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MG
by Mary Galletly0 views·Updated Sep 12, 2021
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  1. sex, gender, gender expression and attraction.
  2. For so long.
  3. The definitions of these terms were absolutely sex and gender
  4. meant male or female.
  5. Men were expected to be attracted to women and women
  6. were expected to be attracted to men.
  7. Gender expression existed, but there was known between the gender
  8. bread person aims to educate people about all things surrounding
  9. gender. It is designed for Children and has concisely and
  10. concisely breaks down big topics into manageable pieces.
  11. It focuses on four main areas gender identity, attraction, biological,
  12. sex and gender expression.
  13. The Resource provides a lesson plan to guide teachers through
  14. the content.
  15. Looking at the structure of HP in the Australian curriculum,
  16. we can see that the gender bread person could relate
  17. to several of these focus areas.
  18. The one that I see most relevant is relationships and
  19. sexuality. one of the goals and objectives of the lesson
  20. plan is to help individuals connect and have time to
  21. consider their own understandings of their sex, gender identity, gender
  22. presentation and attraction.
  23. The resource guide students to creating positive relationships with themselves
  24. regarding their sexuality.
  25. It can also help them create positive relationships with those
  26. around them as students will have an understanding and an
  27. appreciation for gender identities.
  28. Mhm communicating and interacting for health and well being.
  29. Is the content description best portrayed in the gender bread
  30. person. The resource emphasizes the importance of valuing diversity and
  31. respecting the rights of others.
  32. The lesson plan uses correct terms and labels and explains
  33. why we use the label and what it means.
  34. This creates a culture of respect for LGBTQ people that
  35. celebrates diversity.
  36. Here are some examples of that, but we will now
  37. place a critical eye over the gender bread person.
  38. Under the light of health literacy.
  39. Health literacy was added to the Australian curriculum.
  40. Health and physical education to promote the learning of topics
  41. including diabetes, drugs, alcohol, dental decay, obesity and body image.
  42. The gender bread person falls under the body image category.
  43. It's empowering for students to see themselves for who they
  44. are and be accepting of that according to nut beam.
  45. As discussed in the Pacific Journal of Health, Sport and
  46. Physical Education.
  47. There are three dimensions of health literacy.
  48. The first one is functional transmission and understanding of factual
  49. information on health.
  50. The employing basic cognitive and literacy skills.
  51. This is demonstrated in the gender bread person resource by
  52. using simple language, basic and accurate information that can be
  53. easily comprehended.
  54. The second dimension is interactive, more advanced cognitive and literacy
  55. skills, the ability to make meaning from information communicated and
  56. apply information in personal and social context.
  57. This is demonstrated through the worksheets.
  58. Students need to place themselves on the different scales to
  59. show that they understand how they perceive themselves.
  60. The 3rd and final dimension is critical, advanced cognitive and
  61. social skills which allow us for critical analysis of health
  62. related information in the capacity to use that information to
  63. develop personal and community empowerment.
  64. The activities used in the gender bread person have the
  65. potential to satisfy this concept.
  66. The students are given all the information they need to
  67. be able to understand gender and sexuality.
  68. It's up to them on how they use the information.
  69. There is room for improving the health literacy aspect of
  70. the gender bread person.
  71. The worksheets that are part of the program only goes
  72. so far.
  73. They don't extend the students ways in which their activity
  74. could be extended is by creating a more interactive activity.
  75. Students could play games, watch videos and interact with each
  76. other after completing the base knowledge covered in the worksheets.
  77. There could also be different levels.
  78. Some aspects of the gender bread person are too advanced
  79. for students in near three and 4, for example, discussing
  80. attraction. Mhm.
  81. Finally, the resource does not show students how they can
  82. move forward with this information, which is part of the
  83. critical dimension.
  84. Come on at first glance, this resource appears to have
  85. this have the strength based approach covered.
  86. We're going to dive deeper and see if there is
  87. consistency with this proposition.
  88. There is not an example in the lesson plan where
  89. the creators allude to the idea that gender expression is
  90. negative. It takes on a very positive approach, encouraging students
  91. to be the realist versions of themselves.
  92. The resource does not mention the risk of stepping outside
  93. of societal norms.
  94. Rather, a supportive environment is created through the use of
  95. the scale the resource underpins one of of the important
  96. factors of a strength based approach considered it as a
  97. dynamic and always becoming overall.
  98. The gender bread person provides students with the necessary based
  99. knowledge about gender and sexuality.
  100. Health literacy is covered but has room for improvement.
  101. The strength based approach was consistent, was a consistent theme
  102. throughout the lesson plan.
  103. This is a positive and important learning opportunity for primary
  104. school aged Children, and it breaks down the topics surrounding
  105. gender identity well.