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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.

A Class Teacher

The Reception Class Teacher

awareness

The Play Surgery

Cole (2012)

The Boy Who Wants To Be An Angel

The TA

Stats

books

discussion

The Father Support

Traditional Nativity Story

Wolpert (2005)

Staff room Conversation

Working Relationships

The Gender Week

'Big Strong Boys'

gender neutral play

The Whole School Approach

Common Phrase

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.

Gender Scenario

Head Teacher

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

Gender Equality Policy and Action Plan.

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.

Teachers should work with colleagues, governors and parents to create a progressive policy supportive to practitioners. (Francis and Skelton, 2001).

Teacher Training Day

Why?

Who?

What?

'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)

  • In consultation with the Headteacher, staff and governors, develop and keep under constant review all relevant policies.
  • Organise professional development opportunities for staff.
  • Assist the Headteacher in keeping parents and Governors informed about provision for identified groups.
  • Manage, support and monitor the work of the support staff.
  • Ensure inclusive practice and equality of opportunity for all.

Letter to parents

The TES (2013)

Thank you for listening!

SENco Or Inclusion Manager?

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

How Research Effects Practice

Lessons

Gender Equality Week

Year 1 lesson

Reception lesson

Year 6 lesson

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.

Gender Equality Week

Telegraph, 2013

Golombok and Fivush, 1994

Assemblies

Parent Are Invited In

End

Start

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).

The effect of stereotyping

Sexuality Awareness In School

'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.

This means preventing and tackling homophobic bullying and language and talking about different families in school. New Government legislation means that schools have to be proactive in preventing homophobic bullying

(Stonewall,2013)

Stereotypes are organised sets of beliefs about characteristics of all members of a particular group. A gender stereotype ... is defined as a set of beliefs about what it means to be female or male. (Golombok and Fivush, 1994)

National Union of Teachers (2013)

Questioning

Prevents people from realising their full human potential (Wolpert, 2005, p. 27)

'Male' and 'female' jobs

Mac an Ghaill (1994)

Status

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