PSHE lesson format

Title: LGBTQ Awareness – Lesbian, Gay, Bisexual, Transgender and Queer / Questioning issues
Background to Students should be taught about all sorts of people and their struggles. We teach about racism, sexism and people with disabilities and we celebrate the
the topic differences between people in these groups. If young people do not learn about homosexuality and the issues people face in their sexual identity, they may
be confused about others or about themselves. LGBTQ+ youth may feel alone and without help if they don't understand who they are. All young people
deserve to be who they are with their own identity, be respected and supported.
Link to British Law
Values Democracy
Liberty
Tolerance for people of different religions
It is against the law in the UK to discriminate against anyone based on their sexual identity, people should feel confident and secure in a community where
they are respected and treated in the same way as all other groups (this does not happen in every country). Showing tolerance for all groups of people
regardless of their differences is key to creating a supportive and sustainable community.
Session Content Resources
Key “What are LGBTQ issues?”
Question “How can students who identify as LGBTQ be supported in our school?”
Tips for Key points for running a safe session on gender identity and sexuality: None needed – these are
working with tips for how to run the
students on 1. Don’t assume everyone is or will be cisgender (a person whose sense of personal identity and gender corresponds with session with this topic
this topic (if their birth sex.) or heterosexual. Use inclusive language such as ‘we’ and ‘us’, rather than ‘they’ and ‘them’, when talking about (bearing in mind that
needed): sexuality and gender identity (e.g. ‘We think that...’ ‘For many of us…’). Part of the purpose of these resources is to recognise there are students in the
(advice from that people have questioned heteronormativity and challenged the gender binary throughout history. We all will think about school /class who are part
the “lesson our own sense of our gender and sexual identity and how we express it at some time in our lives, even if we don’t identify as of the LGBTQ community
plan” website LGBT+. and sensitivity needs to
below) be shown throughout)
2. Acknowledge that gender is not a binary between male and female. Refer to ‘all genders’ rather than ‘both genders’ or to
just ‘men and women’ or ‘boys and girls’. Include trans and gender-neutral identities in your discussion. Don’t split groups by
gender.

3. Avoid and challenge derogatory language and promote a zero-tolerance culture of sexual or gender bullying. Care should
be taken during this session not to let the conversation descend into pejorative comments about people who identify as gay,
lesbian, bisexual, trans or genderqueer etc. (for example laughing at people who cross gender binaries) but to have a critical
discussion about sex and gender.

4. Don’t worry too much about getting all of this right – we are learning and reflecting on sexuality and gender identity all the
time. If you use language you didn’t mean to, stop and have a discussion with the class about why it’s better to use something
else.
Introduction – Give students the list of words for LGBTQ. Ask them to write down a definition for the words in small groups. Go through the https://www.youtube.
session 1 correct definitions with the students. Watch the video – this goes through the key words clearly and carefully whilst in an com/watch?v=jYEnuBb
entertaining way w4Ag

What other words do the students know for people who would openly say they are a part of the LGBTQ community? Why do List of LGBTQ key words
they know these words? List of LGBTQ key
definitions
Class discussion: What issues do people who identify themselves as being part of the LGBTQ community face (e.g.
discrimination, homophobia, low self-esteem, lack of confidence)

Students write down their ideas and explain why they think that people in the LGBTQ community would be affected in this way.
Literacy Once the issues have been identified and discussed with the class, students need to consider the following areas in which they Plain paper
could have an impact in the lives of people within the LGBTQ community: Lined paper

(i) At school Video clips of young

(ii) In the local community people within the LGBTQ
(iii) When they are in small groups and people are making homophobic remarks towards others community
(iv) In a sports team or club

Students then need to write a series of tweets or part of a weekly blog to describe the types of behaviour they have seen
towards people in the LGBTQ community and what they have done (in an ideal situation) to support their friend and challenge
the inappropriate behaviour of other people towards them.

They then need to research (as a class) what support is available in Corby / Kettering / Northamptonshire for members of the
LGBTQ community. This could then lead to another discussion about what support is available within our school for the same
group of people.

Show the students the range of LGBTQ posters. What do the students think of them? Why? Are they needed within school? LGBTQ curriculum posters
Should they be put up around the school? Why?
Numeracy Look at the LGBTQ facts and figures. Students discuss these facts in small groups. Which of the facts are the most surprising? Facts and figures on
Why? Why do some people get worried about this type of data? How have these statistics changed over time? Is this an LGBTQ information sheet
improvement or a deterioration?

Students choose a category of data (i.e: Health / Hate crime / At work / Education / International / Sport) and create a poster to
show the data in a visual and informative way
Reflection Students need to answer the following questions relating to the issue:

a) How many of the people they know are part of the LGBTQ community?
b) What is the students’ perception of the way in which the LGBTQ community are treated in the local community?
c) How have the students treated people they know or suspect are lesbian, gay, transgender, bisexual or queer /
questioning in the past?
d) What have they seen in the school that makes them proud of the way LGBTQ youth are treated in school / that makes
them concerned about how LGBTQ youth are treated here?

Students can then discuss the Talking Point below using the Agree, Build and Challenge approach:

“This school does not support students who identify as LGBTQ”

Websites https://www.youtube.com/watch?v=jYEnuBbw4Ag LGBTQ OutLoud website

https://www.yspp.org/lgbtq/outloud_overview.htm (Youth suicide prevention organisation in USA)

http://www.schools-out.org.uk/ - UK organisation that aims to “make our schools safe and inclusive for everyone.”

http://the-classroom.org.uk/how-to-do-it/goodbye-to-the-gay-lesson/