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There are many opportunities within the school curriculum to develop young peoples understanding and skills to
prevent violence against women and girls. Many schools are already doing interesting and innovative work. This
tool will help teachers to map out opportunities across the curriculum, where work on the following main themes
can be integrated:
VAWg notice board Assist in design and production of facilities and resources, e.g.
1.1a, 4g ECM3,4
Act to stop VAWG notice boards and display systems. Joint project with Art & Design?
In textiles, look at assumptions and conventions that exist in fashion and
clothing appearance of product and user/wearer, assumptions and
messages in materials and fabric used, e.g. lycra, spandex and
1.1d, 1.2a, 3.b, 4.c lycra girls and baggy examine ways in which this may stereotype the appearance of girls and
ECM1,2,3,4 boysGender stereotypes women in terms of viewers wishes rather than wearers needs.
Consider the contribution this may make to negative or stereotyped
attitudes towards girls and women. Extension: design sports apparel
and equipment that reflect user requirement, not appearance or display.
food, body image and Survey retail displays, advertising images and magazine and newspaper
1.2a, 1.2b, 4.g (PSHE/SRE)
genderGender content about food and its preparation. What messages, assumptions
ECM1,2,3,4 stereotypes and stereotypes are included? What implications for gender roles and
tasks, in the workplace and at home?
Economic Wellbeing
Fuller examination of male and female income differentials women in
70% people: women worth the UK still earn on average 27% less than men. How are the figures
1.1a, 2.1a, 3.b, 4.h
27% less?Gender justified by employers and others? How does the UK situation
ECM1,2,3,4,5
equality compare with other countries? Explore the implication that women are
worth less than men. What does the law say?
Look at legal rights e.g. parental leave, equal wages as a reality. This is
Do legal rights mean
2.1a, 3.b, 4.a, 4.h what it should be like what can I do if it isnt? What does the law say?
workplace
ECM1,2,3,4,5 What rights and entitlements do employees have? How are they
reality?Gender equality
enforced? The role of trade unions.
1.2b, 2.1a, 3b, 3j, Who holds the purse A look at financial abuse in relationships denial of access to cash and
4k,ECM1,2,5 strings? Identify VAWG spending also means denial of independence and autonomy.
Geography
Comparisons of specific quality of life indicators e.g. life expectancy,
Quality of life for women
1.1a, 1.7a, 1.7b, 2.1c infant mortality/survival rates, access to healthcare during pregnancy
and men around the world
etc. in different countries and regions. How far
The impact of the demand for unskilled and low-skilled labour on world
and regional population movements; and the ways in which this may be
Trafficking one outcome of the movement towards service-based economies in some
richer nations. Include invisible sectors of the UK and other western
Identify VAWG economies domestic work, hotel and catering, construction and the
1.1a, 1.4a, 1.5a, 3.g sex trade, and human trafficking to provide labour for each of these
sectors. Consider the gender implications.
Things can change Discussions on gender and development, focusing on the role of women
Gender equality to make a change.
invisible market The denial of previous knowledge, experience, qualifications and status
1.4a, 1.5a, ECM4,5 of new arrivals, individuals and communities, in established host
Gender equality societies.
History
Narrative/events history: The changing role of women. Look at, for
example, achievements in science, the arts, sport and politics. Also
womens rights: individual autonomy vs. dependence of and on males
(fathers, husbands), property ownership and the vote. Do changes
represent progress, stagnation or regression? Who decides/defines this?
1.2a, 1.3a, 1.4a, 1.5a, 2.1a, Has it always been like Cultural history: The changing status of women. How have women been
2.1b, 2.2a, 3.g, 3.1 this?Gender equality regarded at different times in history? What has been their status? Do
changes represent progress, stagnation or regression? Who
decides/defines this? How is change measured or assessed? Have
changes been actual or perceived? Is change always linear and in one
direction, or does it stop, start and reverse? Example: the changed role
of women in World War 2 from housewives to industrial workers and
back to housewives.
Herstory representation Is a study of women in history the same as the study of the history of
of womenGender women? Is the study of the history of women a valid area for historians
2.1a, 2.1b, 2.3a2.1c
to explore? Introduce the term herstory and that perceptions of gender
equality have existed throughout history and across cultures and are not fixed.
misogyny Consider the ways in which women have been delegated to roles that do
Gender equality not recognise their individuality or autonomy, or where they
have been seen as the origin of social problems and ills. Examples: the
role of Henry VIIIs wives and queens as solely to provide a son and
misogyny heir to the English throne; the English tradition of witch hunting; the
Salem witch trials in America (could be done in conjunction with a
Gender equality reading of The Crucible by Arthur Miller in English); the way in which
the Spanish Inquisition of the Catholic Church became largely directed
at women accused of being witches.
Identify attitudes to and expectations of girls and women, boys and men,
which have been established or assumed in the past and which retain
acceptance, implicit or explicit, in todays UK. Explore the origins of
Cultural and gender some of these attitudes and attribute them to convention, custom, culture
1.2a, 3.i, 3.j, 4.a traditions, including and/or religion, and clarify the distinctions between these descriptions.
fgmGender stereotypes This could include the nature and understanding of marriage in
different societies, cultures and religions, e.g. monogamy, polygamy,
pre-requisites for sexual activity, for procreation, arranged, forced and
romantic marriage. This could also include female genital mutilation
and other rituals and rites.
2a, 1.4a, 1.4b, 2.2a, 2.3a, Thats not right: Safe Internet safety, cyber-bullying, misuse of e.g. Facebook, internet
2.4b, 3.e, 4.fECM 2, surfing Identify VAWG grooming, sexual exploitation. Navigating the digital world safely.
Invite pupils to contribute their positive and negative internet/
ECM 4 cyberspace experiences. Discuss the pros and cons, and examine safety
measures. Emphasise use of images by self (e.g. Facebook photos)
and others and how they can be abused. Include legal and social
aspects, as well as personal and individual. Include the use of the
internet as forum for display of pornography, and the attitudes this can
express towards women. Type women and girls into a search engine
and analyse the results.
make web space Create leaflets/documents/web pages about violence and discrimination
1.4a, 1.4b, 2.2a, 2.3a, 3.e,
against women and girls, to support and publicise school policy and
4.b, 4.f ECM2,3,4 Understand VAWG practice. (KS3 Art & Design lessons 1, 2, 3, 4, 7)
Respect4us.org.uk
Online game: www.respect4us.org.uk
Understand VAWG
Maths
Can statistics and figures help us to understand and prevent? social
Does it add up...? issues such as violence against women? For a start, how can we
1.2a, 1.2c, 1.3b, 2.1d,
Identify VAWG measure such violence? And can we do anything about it once we have
the statistics? Whats the point...?
Statistics and Follow-up or extension lesson: Statistics can demonstrate and reflect
1.2a, 1.5a, 2.2f, 3. b, 4.f attitudesGender attitudes: can they change attitudes?Possible topic to look at
stereotypes statistics as a discipline.
Survey work Design and carry out surveys to elicit local and school statistics. Clarify
1.3d, 2.1d, 2.2g, 2.2h, 2.2i,
in design and evaluation the link between questions asked and
2.2j, 2.2o, 2.3a, 2.3b, 2.3c,
Act to stop VAWG ianswers. Survey can examine incidents and experience, and how safe
2.3e, 2.4a, 3.3a, 4.d
pupils feel. Implications for practice from results? Could form Pupil
ECM2,3 Voice project.
1.2a, 1.2b, 1.4a, 1.4b, 3.c, How can this help us to clarify the meanings of gender; does it tell us
3.e, 4.g masculinity and femininity
anything about the countries and regions where that language or group
of languageGender
ECM 3, 1.1a, 1.7a, 1.7b, of languages is spoken? Does it encourage stereotypes and
stereotypes
2.1c, 3.g ECM1,2,3 assumptions?
Music
Lesson title refers to ways in which images around us are imposed on
women and can be seen as making them passive and subjugated in
defining their own images and identities.Look at the ways in lyrics
and in videos in which girls and women are portrayed in
contemporary music that are misogynist and degrading. Discuss the
reasons for such portrayals, and the attitudes which lie behind these
reasons. Is this a characteristic of specific musical forms or is it
1.2a, 1.2b, 1.3a, 1.3b, 1.4b, Speak for yourself? widespread?
1.5a, 2.2a, 2.2c, 3.b, 3.c,
3.e, 3.g, 4.g, ECM1,2,3,4 Understand VAWG How far do such lyrics and images shape, create or reinforce negative
attitudes towards girls and women? What impact might they have on
young people? Do they play a part in defining the language which
young people use? (c.f. KS3 English lesson 1.) Look for examples of
positive portrayals, and of combative responses (e.g. jazz and blues.)
Look at the ways women have used music to express ideas about their
1.2a, 1.2b, 1.3a, 1.3b, 1.5a, i speak for myself own identities, ideas, needs and situations.Examples: Bessie Smith,
2.1f, 2.2a, 2.2b, 2.2c, 3. b,
Gender equality Billie Holiday, Dory Previn, Joni Mitchell, Marianne Faithfull, Suzanne
3.c, 3.e ECM1,2,3,4
Vega and P.J. Harvey.
1.1a, 1.1b, 1.2a, 1.2b, 1.3a, How far do religions see women as child bearers, and less important
1.6a, 1.6b, 2.1a, 2.1b, 2.2b, than the children they bear (especially male children)? Is this emphasis
Women and children
2.2c, 3.c, 4.b, 4.d, 4.g, myth or reality? Do you have to be married to have children? Are such
first...? Gender equality
beliefs and practices based on religion or culture? How can the two be
ECM1,2 distinguished can the two be distinguished?
Examine how misogyny has been expressed in the witch hunts of Europe
1.1a, 1.2a, 1.2b, 1.6a, 2.2b, Burn the witch and North America (i.e. Christian societies) e.g. the Spanish
2.2c, 4.b, 4.d, 4.g, 4.1 Inquisition, the story of Joan of Arc, the Salem witch trials. This could
ECM1,2,4 Gender equality
be done in conjunction with English and a reading of Arthur Millers
The Crucible (see KS4: English: lesson 3.) Is this phenomenon unique
to Christianity, or in other prophetic religions? How far is the practice
based on sources, teachings and ways of life (culture)? Do the
underlying attitudes continue to exist today?
There are nations that have consistently high mortality rates associated
with pregnancy and childbirth. Are there associations with religion and
1.1a, 1.2a, 1.2b, 1.3a, 1.5a, Coincidence, culture, belief?Follow ups: Honour killings: religion? culture? patriarchy?
1.6a, 2.1a, 2.1b, 2.2b, 2.2c, ignorance, Abortion. Contraception. Female genital mutilation.
3.c, 4.b, 4.d, 4.g, 4.i religion?Gender
ECM1,2,4 stereotypes These topics affect womens health and lives; the religious and cultural
attitudes and beliefs, and their enforcement, are usually decided on by
men.
Examine sources and ways of life and what they say about marriage.
What is marriage? romantic, chosen, arranged or forced? Is marriage
1.1a, 1.2a, 1.2b, 1.3a, 1.4a, love is a many splendoured
for social reinforcement, morality, procreation, because it legitimates
1.5a, 1.6a, 2.1a, 2.1b, 2.2c, thing... Gender stereotypes;
sex, or as a place for love, support, growth? Who is marriage for? the
3.c, 4.d, 4.i ECM1,2 Identify VAWG
man, the woman, the children, the generation above, the community, the
culture, the religion...?
For example, mortality rates associated with pregnancy and birth. Are
Why hasnt ... been
1.2b, 1.4a, 3.3e, 4.h, 4.j, 4.k there knowledge barriers? Or are the mortality rates associated with
done?Gender equality
pregnancy and birth a result of cultural forces?
Nature or nurture? Can scientific principles be used to examine and illustrate cultural and
1.2b, 1.4a, 2.2b, 3.3e, 4.b,
psychological subjects, e.g. attitudes to and treatment of women in
4.h, 4.k Gender equality different societies?
106 107
This is linked to the lesson above, but approaches the topic more from
an emphasis on science as a discipline.
Examine and analyse ways in which the two sexes are portrayed in the
1.2a, 1.3a, 1.3b, 1.4a, 1.4b, visual arts. Are men and women ascribed stereotyped roles? Or
1.4c, 1.4d,2.2a, 2.2b, 3c, 4e, Naked muse. Soldier strong boundary breaking roles? Are the two sexes shown as independent and
4f,4g Gender stereotypes autonomous? Or as passive and on display? Is the frequency of female
ECM2,3 nudes matched by the frequency of male nudes? Representation of
women/men in art.
Reinforce ethos of stopping VAWG with visual support for the display
1.1a, 1.4b, 2.1b, 4c, 4f, 4g School displays and reinforcement of school priorities, policies and ethos.With other
ECM2,3,4 Act to stop VAWG subjects, consider the production of a school newspaper, magazine,
website, TV slot or podcast.