‘Be Inspirational’ STC1 Year 8
Lesson Aim
PHSCE Stop the Clock
Session 1
To explore gender identity and how we live
together.
PSHCE/CITIZENSHIP CURRICULUM CONCEPTS
PSHCE/CITIZENSHIP CURICULUM PROCESSES
1.1 Personal identities
2.1 Critical reflection
a. Understanding that identity is affected by a range of
factors, including a positive sense of self
Pupils should be able to:
a) reflect critically on their own and others’ values
b. Recognising that the way in which personal
qualities, attitudes, skills and achievements are
evaluated affects confidence and self-esteem
b) research, plan and undertake enquiries into issues and
problems using a range of information and sources.
Lesson outcome
Key words
Young people realise the importance
respecting gender identity
Names, person, identity,
individual, respect, gender,
men, women, sexism,
stereotypes.
Young people can celebrate their gender
identity
Resources
Cross-Curricular opportunities
(Can be found online or on the T:// Drive)
History – Heritage and culture.
Sociology – Stereotypes.
RE – We are unique children of God.
ICT – Use of web based resources.
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‘Quiz sheet’
http://www.beinspirational.co.uk/year-8pshce/
Scripture Sheet.
Learning objectives;
Young people understand about gender perception and stereotypes.
L.O. 1
L.O. 2
L.O. 3
Young people explore their own views on gender difference and how well they
understand the other sex.
Young people reflect on what it means to be a good male/female role model and how
they can celebrate their gender positively.
Differentiation
Timing
Student activity
Settling starter
Learning starter
ACCESS
Put yourself on the line (Key Resources)!
15 Mins
Using the “Put yourself on the line” technique give the young people the following
statement:
“Men and women are equal”
The opposite Sex!
Main
(L.O.2)
Split the class up into 2 boys teams and 2 girls teams.
Allow students to work in pairs if
necessary
CHALLENGE
Remove the “NOT SURE” option.
ACCESS
Allow the young people to work
together to support weaker students.
Using the quiz sheet send a volunteer from one group out of the class and give
the other teams chance to guess his/her answer.
15 Mins
Bring that person back in and find out their answer and award a point to the
teams that get it right.
Complete this for each team (4 questions)
CHALLENGE
Ask the young people to think of their
own questions if there is time.
You might want to change the order of the answers for the person outside to stop
him/her saying what their group tells them to say and cheating!
ACCESS
Development
(L.O.3)
Role models
Ask the young people still in teams to come up with a top ten good and top 10
bad role models for their gender.
15 Mins
Take the top five from each gender group (team) so that you have a list of 10
good and bad male and female role models.
HWK
Ask them in groups to discuss what the good and bod role models have in
common.
CHALLENGE
Ask the young people to think about
people in the school community who
are good male and female role
models.
Try and be a bit more understanding of the opposite sex!
We are one.
Read the following line out loud from St Paul’s letter to the Galatians.
Plenary
Allow the young people to focus on
one good and bad role model and
why they think they are good/bad.
15 Mins
”There is neither Jew nor Greek, there is neither slave nor free, there
is no male and female, for you are all one in Christ Jesus. “
Ask the young people what they think about the passage.
Then ask the young people in their notebooks to decide who their personal
gender role model is and why.
ACCESS
Paraphrase the story for young
people who don’t understand.
CHALLENGE
Ask the young people to think about
Peter’s feels and write a diary entry
for him when he got home that day!