Introducing
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Teachers without gender equality training and sensitivity to gender equality issues are often at fault in continuing gender inequalities without even knowing that they are doing an injustice to students. (Koch and Irby, 2005)
The most effective types of development are those that directly meet individual needs as well as school based needs, so a more personalised approach to professional development is necessary, which through performance management and appraisal maybe linked to school improvement plans. The statutory non-contact days can play a key role in meeting both sets of training and development needs. (Bubb and Earley, 2013).
Single Equality Act 2010 and public sector Equality Duty.
Cole (2012)
Wolpert (2005)
The Whole School Approach
Gender Equality
Week
The Department for Children, Schools and Families (2009) say to tackle sexism the whole school should devise a written statement, with input from the whole school community. This statement should be promoted across the whole-school.
guests
Training
Bender, 2005.
For work on challenging stereotypes to be effective, it needs to take place across the school and not just in specific, focused lessons. (NUT, 2013)
Make a positive contribution to the wider life and ethos of the school (Teaching standards, 2012)
Later that week it is time to decide on roles in the school nativity and some of the boys put their hands up to play the parts of angels. You're not sure what to do as you had imagined that the angels would be girls, but choose a boy and two girls to play the parts. The next day the boys father comes in to say his son is not going to play the part as he doesn't want him growing up to be gay; the boy is clearly upset and bursts in to tears.
You tell another member of the teaching staff about this at lunch time and she seems surprised that you considered casting characters in this way saying "I've got two children, a boy and a girl and I've brought them up in exactly the same way but they choose to behave very differently - you can't change human nature."
The reception class role play area has been set up as a veterinary surgery and the children have been enjoying taking their pets there to be treated for a range animals ailments. One day you over hear two children, a boy and a girl, arguing about who is going to be the vet. The TA intervenes to say that the boy should be the vet and the girl should be the nurse, because this was more likely to be the case in real life. You are tempted to say something but decide to let it go.
Shortly after you hear the year three teacher, Mrs Rudd, ask Mr Bailey, the year 6 teacher if she can borrow some of his big, strong boys to put out the P.E. apparatus for her class' lesson. You are not sure what to do.
By Emily-May Greenfields, Charlotte Bouchard, Jemma Clasper and Alice Joy.
Core Purpose
Six main roles
• shaping the future
• leading learning and teaching
• developing self and working with others
• managing the organisation
• securing accountability
• strengthening community
Working with others
Approach to scenario
Our policy for Gender Equality
As a school we aim to eliminate discrimination on the grounds of gender and to promote gender equality between pupils and staff. We will do this by:
• Taking steps to reduce any gender bias in the school;
• Produce an action plan with the help of parents;
• Challenge stereotypes in the classroom;
• Review relevant research and advice concerning gender bias in teaching styles.
• Analyse school data and other relevant information;
• Ensure all incidents of sexism are reported and addressed;
• Monitor and review progress.
As a school, to ensure these will be met we have devised an action plan.
'Plan staff development with gender equality issues as a topic and use role play and discussion as techniques to enhance their awareness.' (Koch and Irby, 2005)
Letter to parents
The TES (2013)
Thank you for listening!
The TES (2013)
Manage, support and monitor the work of support staff- Dealing with the Teaching Assistant
Bender (2005)
Frankl (no date)
Ensure inclusive practice and equality of opportunity for all
Koch and Irby, 2005.
Skelton and Francis, 2003, say teachers should involve themselves in all activities and be particularly aware if they are avoiding certain spaces associated with the opposite sex, such as a male teacher avoiding the female home corner.
Telegraph, 2013
Golombok and Fivush, 1994
Whole School
Children respond to stereotypical gender expectations by the age of three and even earlier. Their first experience of school should, therefore, be used as an opportunity to begin to challenge and change sexist attitudes. (Tutchell, 1990).
Whole School
Parent speakers
A letter was sent
out to parents.
Fancy Dress
Recap on week
Children in schools are to be given the chance to benefit from adults demonstrating a variety of non-stereotyped roles. (Tutchell, 1990).
Recall on questions asked before
Intro to gender week
Challenging the stereotypes.
Jobs and Hobbies
Questions on gender
Involve both male and female parents in discussing sensitive issues. (Koch and Irby, 2005)
Showing off work achieved from this week
What the week has in store
(Tutchell, 1990).
'Who am I' topic through out year groups.
Covering sexuality terms.
'Everyone has the right to life, liberty and security of person.' (The Universal Declaration Of Human Rights, Article 3, 2013)
"That's Gay"
"Don't be a Sissy"
"You're a Lesbian"
Circle time. Day (2011)
Covering different types of families.
National Union of Teachers (2013)
Prevents people from realising their full human potential (Wolpert, 2005, p. 27)
Mac an Ghaill (1994)