• Recap on meaning of ‘stereotype’ from previous unit. • Group work: give children a list of jobs or roles people do in the community eg. nurse, doctor, soldier, drug taker, teacher, bus driver, • judge, ballet dancer. Ask them to discuss each one in terms of whether they think it is a male or female role. Ask for reasons. • I can • gender • Agree/disagree activity: place signs on the • (link back to Unit Who Likes To explore gender challenge • race floor or wall – agree, disagree, not sure. Ask Chocolate, session 6 – 5 stereotypes • children to stand by the sign that represents ‘Recognising and assumptions assumption their answer eg. women are better at caring challenging stereotypes’) about gender • for babies than men, boys shouldn’t cry, men expectation are stronger than women, boys are funnier • categories than girls, men should earn the money and women stay at home etc. • Ask for reasons why they have placed themselves in which position. Ask them to persuade someone else to change their mind with a reasoned argument. • Thought shower the range of jobs that • jobs people do. • work • Group work: give each group a list of settings • I can tell you • employed eg. school, supermarket, hospital, theatre, the range of • restaurant, leisure centre and ask them to jobs carried out draw or list at least four people who have in society different jobs within that setting. To identify different • I can • • Feedback and discussion: what are the most 6 jobs and careers in recognise the satisfaction important jobs? Which job would they like to society important • motivation do? Which job would you least like to do? contribution all • training What sort of skills might be needed for various jobs make to • jobs? How do people develop these skills? society contribution • Possibly invite someone from the local • teamwork community or a careers officer to come in and • skills talk about skills needed within a particular setting.
5 To explore gender stereotypes • I can challenge assumptions about gender • • gender • race • assumption • expectation • categories • Recap on meaning of ‘stereotype’ from previous unit. • Group work: give children a list of jobs or roles people do in the community eg. nurse, doctor, soldier, drug taker, teacher, bus driver, judge, ballet dancer. Ask them to discuss each one in terms of whether they think it is a male or female role. Ask for reasons. • Agree/disagree activity: place signs on the floor or wall – agree, disagree, not sure. Ask children to stand by the sign that represents their answer eg. women are better at caring for babies than men, boys shouldn’t cry, men are stronger than women, boys are funnier than girls, men should earn the money and women stay at home etc. • Ask for reasons why they have placed themselves in which position. Ask them to persuade someone else to change their mind with a reasoned argument. • (link back to Unit Who Likes Chocolate, session 6 – ‘Recognising and challenging stereotypes’) 6 To identify different jobs and careers in society • I can tell you the range of jobs carried out in society • I can recognise the important contribution all jobs make to society • jobs • work • employed • • satisfaction • motivation • training • contribution • teamwork • skills • Thought shower the range of jobs that people do. • Group work: give each group a list of settings eg. school, supermarket, hospital, theatre, restaurant, leisure centre and ask them to draw or list at least four people who have different jobs within that setting. • Feedback and discussion: what are the most important jobs? Which job would they like to do? Which job would you least like to do? What sort of skills might be needed for various jobs? How do people develop these skills? • Possibly invite someone from the local community or a careers officer to come in and talk about skills needed within a particular setting.