contribute to the
development, delivery and evaluation of the school’s gender equality initiatives:

 Parental Engagement events have been held on the topic of gender equality and
there is regular communication on new initiatives in the school via the school
newsletter
 Both male and female parents and carers feel supported and encouraged to be
involved in the work of the school and are satisfied with the opportunities they
have to contribute to their children’s learning and progress
 Local individuals, groups and projects are invited to contribute to the
development, delivery and evaluation of the school’s gender equality initiatives
 There are strong links in place with organisations such as women’s aid and the
NHS who support the school with the development of the gender equality work
 Communication with parents/carers is audited carefully to avoid assumptions
about gender/gender roles etc

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 Whole School Ethos:
Gender 10 -Gender equality
A practical is visibly
toolkit recognised
for primary schoolsthroughout the
school by:

 Newsletters, posters, displays, speakers, learner’s work etc.

 Staff consistently promoting the values of gender quality, use non-
stereotypical language and model preferred terms.
 The creation of a Gender Equality pupil group who are fully involved in the
planning and consultation process
 Staff having high expectations of behaviour from both girls and boys
 Girls and boys being encouraged equally to take on responsibilities in
classrooms and across the school
 Staff offering extra encouragement for girls and boys to take part in non-
stereotypical roles, for example, girls taking part in football and boys dancing.
 Inviting non-stereotypical visitors to the school, for example, female fire
fighters and male nurses
 Whole school events and assemblies are held on issues relating to gender
equality issues, healthy relationships etc

Resources and space for learning: All spaces and resources actively
promote gender equality by:

 The inclusion of a gender equality information board for children, parents,

carers, staff and visitors.
 Auditing all resources to ensure they reflect a gender balance and are gender
neutral.
 Ensuring there are a variety of gender friendly books, some of which show
people in non-traditional roles.
 Ensuring displays show a good variety of boys, girls, women and men in non-
stereotypical roles

Key documents
Just like a Child, Zero Tolerance (https://www.zerotolerance.org.uk/resources/Just-
Like-a-Child.pdf)

Gender Equality, Education Scotland

(https://education.gov.scot/improvement/learning-
resources/Improving%20gender%20balance%203-18)

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*Evidence of how gender stereotypes can impact on children

and young people

 There is a direct link between gender inequality and gendered based

violence. Gender-based violence also begins at a much earlier age than
once assumed. According to a study by NSPCC a quarter of teenage girls
have experienced physical violence in their intimate relationships. The
study also found that girls as young as 12 had experienced pressure from
their peers to send topless pictures of themselves by text and social media.
 Gender stereotypes also have negative consequences for boys. The
school exclusion rate for boy is 4 times that of girls. Suicide is the main
cause of death for males between the ages of 20-49 in the UK. In Scotland
(2016), the suicide rate of men was more than two and a half times that for
women. In 2017, Childline reported that boys were 6 times less likely than
girls to seek support for suicidal thoughts.
 Research evidence suggests that young people are continuing to choose
stereotyped career paths upon leaving school. Although girls are in
general attaining well at school, many go on to face a pay gap of 12%
within full time employment and 38% within part-time employment.
 Only one in four MPs in Westminster are women ; women are better
represented in the Scottish Parliament, but still only one in three MSPs is a
woman.
 On average, women earn 11.7% less than men increasing to 32.1% less
when taking part-time work into consideration.

Sources

www.guardian.co.uk/politics/2011/may/09/action-increase-women-devolved-
parliaments

www.nspcc.org.uk/Inform/resourcesforprofessionals/sexualabuse/sexting-
research-summary_wdf89270.pdf
12

www.nspcc.org.uk/Inform/research/findings/partner_exploitation_and_violence_su
mmary_wdf68093.pdf

www.closethegap.org.uk/statistics.html

Childline

Scottish Equal Opportunities Commission Scotland, 2006

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Promoting Gender Equality - Practical Examples

This section outlines the key areas to consider as well as practical ideas and
examples of how to develop, promote and sustain a gender equality ethos within a
Primary School Setting. This toolkit provides schools with suggested ideas and
activities for exploring gender equality and we would encourage you to adapt and
expand on the examples given in order to meet the diverse needs of your own
school community.

Baseline - Exploring Unconscious Bias

In order to develop and plan your approach to promoting gender equality, it can be
helpful to find out about the children’s understanding of gender and explore any
unconscious bias they may have. This can be achieved through a variety of
interactive, age appropriate activities which both introduce the topic and highlight key
areas of learning that may be required.

Baseline Example

Early Level: Children worked in groups using hoola hoops (venn diagram) to sort
pictures into categories (boys/girls/both). This activity created discussion around
different ideas and opinions about boys and girls which allowed the opportunity to
explore gender stereotypes and encouraged children to challenge both their own
ideas and others’ (see appendix 1 and 2 for lesson plan and materials)

First Level: Children explored gender stereotypes through participating in an

interactive whole class activity where children had to decide if they agreed/disagreed
or were unsure with a variety of statements around the subject of gender inequality
by moving around the classroom (appendix 1 and 2)

Example Statements
 ‘It’s okay for boys to cry’
 ‘Men are the boss of the house’
 ‘Girls can be doctors’
 It’s mums job to do the housework’

(For further examples see appendix 2)

Second Level: Children worked individually on a short questionnaire, where they

were asked to consider statements exploring gender stereotypes and decide if they
agreed/disagreed or were unsure. They then worked in groups to sort statements
into categories (male/female/both). (Appendix 1, 2 and 3)

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Findings

During our baseline activities we noticed that when children were directly asked
about jobs that women and men can do, they generally answered positively and
confidently that ‘anyone can do anything’ however through using a range of
statements it was evident that the children were influenced by gender stereotypes
and unconscious bias. For example there was an attitudinal difference around
emotions, appearance and roles in the house according to gender.

Interestingly, we noted that children within the early and first level, displayed more
unconscious bias than children within second level. This would indicate that work
around gender equality is required from early level in order to embed and sustain
gender equality throughout the school.

Staff Baseline

In order to establish what stage the school are at in their journey towards gender
equality staff were asked to individually complete a short survey and participate in
group discussion around the school’s strengths, challenges and opportunities to
promote gender equality in the school. (see appendix 4 for example staff survey)

Example Discussion Questions:

- Gender Equality – What is going well?

- What are the barriers and challenges to promoting gender equality?
- What opportunities are available to promote gender equality?

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Findings

Staff identified a real appetite for taking forward gender equality and building upon
their Rights, Respecting School work.

Staff Engagement and Development (See appendix 5 for staff action plan)

As this approach requires all staff to be engaged, motivated and fully committed to
addressing gender inequality, staff engagement is essential, ensuring staff have the
opportunity to fully explore and challenge individual and societal bias and the impact
that this may have on learning and teaching.

Example - Engagement Session

Early development work included engagement and training sessions with staff to
introduce the project and to explore gender and gender equality. It was important
that the whole staff, including support staff felt able to tackle these issues, both
individually and collectively. The initial session raised awareness of the ‘WHY’ for
the project to support staff to understand the importance of challenging gender
inequality. The staff explored gender stereotypes and gender inequality and the
impact and harm that this can cause. The session explored how we all have
unconscious bias and how important it is that we are aware of these in our
interactions with children. It also provided an opportunity for staff to recognise, reflect
and discuss their own biases.
See appendix 6 for example group discussion activity.
Self Reflection of classroom environment, resources and teaching practice

Staff were given the opportunity to reflect on their own practice and the school
environment to highlight good practice and identify areas for development.

This included:

- Self Reflection Questions (See appendix 7)

- Observation Audit (See appendix 8)
- Gender Neutral Language Support Sheet (See appendix 9)

Gender of Characters: Child was adamant that Loch Ness Monster was a boy. I
discussed with child why he thought it was a boy.

Language: Teacher commented ... “Will you be my first hand man”

Child replied “It should be first hand man and first hand women”
Teacher changed comment to “First hand person”

Resources: We were exploring people who help us. We print off photos that show
different professions being carried out by both men and women.
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Parents and Carers

The project recognised that in order to achieve long lasting cultural change all
members of the school community needed to be involved, including parents and
carers. This included engaging parents and carers via the parent council, providing
regular updates through the school newsletter and developing a parental survey and
home link activities. This ensured that parents and carers were aware of the
rationale for the project and given the opportunity to explore any misconceptions or
concerns.
In the parent survey, all parents indicated that they had heard sexist/stereotypical
views from their child’s peer group and from other parents in the school. Although
returns were low, from those who did engage it was clear to see that they wanted to
support the school in challenging gender stereotypes and promoting gender equality.
See Appendix 10 and 11 for parent survey and action plan

Gender Equality Pupil Group

The development phase included the establishment of a gender equality pupil group,
now named “Gender 10”. This group firstly learned about gender equality and
inequality and developed a pupil action plan (see appendix 12) to share their

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learning with the whole school. All the children have now fully embraced the
opportunity to become gender equality champions. This role has included:

 Developing a ‘design the logo competition’

 Developing a gender equality wall
 Developing and delivering peer education sessions (see appendix 13)
 Carrying out an audit of the school surroundings and resources (see
appendix 14)
 Developing the 10 top tips to promote gender equality
 Assembly presentations
 Parents evening information stall
 Promoting national days
 Gender Champions

Gender Equality Wall

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Developing Understanding of Gender Equality

Peer Education Sessions

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Presentations and Stalls at Assemblies and Parents Evenings

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Curricular Resource

The programme recognised the range of resources available nationally; therefore our curricular resource draws upon existing good
practice, providing tools, resources and activity examples to promote gender equality within the primary school setting from early
through to second level. This resource aims to support schools to embed gender equality into a variety of curricular areas as part
of a whole school approach. Gender equality can be incorporated into many aspects of the existing curriculum and is key to
delivering many of the Curriculum for Excellence (CfE) experiences and outcomes.

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Early Level Curricular Resources

Curricular Area Organiser Experiences and Outcomes Suggested Learning Intentions

Health and Wellbeing – Expectations and  We are learning about a wide range of different jobs/roles
Planning for Choices and Aspirations I can describe some of the kinds of  We are learning that all jobs can be done by either a man or woman
Changes work that people do and I am  We are learning that gender does not limit career choices
Relevance of finding out about the wider world of
Learning to Future work. HWB 0-20a
Choices Suggested Teaching Strategies/Resources
In everyday activity and play, I
explore and make choices to
develop my learning and interests. World of Work
I am encouraged to use and share  Think about the resources and role models used when planning activities and/or
my experiences. HWB 0-19a discussing the world of work. Use pictures and stories which depict men and women
in a variety of and non traditional roles– for example male nurse, female fire fighter.
Think about the language used to describe roles and encourage children to use
gender neutral terms for example fire fighter rather than fireman.
 Guest Speakers –If arranging guest speakers/parents to come in a discuss their job
with the children, think about the gender balance/split and actively seek a wide range
of different roles
 Jobs/Roles - When assigning jobs/roles for daily activities use a bag containing
different role cards to assign roles at random.

Dress Up/Role Play

 For dressing up games, make it clear that all children can dress up in whatever
clothes they choose and avoid assuming that boys want to be pirates and girls want to
be princesses.
 Materials – Use a range of wooden and mental materials rather than plastics of
particular colour

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 Explore using the house corner for a range of places – garage, shop, post office with
the opportunity to explore different roles and jobs

https://rshp.scot/early-level/ - EL5 “People who help and look after me” Activity plan and
slides

http://lettoysbetoys.org.uk/eight-ways-to-challenge-stereotypes-in-early-years-settings/

Suggested Book List:

Princess Smarty Pants- Babette Cole Princess Smartypants does not want to get
married. She enjoys being a Ms. Princess
Smartypants fights to preserve her
independence in this fairy-tale-with-a-
difference.
Man’s Work- Annie Kubler A picture story for younger children. This
book tells the story of a dad and his son
cleaning the house.

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Curricular Area Organiser Experiences and Outcomes Suggested Learning Intentions

Health and Wellbeing - RSHP Physical I recognise that we have similarities and  We are learning to recognise that people are individual and unique.
Changes differences but are all unique HWB 0-47a  We are learning to view ourselves as unique individuals
 We are learning about similarities and differences between us
 We are learning that treating someone badly/poorly based on a difference
is not okay.
 We are learning to explore gender roles and begin to challenge gender
stereotypes
Suggested Teaching Strategies/Resources

 Explore similarities and differences: The Unique, Similar and Different

Lesson Plan - https://rshp.scot/early-level/
• Toys and Gender - http://lettoysbetoys.org.uk/wp-
content/uploads/2015/08/Lesson-plan-R-and-Y1.pdf

http://lettoysbetoys.org.uk/eight-ways-to-challenge-stereotypes-in-early-years-
settings/

http://lettoysbetoys.org.uk/early-years-resources/

https://rshp.scot/early-level/

Suggested Books:

Who Am I? I Am Me!: A book Frankie loves dress-ups, playing soccer, visiting

to explore gender equality, Grandpa, cooking pancakes, and so much
gender stereotyping, more. Frankie loves what Frankie loves! The
acceptance and diversity- choice is always Frankie’s. Through Frankie’s
Jayneen Sanders active and fun encounters, readers soon learn
that in Frankie’s world there are no gendered
roles - kids are just kids!
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Red – by Michael Hall A lovely story about a red crayon who actually
colours blue! He tries so hard to be red but in
the end accepts that he is blue…and so do all
his friends.
Alex and Charlie – Edinburgh A book about gender stereotypes for young
City Council children. Developed by Edinburgh City council,
teachers resource book to accompany resource
Are you a boy or are you a This lovely books allows children to explore
girl? By Sarah Savage and gender identity in fun but sensitive way. The
Fox fisher main character in the book, Tiny has just started
a new school but prefers not to say if they are a
boy or a girl. This causes a few questions in
the class but tiny is able to overcome them.

Introducing Teddy by Jessica This is a story about a little teddy bear called
Walton Thomas who is very sad. Thomas has never
felt like a boy teddy bear and would much rather
be a girl called Tilly. The story explores how
Thomas’ friends feel about their new friend,
Tilly.

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Curricular Area Organiser Experiences Suggested Learning Intentions
and
Outcomes
Literacy – Understanding, I enjoy • We are learning to explore gender stereotypes in nursery rhymes, fairy tales and stories
Listening and analysing and exploring and  We are learning to challenge ‘traditional’ views of the roles of girls and boys within stories/nursery rhymes
Talking evaluating/ choosing
 We are learning about the different roles men and women can play.
Creating Texts stories and
other texts to
watch, read or Suggested Teaching Strategies/Resources
listen to, and
can share my
likes and  Encourage children to create their own nursery rhymes and/or fairy tales which promote gender equality. For example
dislikes. LIT 0- re-telling with gender equal roles, in a more gender equal manner. Ask the children to explore how it feels and
01b / LIT 0- encourage them to explore the different roles we can all play.
11b  Encourage children to explore alternatives storylines and ideas for children’s play storytelling. For example storylines
with a heroic princess who rescue a prince or cast girls as builders or dragons and boys in caring, and domestic roles
I enjoy  For role play games, make it clear that all children can dress up/take on whatever roles/costume they choose and
exploring avoid making assumptions about what role/costumes children would like. Allow children to create their own costumes
events and and characters.
characters in  Actively select books that challenge gender stereotypes and incorporate them within literacy work. Take time to draw
stories and children’s attention to books/stories which challenge or affirm stereotypes.
other texts,
sharing my  “Just like a Child” available on https://www.zerotolerance.org.uk/work-early-years/
thoughts in
different ways. https://www.teachers.org.uk/files/stereotypes-stop.pdf
LIT 0-01c
http://www.careinspectorate.com/images/documents/4704/Gender%20equal%20play%20in%20early%20learning%20and
Within real and %20childcare.pdf
imaginary
situations, I
share
experiences
and feelings,
ideas and
information in
a way that
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 Gender 10 - A practical toolkit for primary schools

communicates
my message. Suggested Books:
LIT 0-09a Title Theme Synopsis
The Different Family structures This story about bedtime stories shows how the wonderful
I enjoy Dragon – curiosity and care of a little boy, with some help from one
exploring Jennifer Bryan of his moms, can lead to magical and unexpected places.
events and Man’s Work- Board Book/ A picture story for younger children. This book tells the
characters in Annie Kubler Picture book story of a dad and his son cleaning the house.
stories and The Paperbag Stereotypical role Role reversal fairy tale.
other texts and Prince – Robert reversal- Princess
I use what I Munsch is the hero
learn to invent
my own,
sharing these
with others in
imaginative Super Daisy- Female Hero A super-fun , action-packed story with flaps, split pages
ways. LIT 0- Kes Gray and pull tabs.
09b / LIT 0-
31a

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 Gender 10 - A practical toolkit for primary schools
Curricular Area Organiser Experiences and Suggested Learning Intentions
Outcomes
Technology Design and I explore ways to We are learning explore different types, designs and colours of toys and discuss if this influences who
construct design and might play with them
models/product construct models.
TCH 0-09a
Suggested Teaching Strategies/Resources

Looking at and Challenging Gender expectations through toys

1. Explain that today we are all thinking about toys. First, let the children get out the toys they have
brought in (or the toys you have provided) and simply share them with each other and play with
them for ten minutes or so.
2. When they have had enough playing, ask the children to get into a circle and sit down, bringing
the toys with them.
3. Briefly go round the circle and let the children show everyone what toys they have brought; then
explain you want them to think about sorting them out – how could we sort them? Get some ideas
from the children and select an idea that might lead to some discussion about gender(e.g.
materials/colour/type of toys): aim for three piles – girls’, boys’ and neutral toys.
4. Lead a discussion about the gender issues with the toys – get the children to think about: Did girls
and boys mix (or not) when we were playing just now? What (if anything) did you play with
together?
5. Encourage the children to design their own gender neutral toys including drawing a design and
making a model.

http://lettoysbetoys.org.uk/eight-ways-to-challenge-stereotypes-in-early-years-settings/

http://lettoysbetoys.org.uk/early-years-resources/

Suggested Books:

Title Theme Synopsis

Interstellar Gender Role With a little help from her fairy godrobot, Cinderella is
Cinderella Reversal fairy tale going to the ball. But when the prince's ship has

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 Gender 10 - A practical toolkit for primary schools

mechanical trouble, someone will have to zoom to the

rescue!
Ada Twist, Girls in STEM Like her classmates, builder Iggy and inventor Rosie,
Scientist- scientist Ada, a character of color, has a boundless
Andrea Beaty imagination and has always been hopelessly curious.
Rosie Revere, Girls in STEM Rosie may seem quiet during the day, but at night she’s
Engineer- a brilliant inventor of gizmos and gadgets who dreams of
Andrea Beaty becoming a great engineer

Curricular Organiser Experiences and Suggested Learning Intentions

Area Outcomes
Expressive Drama I have the freedom to  We are learning to explore and challenge gender stereotypes through role play
Arts choose and explore
how I can use my
voice, movement, Suggested Teaching Strategies/Resources
and expression in
role play and drama.
 During role play, challenge children assumptions. For example if you are a woman, you could take on the role of a
EXA 0-12a
scientists or explorer or the local doctor. Assign roles at random by using a hat/bag containing different role cards.
 For role play games, make it clear that all children can dress up/take on whatever roles/costume they choose and avoid
Inspired by a range
making assumptions about what role/costumes children would like. Allow children to create their own costumes and
of stimuli, I can
characters.
express and
communicate my  Use a range of fabric and materials in the dress up area rather than branded costumes to encourage the children to
ideas, thoughts and create their own costumes.
feelings through  https://www.zerotolerance.org.uk/resources/Just-Like-a-Child.pdf
drama. EXA 0-13a /
EXA 1-13a / EXA 2-  https://www.teachers.org.uk/files/stereotypes-stop.pdf
13a
 http://www.careinspectorate.com/images/documents/4704/Gender%20equal%20play%20in%20early%20learning%
20and%20childcare.pdf

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First Level Curricular Resources

Curricular Area Organiser Experiences and Suggested Learning Intentions

Outcomes
HWB - Planning for Expectations I can describe some of  We are learning to explore gender stereotypes associated with different careers.
Choices and Changes and Aspirations the kinds of work that  We are learning that all jobs can be done by a either man or woman
people do and I am  We are learning to describe ways in which stereotyping can impact on career choice
Relevance of finding out about the
Learning to wider world of work.
Suggested Teaching Strategies/Resources
Future Choices HWB 1-20a

 Discussion/Drawing/Writing about what children want to be when they’re older. Discuss reasons for
this.
 Explore a variety of different careers. Establish that men and women can do any job they want. Look
at men/women who do non-stereotypical jobs, e.g. female firefighters, footballers, scientists etc, male
dancers, male teachers, male nurses etc. Perhaps invite visitors in to talk about jobs.
 Ask what skills are needed for certain jobs –footballer - balance, fitness, Ballet dancer – etc
 Look at an advert for gender stereotypical job for male – e.g. builder. Don’t tell job, but just give
specifications of skills needed. Ask class who would like to do job. Do the same for stereotypical job
for female -nurse. Key questions: Can anyone do any job? Why do some people think particular jobs
are for men or women? Are men and women better at different things? Why do some people think that
men make better builders? (for example)
 Equality lesson available on https://www.myworldofwork.co.uk/activity/equality
 Venn diagram – children sort jobs into different categories - male and female. Why did they make their
choices
 As a class discuss results – are there any jobs male/females can’t do?
 Children could write job description for stereotypical “male” or “female” job focusing on the skills
needed for that job
 Children could look at a variety of different job adverts (don’t reveal what the job is) Discuss the skills
needed for the job. Do they think they have the skills for this job? Do they think they’d lie to do the
job? Reveal the name of the job (ballet dancer, mechanic etc) Would they change their mind now?

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Why are certain jobs seen as male/female jobs? Children could then work in pairs to interview each
other for different jobs focusing on the skills they need for the job. Girls could apply for stereotypical
male jobs and vice versa.
 Ask learners to draw a range of professionals (such as a firefighter, scientist, teacher, gymnast, doctor
or farmer). Ask them to identify which ones they have drawn as women and which they have drawn as
men. Why did they make those choices? Are there any jobs only women/men can do?

 https://www.myworldofwork.co.uk/partner-resources
 Inspiring the Future - Redraw the Balance (2m 07s)

https://www.youtube.com/watch?time_continue=70&v=qv8VZVP5csA – short film about children’s

perceptions of which jobs are male and female

Curricular Area Organiser Experiences and Suggested Learning Intentions

Outcomes
RSHP Physical I recognise that we have  We are learning about what gender means
Changes similarities and  We are learning to explore gender stereotypes and know that it is ok not to conform to these
differences but are all  We are learning that there are different types of relationships including gay, lesbian, bisexual and
unique. heterosexual (use age and stage appropriate terminology)
HWB1-47a  We are learning to show respect to all, regardless of gender

Suggested Teaching Strategies/Resources

 In pairs or trios pupils work together to make a simple list of similarities and differences of males and
females. Pupils then take it in turns to share and discuss their ideas with the class.

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 Discuss findings and stereotypes of what someone looks like, for example, some girls will have short hair
and some boys will have long hair
 What is Gender lesson - https://rshp.scot/wp-content/uploads/2018/10/1.4.3-What-is-gender-Activity-
plan.pdf
 Gender Stereotypes Lesson (Available on GLOW) – Print out selection of pictures from
magazines/catalogues(toys, clothes, jobs, colours etc) Get children to sort them into piles –
boys/girls/boths. Establish that they can all be used by both. Explore the impact of media on gender
stereotypes. Show adverts, cartoons etc which have stereotypical male/female roles and discuss impact
of these.
 Different types of relationships (Lesbian, Gay, bisexual, heterosexual) https://rshp.scot/wp-
content/uploads/2018/10/1.4.5-Heterosexual_LGB-Activity-plan.pdf

 https://rshp.scot/first-level/
 Gender Stereotypes powerpoint and lessons on Glow HWB Tile

Suggested Book list

 Alex and Charlie – Gender stereotypes - Developed by Edinburgh City council, teachers resource
book to accompany resource.
 Red, A crayon’s story by Michael Hail
 Are you a boy or are you a girl? By Fox Fisher
 Introducing Teddy by Jessica Walton
 I am Jazz – By Jessica Harthnel
 Morris Micklewhite and the Tangerine Dress

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Curricular Area Organiser Experiences and Outcomes Suggested Learning Intentions

Literacy - Writing Organising and By considering the type of text I am creating, I can  We are learning to discuss images and content in well-known
Using select ideas and relevant information, organise these childrens’ comics and assess how “gender friendly” they are
information in a logical sequence and use words which will be  We are learning to design a magazine that is suitable for girls and
interesting and/or useful for others. LIT 1-26a boys
 We are learning to write a letter outlining our opinion
I can convey information, describe events or  We are learning to create our own, fictional characters that challenge
processes, share my opinions or persuade my reader gender stereotypes
in different ways. LIT 1-28a / LIT 1-29a  We are learning to change the characters and plot of a story
Suggested Teaching Strategies/Resources

 Pupils explore childrens’ magazines. Discussion around “girls” and

“boys” magazines. How do you know they are aimed at boys/girls?
What colours are used? What images are used? Do you think we
should have magazines aimed at boys and girls?
 Children then design their own magazine which is suitable for boys
and girls and challenges gender stereotypes
 Children explore popular comics such as the beano and discuss how
gender friendly they are. Do they use mainly male or female
characters? Who do they think they are aimed at?
 Children could then write a letter to the publisher of the comics
outlining their concerns and asking to make them more gender
friendly
 Children could create complex characters that do not rely on gender
stereotypes
 Ask children to rewrite a traditional fairy story with the main
 characters roles’ swapped, or write a story about a brave heroine, or
a male protagonist who needs rescuing.

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 Gender 10 - A practical toolkit for primary schools

Curricular Area Organiser Experiences and Outcomes Suggested Learning Intentions

Literacy - Reading Understanding, To show my understanding across  We are learning to recognise gender stereotypes in fiction texts and films
analysing and different areas of learning, I can identify  We are learning to compare traditional stories with more modern stories to
evaluating and consider the purpose and main see if there is an improvement in gender balance/representation
ideas of a text. LIT 1-16a
Suggested Teaching Strategies/Resources
To help me develop an informed view, I
can recognise the difference between
fact and opinion. LIT 1-18a  Children can explore traditional fairy tales and explore gender stereotypes in
these story. They could then compare them with more modern Disney films
such as Shrek, Brave, Pocahontas and Mulan to see how women/men are
portrayed. Has there been an improvement?
 Discuss the stereotypes in many fictional texts. What stereotypes does the book
illustrate? Are they justified?
 Provide learners with modern stories that specifically challenge gender
stereotypes. Try to include those with caring male characters as well as strong
female protagonists.
Suggested Book list
 The Paperbag princess by Robert Munsch
 Princess Smartypants by Babette Cole
 My Mummy is an engineer/a scientist/a plumber by Kerrine Bryan & Jason
Bryan
 Ballerino Nate by Kimberley B Bradley
 10,000 dresses by Marcus Ewert
 Allie’s basketball dream by Barbara E Barber
 Princesses can be pirates too by Christi Zellerhoff
 Morris Micklewhite and the tangerine dress by Christine Baldacchino

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Curricular Area Organiser Experiences and Outcomes Suggested Learning Intentions

Social Studies People, Past I can compare aspects of people’s  We are learning to compare old and modern toys
events and daily lives in the past with my own by  We are learning to explore gender stereotypes in toy advertisements
societies using historical evidence or the
experience of recreating an historical
setting.
Suggested Teaching Strategies/Resources
SOC 1-04a

 Children will sort old and modern toys and explore how they are different
 Put a statement on the board “Girls don’t like playing with cars” or “boys can’t play with
dolls”. Get the children to discuss/debate
 Children sort toys using venn diagram into “boys” and “girls”
 Children will look at a range of toy advertisements and discuss gender stereotypes in
adverts
 Children use what they have learned to create a poster challenging gender stereotypes

Activity – Let toys be toys

 Ask the class what their favourite toys are and why. What common ground is there
between the genders in their answers? If there is time, arrange an anonymous poll the
previous day or lesson: ask each child to write down their favourite toy and why they like
it on a piece of paper and put it in a box. Collate the answers in a chart. Create another
chart during the lesson of the children’s favourite toys and see how that second chart
compares to the first anonymous chart.
 Choose a selection of toys: a doll, a car, a pink toy, a board game, loom bands or
another topical toy.Show to the class and ask them ‘Who is this toy for?’ Wait to see if
the children respond with ideas of gender.If so, ask why they think it’s a girl toy or a boy
toy.
 Watch Newsround report on toys, children and stereotypes. Read some of the
comments underneath the film

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 Ask the class: What did you think of the film? Do you agree that shops shouldn’t have
signs? Why or why not? Does labelling toys ‘for boys’ or ‘for girls’ put you off playing
with them?
 Write your own comment for the Newsround website. What would you like to say?
 Explain what an advert is and how they can be on TV, in magazines, on billboards or on
the internet. Ask the children to brainstorm what adverts they’ve watched or seen
recently.Watch an advert or choose a (current) printed advert. How does this advert let
us know that this toy is aimed at a boy or a girl?
 Ask the class to consider:colour; gender of child in the picture; words used eg. strong /
pretty / adventurer etc
 Toys in history: compare old and new adverts. Were toys always as gendered as they
are now? - 1981 Lego ad ‘What it is, is beautiful’ 1976 Fisher Price toy ad
 Get a plain cardboard box – one per table – and design packaging or a poster to appeal
to both boys and girls. Do a brainstorm of how toys might appeal to boys and girls
simultaneously. Introduce the words ‘unisex’ and ‘gender-neutral’. Ask the children for
suggestions which they can then implement when they create their designs. Look
at:colours; showing both boys and girls playing with the toy; what adjectives could be
used to describe the toy

 Gender Stereotype Toy activity on Glow

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Curricular Area Organiser Experiences and Outcomes Suggested Learning Intentions

Expressive Arts Drama Inspired by a range of stimuli, I can  We are learning to explore inequality, stereotyping and peer pressure related to gender
express and communicate my ideas, through role play
thoughts and feelings through drama. Suggested Teaching Strategies/Resources
EXA 1-13a

 Pupils could be encouraged to create complex characters that do not rely on gender
stereotypes
 Drama Convention: Role on the Wall using “The Tunnel” by Anthony Browne. Work in small
groups. Each group creates a drawing of a boy and a girl in outline to represent the brother
and sister in the book. Inside each outline, each group writes down the characteristics they
image for the brother and sister just from their pictures – this can reveal a lot about gender
stereotypes. Pin the drawings on the wall. In what ways, then, are the children the same? In
what ways different?
 Role Play - Ask the children to work in pairs and prepare a script of the conversation they think
the children might have about why they wanted to go in the tunnel (boy) or why they didn’t want
to go in (girl). Set up a role-play in the round – children sit on the floor in a circle. Ask for a
volunteer pair to move to the middle of the circle and perform a role-play for the class based on
their script. After they have been given a chance to get into their role-play any one of the other
children can move into the middle and tap either one of the children on the shoulder, swap
places with them and continue with the role-play using ideas from their own script. Carry on
swapping places until all children who want to have a go have had one.
Suggested Resources:
 Anthony Browne's - THE TUNNEL
This book can be used to explore gender stereotypes further

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Second Level Curricular Resources

Curricular Area Organiser Experiences Suggested Learning Intentions

and
Outcomes
HWB Relationships, I recognise  We are learning to identify stereotypes and challenge stereotypical thinking
Sexual Health that how my  We are learning how gender stereotypes can impact on self-esteem and self-worth
and body  We are learning to show respect for ourselves and others regardless of differences
Parenthood changes can  We are learning about the link between gender stereotypes and unhealthy relationships
affect how I  We are learning about the meaning of the words ‘stereotype’ and ‘discrimination’
feel about  We are learning about strategies to support others who may encounter prejudice or discrimination.
myself and  We are learning to explore the concept of power.
how I may
 We are learning about who has power in society and why.
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behave –  We are learning to explore the kind of power young people have and the power others have over them.
HWB 2-47a  We are learning how people misuse power to try and control others.
 We are learning about the nature and prevalence of ‘gender based violence’.
 We are learning about myths and stereotypes about gender based violence and about some of the causes of
gender based violence.
 We are learning about the impact of domestic abuse on women and children and why women (and men) stay
with abusive partners.
 We are learning to explore the wider impact of violence and abuse on everyone.
Suggested Teaching Strategies/Resources

 Collect and review materials and images from magazines, TV adverts, television soaps, films etc to explore how
many include gender diversity, non-stereotypical images and diverse family structures, such as single or same
sex parents. Do the same for materials and images which reinforce gender stereotypes. Compare, contrast and
discuss.
 RSHP.Scot – 2nd level – boys and girl stereotypes – Activity plan and slides
 RSHP.scot – 2nd level – We are all of one kind – Activity plan, slides and props
 NSPCC, Gender Stereotypes Lesson – available at https://learning.nspcc.org.uk/research-
resources/schools/making-sense-relationships/
 Challenging stereotypes and discrimination lesson – available at
https://www.equalityhumanrights.com/en/lesson-activity-ideas
 Respect and Gender Lesson – Zero Tolerance
 Respect and Difference Lesson – Zero tolerance
 Respect and power lesson – Zero Tolerance
 Respect, power and change lesson – Zero Tolerance

Suggested Resources:
 https://rshp.scot/second-level/
 Zero Tolerance Primary Respect Lessons
 NSPCC – Making sense of relationships lessons

Film Clips
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 Gilette Advert – The best men can be https://www.youtube.com/watch?v=koPmuEyP3a0

 Boys and Girl on gender stereotypes (2m 49s)
https://www.youtube.com/watch?v=aTvGSstKd5Y
 Always advert - “Like a girl” https://www.youtube.com/watch?v=XjJQBjWYDTs

Curricular Area Organiser Experiences and Outcomes Suggested Learning Intentions

HWB Planning for Opportunities to carry out different  We are learning about a wide range of jobs
choices and activities and roles in a variety of  We are learning to describe ways that stereotyping can impact on career choice
changes settings have enabled me to identify my  We are learning to explore and challenge our own stereotypes about jobs
achievements, skills and areas for  We are learning to describe the skills and qualities required for different jobs
development. This will help me to and understand that these are more relevant than gender
prepare for the next stage in my life and  We are learning to represent different jobs in pictures and words
learning. HWB 2-19a

I am investigating different
careers/occupations, ways of working,
and learning and training paths. I am Suggested Teaching Strategies/Resources
gaining experience that helps me
recognise the relevance of my learning,
skills and interests to my future life. Suggested Activities:
HWB 2-20a  Identify people in your local community who are doing non-traditional jobs and invite
them into speak or devise a questionnaire asking them why they chose their job role,
the barriers they had to overcome (if any) and what they would say to encourage other
people in to that field of work.
 Display posters that show adults in non-stereotypical jobs, for example female
firefighters, pilots or politicians, male ballet dancers, nurses or ELC practitioners. This

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will help prompt all children to see they can aspire to be anything regardless of gender.
– Move to planning for choices and changes
 Skills development Scotland – Equality lesson -
https://www.myworldofwork.co.uk/activity/equality
 Skills Development Scotland – Stereotypes Lesson -
https://www.myworldofwork.co.uk/activity/stereotypes
 Skills development Scotland – Stand up job game -
https://www.myworldofwork.co.uk/activity/stand-job-game
 “There’s no such thing as a boys/girls job” lesson – available at
https://www.equalityhumanrights.com/en/primary-education-resources/lesson-activity-
ideas/learning-area-3-explore-wide-range-jobs-and
 Compile a list of non traditional jobs for men and women working for East Ayrshire
Council i.e. Teachers, Refuse Collectors, Electricians. Catering staff etc. Explore the
numbers of men and women in these roles in East Ayrshire Council in 2005 and today.
Discus if this has changed and why.

Suggested Resources:

Skills Development Scotland – My world of work, partner resources -

https://www.myworldofwork.co.uk/partner-resources

https://www.youtube.com/watch?time_continue=213&v=G7l6crlMOrw - Equal choices equal

chances- a short, music-driven piece, designed to inspire and excite children about the world of
work and their futures, as well as challenging some of the stereotypical thinking they might
have around certain jobs.

https://www.abc.net.au/news/2018-07-12/midwife-breaks-gender-barriers-says-men-need-to-
bring-a-game/9944964 - Males breaking into non traditional roles.

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Curricular Area Organiser Experiences and Suggested Learning Intentions

Outcomes
HWB Mental and  I am aware of  We are learning about self-awareness, self-worth and respect for others
emotional and able to  We are learning how to cope with challenges, manage change and build relationships
wellbeing express my  We are learning about diversity and understand that it is everyone’s responsibility to challenge
feelings and am discrimination
developing the Suggested Teaching Strategies/Resources
ability to talk
about them.
HWB 2-01a  Collect and review materials and images from magazines, TV adverts, television soaps, films etc to explore
 I understand that how men and women, boys and girls are represented in relation to emotions and strength. Compare,
my feelings and
contrast and discuss are these accurate, are they fair, could they be harmful?
reactions can
change
depending upon  Design a non gender specific superhero with all the qualities you would want in a friend in particular the kind
what is of emotions and values they would have? Design posters with positive statements that support your super
happening within heroes values and display around the school, in school publications, newsletters etc.
and around me.
This helps me to Film clips
understand my
own behaviour  How being a boy or a girl influences those around us and the choices they make for us
and the way
https://www.youtube.com/watch?v=nWu44AqF0iI
others behave.
HWB 2-04a
Social experiment where boys and girls are dressed as the opposite gender exploring the toys the adults select
for them. Highlights the unconscious bias society has around boys and girls toys and the influence this may
have in the home and at work – Move to section on toys

 Boys and Girls talk about emotions

https://www.youtube.com/watch?v=XnMvPwGsASc&list=PL4B448958847DA6FB&index=106

 Boys and Girls talk about aggression and sports (3m 56s)

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https://www.youtube.com/watch?v=sJxgybreVQI&list=PL4B448958847DA6FB&index=104

 My Heroes" challenges gender stereotypes with Halloween costume choices. (2m 06s)

https://www.youtube.com/watch?v=-pC2UHYizag

Curricular Area Organiser Experiences and Outcomes Suggested Learning Intentions

Literacy and English Listening and To help me develop an informed  We are learning to identify adjectives that describe males and females
Talking, view, I can distinguish fact from  We are learning how to write a job application
Writing and opinion, and I am learning to  We are learning how to challenge views and opinions in letter writing
Reading
recognise when my sources try to  We are learning to identify gender stereotypes used in advertising and marketing
influence me and how useful these  We are learning how to use persuasive techniques to advertise/market a gender
neutral product
are. LIT 2-08
 We are learning to identify gender stereotypes within literature
Suggested Teaching Strategies/Resources
As I listen or watch, I can identify
and discuss the purpose, main
ideas and supporting detail
contained within the text, and use  Explore the use of gender stereotypes within literature.
this information for different  Children design a gender neutral cartoon character or super hero and label them
purposes. LIT 2-04a with adjectives to describe positive adjectives that can be used to describe males
and females
To show my understanding across  As part of a discussion on women’s rights children could be encouraged to apply
for particular jobs and write job applications. They would then receive replies
different areas of learning, I can
saying that they could not do the job because they were a girl (or boy). Children
identify and consider the purpose would then be encouraged to reply to the letter challenging the views they

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and main ideas of a text and use contained. They should be encouraged to think about how rights cannot be taken
supporting detail. LIT 2-16a for granted but must be constantly asserted
 Explore a variety of TV/youtube adverts that use gender stereotyping to advertise
I can:discuss structure, their products. Discuss techniques used and if they are necessary
characterisation and/or setting  Devise an advert for a product that is traditionally marketed at women and another
recognise the relevance of the for men. Discuss the techniques used
writer’s theme and how this relates  Design an advert(written or filmed) to market a toy/product that is gender neutral
to my own and others’ experiences  Use the gilette advert as a stimulus for discussion around adverts that have been
discuss the writer’s style and other created to challenge gender stereotypes. Can the children think of any more? Ask
features appropriate to genre.ENG the children to create their own advert to challenge gender stereotypes
2-19a  Devise a poster to promote and encourage men to pursue a career in Nursing and
another poster encouraging women to go into science.
 Devise a 30 second tv advert to support the above

Suggested Resources:
 Gendered Marketing (7m 24s)
https://www.youtube.com/watch?v=3JDmb_f3E2c

 Gilette – The best men can be advert -

https://www.youtube.com/watch?v=koPmuEyP3a0

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Curricular Area Organiser Experiences and Outcomes Suggested Learning Intentions

Sciences Topical  Through research and  We are learning about careers in Science, Technology and maths
Science discussion I have an  We are learning about men and women who work in Science, Technology and maths
appreciation of the  We are learning about famous female scientist and inventors and contributions they have
contribution that made to society
individuals are making to
scientific discovery and Suggested Teaching Strategies/Resources
invention and the impact
this has made on society.
SCN 2-20a  Consider opportunities to link with Dalmellington Dark Sky’s Observatory. . Do they have any
 I can report and comment people in non-traditional roles that could come and talk to the pupils about their work in science
on current scientific news and associated career path. Link with Ayrshire college, pupils can either go there or the college
items to develop my can come to them to Learn about careers in STEM– contact - [email protected]
knowledge and
understanding of topical  Explore female contributions to science. Discuss issues from the past where female scientists,
science. Jocelyn Bell and others work was claimed as work done by males. -
SCN 2-20b https://www.theguardian.com/science/2018/oct/07/five-women-the-nobel-prize-missed

She Can STEM: Lucianne Walkowicz, Astronomer at the Adler Planetarium

- https://www.youtube.com/watch?time_continue=27&v=XDKyD-XBfG8 (30s)

https://www.youtube.com/watch?v=s6M62LcuP2Q – She can Stem so can you film

https://www.youtube.com/watch?time_continue=29&v=X7SVvTLmFXU – Women in Science video

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Curricular Organiser Experiences and Outcomes Suggested Learning Intentions

Area
Social Studies People, Past I can investigate a Scottish historical  To look at the historical context of power and privilege in relation to gender.
events and theme to discover how past events or  To show that current gender roles are not rigid; that they have changed over time and that
societies/People the actions of individuals or groups have making change is possible.
in shaped Scottish society. SOC 2-03a To consider collective power and how power can be used positively to challenge misuse of
society/economy power.
and business I can compare and contrast a society in Suggested Teaching Strategies/Resources
the past with my own and contribute to a
discussion of the similarities and
differences. SOC 2-04a
 Respect, Power and Change Lesson – Zero Tolerance
I can discuss why people and events  Reasons for women’s invisibility in some historical accounts could be explored when
from a particular time in the past were considering the nature of historical evidence
important, placing them within a  Explore Historical inequalities and injustice relating to gender
historical sequence. SOC 2-06a  Exploring Women’s Rights– Pupils could create a timeline showing how these have
changed over a period of time
I can gather and use information about
forms of discrimination against people in
Suggested Resources:
societies and consider the impact this
 BBC History – quiz game about women’s rights in the
has on people’s lives. SOC 2-16b
 Victorian era
I can discuss issues of the diversity of https://www.bbc.co.uk/history/british/victorians/launch_gms_womens_rights.shtml
cultures, values and customs in our  SCAN Education Women’s Suffrage in Scotland
society. SOC 2-16c http://www.scan.org.uk/education/suffrage/index.html
 Women in World History – a resource website including lessons, biographies and articles -
http://www.womeninworldhistory.com/

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Impact of Gender 10 Project

The project highlighted the real appetite for change and the opportunities within the
curriculum to embed gender equality. The co-production methodology demonstrated
the value in pupils leading the project resulting in a sustainable approach for schools.

Quotes from pupils:

“The teachers now say “everyone” to us instead of always “boys and girls”, Corey, P6

“The teachers have changed the language that they use. For example they don’t say
things like can I have 2 strong boys to help me move that table.” Amy, P4

“We have learned about Gender equality in our class. We played the stand up job
game, where the teacher read out things that boys and girls can do. One boy in my
class thought that boys couldn’t be a ballerina but they can.” Amber, P6

Quotes from staff:

“After the training I am more aware of my language around gender and the
negative impact that this could have.”

“I am more aware of how I speak to the class and groups of children. E.g do not
refer to the children as girls and boys.”

“The training and inputs have given me the confidence to challenge gender
stereotyping and consider different ways of doing things.”

“I am more aware of the gender attainment gap and consider this when planning
and evaluating.”

Key Learning

Having an enthusiastic pupil group who were empowered to lead and develop the
project was crucial to the success of gender 10. Pupils had complete ownership of
the project, they developed and implemented their own action plan and ultimately
inspired and created an appetite for change amongst pupils, staff, parents and the
wider community.

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“Boys can play with girls toys and girls can play with boys toys” Amber, Primary 4

“Everyone is equal”, Amy, Primary 4

“I’ve learned that everyone can love different things and be different and that’s ok”,
Corey, Primary 6

“That you can be whatever you want to be, no matter what”, Amber Primary 6

Using a peer approach was highly beneficial. The Gender 10 pupils were
encouraged to develop their skills:

‘I’ve got better at speaking out in front of an audience and to adults. Being part of
Gender 10 has really improved my confidence’, Corey Primary 6

‘I’ve got better at working with other people, especially adults outside the school’,
Amber Primary 6

Having key partners from the local community engaged widens the reach of the
project and can provide extra support and resources. For example Dalmellington
Primary have regularly engaged with the local Campus Police Officer to promote
positive role models and promote wider connections. The campus Officer has
spoken to the children about the issue of Gender based violence and made
important links to the Mentors in Violence Prevention( MVP) Programme, a peer
education programme which tackles gender based violence in secondary schools.

Challenges

Within our initial project plan, we had intended to develop a parent working group.
Whilst parents were interested and enthusiastic about the project, developing and
sustaining the parent working group proved challenging. This was due to a variety of
reasons including time and availability to meet and take forward the parent’s action
plan. On reflection, we would recommend using a variety of different approaches to
engage parents in order to ensure their skills and experience are utilised and they
are fully on board to work in partnership with the school on promoting gender
equality.

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Next Steps

To measure the impact of the project in terms of attitudinal change and school ethos,
we hope to carry out a follow up evaluation which will be compared to the baseline
results. Dalmellington Primary school are also planning on exploring and reflecting
upon levels of attainment after introducing and embedding a gender equality ethos.

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Further Resources and Support

 Reflective Questions to support self reflection in the area of Gender Equality -

Education Scotland (https://education.gov.scot/improvement/learning-
resources/Reflective%20questions%20to%20support%20self-
evaluation%20in%20the%20area%20of%20gender%20equality)
 Just like a Child – Zero Tolerance
(https://www.zerotolerance.org.uk/resources/Just-Like-a-Child.pdf)
 Gender equal play – Zero Tolerance and Care Inpectorate
(https://www.zerotolerance.org.uk/resources/Gender-equal-play-in-early-
learning-and-childcare.pdf/)
 Equal Choices, Equal Chances - Equality and Human Rights Commission
(https://www.equalityhumanrights.com/en/primary-education-resources)
 RSHP.Scot Website (https://rshp.scot/)
 Boys’ things and girls’ things – National Union of Teachers
(https://www.teachers.org.uk/files/boys-things-revise-8875.pdf)
 Improving Gender Balance, 3-18 – Education Scotland
(https://education.gov.scot/improvement/learning-
resources/Improving%20gender%20balance%203-18)

References

1. Getting it right for girls (2017) Challenging misogynistic attitudes among

children and young people. EIS
(https://www.eis.org.uk/Content/images/equality/Gender/Get%20it%20Right%
20for%20Girls%202016%20WEB.pdf)
2. World Health Assembly: Global Plan of Action to strengthen the role of health
systems within a national multisectoral response to address interpersonal
violence, in particular against women and girls, and against children (2016)
(https://www.who.int/reproductivehealth/publications/violence/global-plan-of-
action/en/)
3. Scottish Government: Equally Safe: Scotland’s Strategy for preventing and
eradicating violence against women and girls (2016)
(https://www.gov.scot/publications/equally-safe/)
4. Equalities Act (2010) https://www.gov.uk/guidance/equality-act-2010-guidance
5. Gender Equality, A toolkit for Education Staff – Education Scotland (2007)
(https://www2.gov.scot/resource/doc/196713/0052704.pdf)
6. Getting it right for every child (GIRFEC) (2017)
https://www.gov.scot/publications/getting-it-right-for-every-child-girfec-update-
july-2017/)
7. Rights Respecting Schools (https://www.unicef.org.uk/rights-respecting-
school)

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Appendix – Table of Contents

Appendix 1 - Gender Equality/Gender Based Violence Baseline Activities ............. 49
Appendix 2 - Baseline Sorting Activities Resources ................................................ 55

Appendix 3 - Baseline Pupil Questionnaire ............................................................. 66

Appendix 4 - Baseline Staff Questionnaire .............................................................. 70

Appendix 5 - Staff Action Plan .................................................................................. 72

Appendix 6 - Smartie Challenge .............................................................................. 75

Appendix 7 - Gender Equality Audit of Classroom Environment, Practice and

Resources ................................................................................................................ 74

Appendix 8 - Audit Table .......................................................................................... 75

Appendix 9 - Improve Gender Neutral Language .................................................... 76

Appendix 10 - Parent Survey .................................................................................. 77

Appendix 11 - Parent Action Plan ........................................................................... 79

Appendix 12 - Pupil Action Plan .............................................................................. 80

Appendix 13 - Peer Education Activity .................................................................... 82

Appendix 14 - Pupil Audit Activity ............................................................................. 83

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Appendix 1 - Gender Equality/Gender Based Violence Baseline Activities

P1/2

TIMING ACTIVITIES RESOURCES

Agree, disagree, unsure cards

10 Minutes Introduction – Here to find out about their opinions on subject of gender. Discuss what
word gender means.
Blu-tack

Agree/Disagree/Unsure Activity - Go over the words and what they mean. Show symbols
on cards and where in the room they are placed. Tell children you are going to read out Questions
some statements/sentences. They should go to area of room to indicate whether they
agree, disagree or are unsure. Make sure they understand not to copy their friend. They
should go where they think. There are no right or wrong answers. Ask teacher to record Sheet for recording answers
results according to gender using sheet.

Sorting Activity

Ask children to get into groups of preferably 3 or 4. For this activity you would like girls to
go together and boys to go together. Once seated, lay out hoops with symbols in each
section. Explain you will give them some cards they should put them into a section of hoop,
boys, girls or both. They should decide as a group where is best to place them. Go over

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cards so children know what the pictures represent. Remind them they can ask you if
unsure. Give out laminated cards – children to get started!
15 mins Hoops (if space is available)

Sorting headings

Sorting Cards
Tidy up and close. Take pictures of results. Thank the children and let them know you’ll be
coming back to work with them over the summer!
5 mins

P2/3

TIMING ACTIVITIES RESOURCES

Agree, disagree, unsure cards

10 Minutes Introduction – Here to find out about their opinions on subject of gender. Discuss what
word gender means.
Blu-tack

Agree/Disagree/Unsure Activity - Go over the words and what they mean. Show symbols
on cards and where in the room they are placed. Tell children you are going to read out Questions
some statements/sentences. They should go to area of room to indicate whether they Sheet for recording answers
agree, disagree or are unsure. Make sure they understand not to copy their friend. They

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should go where they think. There are no right or wrong answers. Ask teacher to record
results according to gender using sheet.

Sorting Activity

Ask children to get into groups of preferably 3 or 4. For this activity you would like girls to
go together and boys to go together. Once seated, lay out hoops with symbols in each
section. Explain you will give them some cards they should put them into a section of hoop,
boys, girls or both. They should decide as a group where is best to place them. Go over
cards so children know what the pictures represent. Remind them they can ask you if
unsure. Give out laminated cards – children to get started!

15 mins Hoops (if space is available)

Tidy up and close. Take pictures of results. Thank the children and let them know you’ll be
Sorting headings
coming back to work with them over the summer!
5 mins Sorting Cards

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P3/4

TIMING ACTIVITIES RESOURCES

Questionnaires

10 Minutes Introduction – Here to find out about their opinions on subject of gender. Discuss what
word gender means.

Agree/Disagree/Unsure Activity - Hand out questionnaires. Remind them to write

gender. Go over how it works. Explain what agree, disagree, unsure mean. There are no
right or wrong answers. Ask children to be honest and put it what they think. It is
anonymous. Read out questions and do as whole class. Remind them of what words are
agree, disagree or unsure. Collect in questionnaires.

Sorting Activity

Ask children to get into groups of preferably 3 or 4. For this activity you would like girls to
go together and boys to go together. Once seated, lay out hoops with headings in each
section. Explain you will give them some cards they should put them into a section of hoop,
15 mins boys, girls or both. Choose a reader in each group to read out the cards. They should
decide as a group where is best to place them. Remind them they can ask you if unsure.
Give out laminated cards – children to get started!

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5 mins Tidy up and close. Take pictures of results. Thank the children and let them know you’ll be Hoops (if space is available)
coming back to work with them over the summer!
Sorting headings

Sorting Cards

P5-7

TIMING ACTIVITIES RESOURCES

Questionnaires

10 Minutes Introduction – Here to find out about their opinions on subject of gender. Discuss what
word gender means.

Agree/Disagree/Unsure Activity - Hand out questionnaires. Remind them to write

gender. Go over how it works. There are no right or wrong answers. Ask children to be
honest and put it what they thin. It is anonymous. Do silently on their own. If anyone is
struggling with reading our understanding questions put hand up and we will help. When
finished turn over sheet and draw either a boy or a girl. Write down as many words as they
can think of that they associate with a boy girl e.g. personality, how they act, what they look
like, jobs they might do, what they’re good at, hobbies etc. Collect in questionnaires.

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Sorting Activity

15 mins Ask children to get into groups of preferably 3 or 4. For this activity you would like girls to
go together and boys to go together. Once seated, lay out hoops with headings in each
section. Explain you will give them some cards they should put them into a section of hoop,
boys, girls or both. Choose a reader in each group to read out the cards. They should
decide as a group where is best to place them. Remind them they can ask you if unsure.
Give out laminated cards – children to get started!

Tidy up and close. Take pictures of results. Thank the children and let them know you’ll be Hoops (if space is available)
coming back to work with them over the summer!
Sorting headings

5 mins Sorting Cards

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Appendix 2

Cards for Sorting P5-6

Firefighter Hairdresser
Likes Likes
dancing computers
Good at Good at
Football Gymnastics
Sensitive Emotional
Well- Gets into
behaved trouble
Has long Has short
hair hair

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Wears Can marry

jewellery a man
Can marry Does the
a woman housework
Goes out to Likes cars
work
Strong Aggressive
Builder Teacher
Childminder Doctor
Good at Talks a lot
driving

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Competitive Good at
cooking

Pictures for Sorting P1-4

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Appendix 3 – Questionnaires

Gender Stereotypes – P4

Gender:______________

Please read the following statements carefully and then circle to

indicate if you agree, disagree or are unsure about it. This
questionnaire is anonymous, please fill it out honestly according to
your beliefs. Thank you 

Boys are better at Agree Disagree Unsure

maths than girls
Girls are better at Agree Disagree Unsure
reading than boys
It is ok for boys to Agree Disagree Unsure
cry
Girls are strong Agree Disagree Unsure
Boys are good Agree Disagree Unsure
listeners
Boys can be nurses Agree Disagree Unsure
Girls can be doctors Agree Disagree Unsure
Girls like football Agree Disagree Unsure
It is a woman’s job to Agree Disagree Unsure
do the housework
It is ok for girls to Agree Disagree Unsure
cry

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Men are the boss of Agree Disagree Unsure

the house
Girls can have short Agree Disagree Unsure
hair
Boys can wear pink Agree Disagree Unsure
Boys can wear Agree Disagree Unsure
dresses
It is ok for a man to Agree Disagree Unsure
marry a man
Men should be paid Agree Disagree Unsure
more than women
Women should stay at Agree Disagree Unsure
home
Men are more Agree Disagree Unsure
successful at work
than women
Girls should look Agree Disagree Unsure
pretty

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Gender Stereotypes P5-7

Gender:______________

Please read the following statements carefully and then circle to

indicate if you agree, disagree or are unsure about it. This
questionnaire is anonymous, please fill it out honestly according to
your beliefs. Thank you 

Boys are better at Agree Disagree Unsure

maths than girls
Girls are better at Agree Disagree Unsure
reading than boys
It is ok for boys to Agree Disagree Unsure
cry
Girls are strong Agree Disagree Unsure
Boys are good Agree Disagree Unsure
listeners
Boys can be nurses Agree Disagree Unsure
Girls can be doctors Agree Disagree Unsure
Girls like football Agree Disagree Unsure
It is a woman’s job to Agree Disagree Unsure
do the housework
It is ok for girls to Agree Disagree Unsure
cry
Men are the boss of Agree Disagree Unsure
the house
Girls can have short Agree Disagree Unsure
hair
Boys can wear pink Agree Disagree Unsure
Boys can wear Agree Disagree Unsure
dresses

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It is ok for a man to Agree Disagree Unsure

marry a man
Men should be paid Agree Disagree Unsure
more than women
Women should stay at Agree Disagree Unsure
home
Men are more Agree Disagree Unsure
successful at work
than women
Girls should look Agree Disagree Unsure
pretty
It is ok for a man to Agree Disagree Unsure
hit a woman
Girls should not fight Agree Disagree Unsure
Only men are violent Agree Disagree Unsure
Men who like dancing Agree Disagree Unsure
are gay
A husband can tell his Agree Disagree Unsure
wife what to do
Only men should fight Agree Disagree Unsure
in the army
Men and women Agree Disagree Unsure
should have equal
rights
I am happy to show Agree Disagree Unsure
affection to someone
who is the same
gender as me

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Appendix 4

Gender Equality Project

Dalmellington Primary School

Staff Survey
Pre-Survey – October 2018

To allow us to plan further support for this project, we are asking you to take
a few minutes and complete this survey. There are no wrong or right
responses. Please answer the questions by responding to each item as you
personally believe or perceive them to be.

Please circle a response for each of the following statements that best
represents your view.

Strongly Agree Unsure Disagree Strongly

Agree Disagree
Awareness of
equality and
diversity issues
are high on the
schools’
improvement
agenda
Our school
monitors a
range of data to
ensure gender
balance
Gender based
violence is an
issue in our
school
community
Gender bias is
an issue in our
school
Gender bias is
too embedded in
society for
schools to do
anything about it
Through
training, policies

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and procedures,
staff are
empowered to
tackle any
gender biased
attitudes and
behaviour they
encounter in
school
I feel confident
in responding to
sexist comments
from parents
and children
I engage
differently with
boys and girls

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Appendix 5 - Gender Equality Project – Dalmellington

Primary Staff Action Plan
Key Actions What support/resources Timescale
do we need?

1. Gender Equality Audit Template November 2018

Audit Disseminated
GIRFG collect and collate –
DEC 2018

2. Staff Information GIRFG deliver staff Oct 2018

Session information session

3. Developing Working with GIRFG Group Jan to March 2018

curricular resource to test out/pilot curricular
resources
Jan to March 2018
4. Support Gender 10 Working with/supporting
Gender 10 to carry out
audits/consultations to
develop a class wish list for
books.

Support Gender 10 with

Peer Educator activities and
equality champions

5. Gender Equality Work with GIRFG Group to Jan to March 2018

Policy develop Gender Equality
policy for school with
parents and pupils
Work with Gender 10 and
6. Promote Gender Parent Group to plan TBC
Equality promoting gender equality
events calendar (tie in with
assemblies, parents nights,
world of work week

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Appendix 7 - Smartie Challenge!

Take it in turns to take a smartie from the tube. Answer the corresponding
question, depending on which coloured smartie you get -no eating the smartie
until the question is answered! Have fun!

Do you ever group/segregate children by gender? When? Why –

What are the benefits? Discuss any potential negative impact this may have on
the children.

Do you ever use girls to “police” boys. Give examples of when you do
this. What are the benefits of this. Discuss any potential negative impact this
may have.

Discuss some of your own biases, values and belief systems in

relation to gender. How might these influence the way you interact with
children?

Think about the organisation of your classroom. Are there certain

areas of the room favoured by one gender in particular? What could you do to
change this?

Can you think of any language you use that may unconsciously add to
gender stereotypes in the school?

What assumptions might you unconsciously make about which curricular

areas and types of activities boys and girls prefer?

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Appendix 7

Gender Equality Audit of Classroom environment, practice and resources

Questions to consider for reflection

1. Are there certain areas of the room favoured by one gender in particular? If so talk to
the children about why they like or don’t like playing/learning there. Talk to them
about why everyone can play/use any area or use any toy/resource. You should
encourage blending areas/resources across the classroom to encourage use by
everyone.
2. Think about how you organise the space. For example the presence of a “home
corner” and a building block area can unconsciously segregate girls and boys.
Consider the colours used in the home corner – is it mostly pinks and pastel colours?
Consider decorating the home corner with greens, reds, yellows, oranges etc.
3. Do you have any posters/resources that show adults in non-stereotypical jobs e.g.
female firefighters, pilots or politicians, male ballet dancers, nurses etc?
4. Do you have male and female dolls in the home corner?
5. Do you have images/materials in your classroom that promote gender diversity, non-
stereotypical images and diverse family structures such as single or same sex
parents?
6. Check your library. Are there an equal balance of books that give children a wide
range of role models?
7. Are your dressing up or role play props limited to costumes that may be aimed
specifically for boys and girls? Consider moving from providing ready-made super-
hero or princess costumes to providing a variety of general clothes that children can
use creatively to dress up.
8. Are toys and activities gender neutral? Or are they geared towards boys or girls?
9. How are children lined up for movement around the school: coming in and out, fire
practice, going to PE etc.
10. If children are given jobs to do in the classroom how do you decide who does what?
E.g. do boys do the ‘heavier’ lifting type jobs while girls might do the tidying up? Who
runs the messages?
11. Is the learning content / outcomes of an activity viewed critically with regard to
gender? Do changes need to be made? Items removed? Replaced? E.g. worksheets
and the subtexts they carry – restriction of colours / types of material (e.g. glitter)
12. Are both girls and boys equally challenged to interact within the classroom
environment?
13. Do you challenge gender restrictive language / assumptions? Girls can’t do that,
boys don’t cry? Among other children and staff?
14. How do you refer to the children? What terms of address are used?
15. Are the children separated by gender for any activities? PE, Group work?
16. Do you vary who you choose to demonstrate certain skills? In PE, Art etc?
17. Do you comment on children’s appearance / behaviour within gender specific
confines? Eg. Pretty dress / ear rings. Strong boys?
18. Do you make assumption about the capabilities of children based upon their gender?
E.g. boys don’t like reading? Girls are quiete

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Appendix 8 - Gender Equality Project – Dalmellington Primary

Observations Audit

Observe, identify, reflect on gender equality or gender inequality

Actions/Activities/Attitudes Actions/Activities/Attitudes
and Behaviours which and Behaviours which
promote gender equality? reinforce gender inequality?

Day 1

Day 2

Day 3

Day 4

Day 5

Keep your observations to discuss and reflect with your staff team

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Appendix 9 - Improve your gender-neutral language skills

The words we use to communicate influence how we think and act. Think about
whether what you say to the children reinforces gender stereotypes, and if so, use
more neutral and inclusive language. This will support their understanding that
everyone can do or like anything, regardless of gender. Here are a few suggestions:

 Try greeting the children with “hello everyone or children” instead of “hello
girls and boys”
 Compliment a girl because she has achieved something and not because of
how she looks; try a compliment such as “I like your skipping” and not only
comments on her appearance such as “I like your hair, I like your nails.”
 Use the same words of flattery for girls and boys
 Tell boys it’s ok to be scared, upset or emotional
 Tell girls it’s OK to get angry and to express this in a healthy way
 Praise all children when they share and display cooperative behaviour with
other children
 Be mindful of phrases that may undermine boys or girls “e.g. can I have a
strong boy to help me carry this box.” “I’m looking for a sensible girl” etc.
Points for reflection

 Think about whether you treat girls and boys who are crying the same –why?
 Think about whether you treat disruptive behaviour of boys and girls
differently –why?
 Think about whether you interact more with boys or girls – why?

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Appendix 10 Gender Equality Project

Dalmellington Primary School

Parent Survey
Pre-Survey – October 2018

To allow us to plan further support for this project, we are asking you to take
a few minutes and complete this survey. There are no wrong or right
responses. Please answer the questions by responding to each item as you
personally believe or perceive them to be.

Please circle a response for each of the following statements that best
represents your view.

Strongly Agree Unsure Disagree Strongly

Agree Disagree
It is important to
treat boys and girls
the same in early
childhood
Boys and girls
naturally like doing
different things
Gender stereotyping
is an issue on
TV/movies
Gender stereotyping
is an issue in
children’s toys
I have heard
sexist/stereotypical
views from my
child’s peer group
I have heard
sexist/stereotypical
views from other
parents
Gender stereotyping
occurs in the
nursery
Gender stereotyping
occurs in early
primary school
Gender Stereotyping
occurs in the later
stages of primary
school
Books in the school
show stereotypical
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male and female

images
I would like support
to challenge gender
stereotypes
I am aware of
resources on gender
stereotyping

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Appendix 11 - Gender Equality Project – Dalmellington

Primary Parents
Key Actions What Timescale
support/resources do
we need?
1. Story Sacks Support the development of
Story Sacks – What
information/resources would
parents want/need
2. Gender 10 logo Support Gender 10 to
create Gender 10 Mascots
3. Parents Survey Complete parents survey
and arrange with Claire for
wider dissemination –
GIRFG Group
Collate responses – NHS
A&A
4. Newsletter/Parent Support the development of
Information information for parents
5. Parent Evening Support the development of
information for parents –
what information would be
helpful for parents at parent
evening
6. Gender Equality Work with GIRFG Group to
Policy support development of Jan to March 2018
Gender Equality policy for
school with teachers and
pupils
7. Promote Gender Work with Gender 10 and
Equality teachers to plan promoting TBC
gender equality events
calendar (tie in with
assemblies, parents nights,
world of work week)

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Appendix 12 - Gender 10 Action Plan

Gender Equality Project – Dalmellington Primary Pupil
Group
Key Actions What Who? Timescale
support/resources
do we need?
1. Develop Gender Develop logo and Gender
10 logo/marketing posters/models 10 with
parents
group
2. Audit Class Develop a template to Gender
Library/Resources audit class 10 with
books/resources support
Time to carry out audit from
GIRFG
Group
Consult each class on Gender
3. Class Wish List what books they would 10
like, using book
suggestions

4. Promoting Create a promoting Gender

Equality Wall equality wall with positive 10 with
words/phrases/activities parents
group

5. Peer Educator Develop activity to deliverGender

Activity to class around toy 10 with
marketing support
from
GIRFG
Group
6. Promoting Develop activity to Gender
Equality in promote Gender Equality 10 with
Playground in the playground (Posters support
outlining positive gender from
equality) GIRFG
Group

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7. Promoting Develop key messages Gender

Equality in for promoting equality in 10 with
classrooms classrooms (10 top tips) support
from
GIRFG
Group

8. Gender Equality Work with GIRFG Group Jan to

Policy to help develop the school March
Gender Equality Policy 2018
with teachers and parents

9. Promote Gender Work with Teachers and TBC

Equality Parent Group to plan
promoting gender equality
events calendar (tie in
with assemblies, parents
nights, world of work week

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Appendix 13 – Peer Education Task

Your challenge is to plan, prepare and deliver 2 peer education lessons – one for P1-3
and one for P4-7. The lesson should be focused around gender stereotypes in toy
marketing/toy advertising. The lesson should start with either a video or powerpoint
which shows them how gender stereotypes are used to advertise the toys currently and
you should lead a discussion about this. The children will then be expected to produce
a poster which challenges gender stereotypes in toy marketing.

For P1-3 the children could make a collage using pictures from catalogues or their own
drawings showing what people think girls/boys should play with versus what they can
actually play with. For P4-7 you could challenge them to design their own poster to
challenge gender stereotypes in toy marketing. The posters should be displayed in
class/around the school and you will choose a winner for each class to be put on the
“Promoting Equality wall”

Suggested Criteria for Posters

P1-3

 Poster should show how toy companies use gender stereotypes in their
advertising
 Poster should challenge this and make it clear that boys and girls can play with
whatever they like!
 Poster should be colourful and attractive
 Poster should have a suitable title

P4-7

 Poster should challenge gender stereotyping used in the marketing of toys and
should explain some of the dangers of this
 Poster should be colourful and attractive
 Poster should have a suitable title
 Poster should be neat and easy to read

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Appendix 14 - Gender Equality Project- Dalmellington Primary

Gender 10 Audit of Environment and Resources

Resource Gender friendly? / Action to be taken

Equality in terms of
Gender?

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