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Gender Equality: A Toolkit for Education Staff


appendix a - Examples of mainstreaming gender equality into the curriculum and links to some subject specific websites and online resources

Infusing Equity by Gender into the Classroom:

A Handbook of Classroom Practiceshttp://www.ricw.ri.gov/publications/GEH/geh.htm

One key resource which details an approach taken to mainstreaming in Rhode Island is Infusing Equity by Gender into the Classroom: A Handbook of Classroom Practices. It is available online at www.ricw.ri.gov/publications/GEH/geh.htm and gives a wide variety of lesson plans listed by subject and stage. Only a few of these have been listed amongst the links to resources in the table below.



  • Inequality, stereotyping and peer pressure related to gender are explored through role play and in the study of texts
  • Pupils are challenged to create complex characters that do not rely on gender stereotypes


  • Pupils are encouraged to discuss and reflect on gender stereotype and peer pressure relating to choice of instrument/musical activity
  • Pupils become familiar with the work of male and female musicians and composers
  • Where few female composers/musicians are identified, the teacher initiates class discussion on possible reasons for this
  • Lyrics and video images using gender stereotypes, sexism and/or homophobia within popular music are explored


  • The curriculum offers the same opportunities for girls and boys and these are balanced between activities associated strongly with men or women and those without such associations
  • Teachers facilitate discussion and reflection around how sexism and homophobia can prevent participation and influence choices about physical activity
  • Staff ensure that facilities such as changing rooms and transport to activities are safe and free from bullying and name-calling for girls and boys
  • Staff ensure that PE kits allow both girls and boys from all cultural backgrounds to feel confident and able to participate in activities

Religious studies - RME

  • The personal, social, and institutional aspects of religion relating to gender are critically and sensitively examined
  • key results:
    • Chigwell School: Religious Studies - GCSE - Prejudice and Discrimination
    • Balby Carr School: GCSERE Short Course - Social Harmony
    • BBC Education GCSE Bitesize Revision: Religious Education - Prejudice and discrimination

Geography - People and Place

  • Inequalities and injustice relating to gender and human rights, access to facilities such as housing and transport and the use of land and natural resources are investigated
  • Both men's and women's perspectives on and contributions to cultural and social life are explored

History - People in the Past

Modern Studies - People and society



English - Language

  • Texts are used which
    • Counter gender stereotypes
    • Describe inequality, injustice or discrimination related to gender
    • Describe action against sexism and homophobia
  • When responding to texts pupils are encouraged to develop self awareness and critical awareness relating to gender stereotypes, asking question such as:
    • Do I prefer to read books about girls or boys?
    • Do I choose to read books by male or female authors?
    • What assumptions do I make about male and female authors or characters?
    • How much do I expect boys/girls in literature to fit social roles?
    • Do I enjoy reading about people who do not fit some of the expectations of men/women/boys/girls?
    • How is the author fitting in with or challenging gender stereotypes?
    • How is this character affected by the gender inequalities of the time, place, culture in which this story is set?
    • Does the author use language that contains assumptions or cultural expectations relating to gender?
  • When writing, pupils are challenged to

Modern Languages

PSHE - PSD and Health