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LEARNING PLAN Scheme of Work Week Number: 6 When

Topic: Gender Stereotypes

Learning Outcomes

Activities to meet the needs of learners with approximate timings

To introduce aims and objectives

To identify gender stereotypes Students will be able to discussstereotypical views held regarding males/females and analyse their validity

Scheduled Assignments and Assessments VE

Resources and planned use of ILT Unit specs

Functional Skills Description Coverage Listen for and identify relevant information from extended explanations or presentations on a range of topics Respond to detailed or extended questions on a range of topics

5 mins

To recap on what stereotypes are

5 mins

To identify some stereotypical male and female roles

10 mins

To identify some stereotypical male and female roles

10 mins

To identify the origins of such steretypes

5 mins

To analyse how stereotypes are reinforced

Recap on stereotypes after half term break – what does it mean/give examples. Elicit male/female (gender) as a stereotype Rxxx to use iTouch and Neokate (Text to Speech app) to look up sterotypes. Elicit stereotypes of male/female role (eg: dumb blonde, men don’t cry, who does the housework etc) How do they act? What do they like? Students to add an answer to list on board Group work: Students are split into two groups and given a piece of flip chart paper. One has the title: ‘Act like a man’, the other one has the title ‘Act ladylike’. In groups, student discusswhat attributes think apply to these two categories Discussion on previous activity –what do we think? • Where do we learn these gender roles? (parents [toys, colours], media, friends?) • Where do women learn these messages?(Mums?) • Where in society do we see these messages?(TV?) Refer to flip chart and ask where they think we get these messagesfrom. Discussion: what names or put-downs are used when boys don’t fit the box? What names are girls called when they step outside the box?

Discussion Q&A

Board/pens Neo Kate software on itouch

Informal obs Q&A Discussion

Board/pens Notes

Informal obs

Flip chart paper Pens

Make relevant contributions and help to move the conversation forward

Discussion

Flip chart paper Pens Notes

Make relevant contributions and help to move the conversation forward

Discussion Q&A

Board/pens

Speak clearly and confidently in a way which suits the situation


10 mins

To identify stereotypes used in advertising

5 mins

To evaluate stereotypes used in advertising

(Allow students to be blunt in their language during this activity) Refer to flip chart from earlier activity. (We’ll look at how the media influences these stereotypes). Paired activity: students split into pairs. Given various advertisements depicting male/female images. Students to fill in ‘Media Messages’ handout. Explain that they do not need to spend a long time on each but to go with first impressions. Rxxx to use Dictionary app on iTouch to check meaning and pronunciation of words Feedback: students show rest of group their advertisements and explain their findings.

Informal obs

Media Messages handout Various ads Flip chart from earlier activity iTouch Speaking Dictionary app

Judge how much to write and the level of detail to include

Discussion Informal obs of answers/discussion

Various ads

Speak clearly and confidently in a way which suits the situation Make requests and ask questions to obtain information in familiar and unfamiliar situations

5 mins

To identify and evaluate common themes in gender stereotyping

35 mins

To redesign an advertisement for the opposite gender applying the knowledge gained

15 mins

To share ideas with rest of group

Discussion: are there common themes?What are they? What do these ads say about men and women? How do you think they influence what we think about roles for men and women? Break (15 mins) Pairwork: each pair is to think of a product that is specifically advertised to males or females. Brief feedback to check answers. (5 mins) Students to design an ad that would make the product appeal to the opposite sex. Explain that they also need to think about what techniques they would use to advertise the product, where they would advertise it (eg for girls they could be placed in girls magazines and in the ad breaks of programmes popular with girls.). Explain that it doesn’t need to be perfect, just enough to give an idea. Research on computer for suitable images. Rxxx to use iTouch and Safari software to find images via WiFi Network (30 mins) Pairs to explain their ad to the rest of the class

Discussion

Various ads

Informal obs during activity Marking of completed work

Computers iTouch safari

Student presentation

Students redesigned ads

Judge how much to write and the level of detail to include Plan and draft writing

Speak clearly and confidently in a way which suits the situation


10 mins

To summarise/consolidate learning

Summary/questions to think about: • What are the ads we’ve looked at saying about roles for men and women? • How do you think these ads influence our attitudes and expectations of roles for m and f? • What types of ads appeal to both sexes? • Can limit our achievements?

Opportunities to: Differentiate through Stretch and Challenge

VE Discussion Q&A

Board/pens

Respond to detailed or extended questions on a range of topics

Ensure active learning

Differentiation will occur through nominated Q&A and students’ own input into tasks Students will be paired to give an appropriate mix of abilities

Students will be participating in a deeper learning when they are designing their own ads. Students will be involved in tasks that enable them to evaluate, analyse, explore and reflect thus addressing deeper levels of learning.

Check learning This will occur throughout the session via Q&A, discussion, observation and assessment of completed ad.

Differentiate through Support and Challenge

Special Points to note.

Rxxx needs handouts on blue paper because of dyslexia & learning difficulties. He will also need extra support with writing and confidence issues. xxxx and xxxx will need support to keep them on track. The support worker will mainly work with Rxxx.

xxxx and xxxxx have been late on occasion due to bus being full and having to get parents to bring them in.

Health and Safety Risk Assessment completed

Yes

No


Evaluation The Stated Outcomes were achieved:

Not at All.

To some extent.

The delivery methods used were:

Not appropriate

Appropriate to some

Notes and Comments:

What I would do differently next time…

extent.

By the majority of the group Appropriate for the

majority.

By everyone.

Very appropriate.


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