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Are We Really All That Different?

This lesson engages students in early discussions about gender stereotyping in society and capitalism.

Learning intentions:

  • Recognise gender stereotypes in our culture
  • Understand the ways we make assumptions about gender
  • Develop skills to separate identities and stereotypes

Digital Educator: Charlie

  • 12-30 learners

    Class size

  • 8+

    Year Level

  • 40-50 minutes

    Course duration

  • One

    Student Handouts

    Preparing for the lesson

    Information
    Resources

    ACHPE Objectives

    UNESCO Objectives

    Safety & Wellbeing

    Sequence
    Extension
    In this Are We Really All That Different? lesson, students will be introduced to the concepts of gender stereotypes, gender roles, and gender expression.

    They will examine social 'rules' in relation to what masculinity and femininity can look and be like. Working in small groups, they will discuss the assumptions about gender and the characteristics of gender in relationships. Students will also discuss the qualities of humans and what makes someone a good friend regardless of gender. When we inspire young people to question gender stereotypes, we enable them to make more informed choices about their futures, to broaden their opportunities and to be exactly who they want to be.


    Each lesson ends with a consolidation activity, inviting students to list 1 thing they have learnt from the lesson, 1 thing they already knew, 1 piece of advice they would share with a friend, and 1 adult or organisation that would be helpful in relation to the lesson topic.  

    Facilitator Printouts

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    Student Printouts

    Additional Information

    AC9HP8P03: Examining how roles, decision-making, and levels of power, coercion and control within relationships can be influenced by gender stereotypes.
    • Examining how gender roles and stereotypes can influence beliefs and decisions about self, friendships, sexual relationships, sexual behaviour. 
    • Identifying those positive character attributes and strengths that are valued regardless of gender.


    AC9HP8P05:     Investigate strategies that influence how communities value diversity and propose actions they can take to promote inclusion in their communities. 
    • Developing strategies to challenge narrow views of gender.


    AC9HP8P09:     Investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing.
    • Analysing how messages related to sexual relationships are portrayed in different forms of media and how they may influence the way people act in relationships.
    Key concept 3: Understanding gender.
    3.1 The Social Construction of Gender and Gender Norms
    • Key idea: Gender roles and gender norms influence people’s lives.


    3.2 Gender Equality, Stereotypes and Bias
    • Key idea: Stereotypes about gender can lead to bias and inequality.
    • This lesson gives students a chance to explore gender stereotypes and their limitations. It introduces the binary notion of gender, eg. male/female or masculine/feminine. It is important to encourage discussion of how these binary ideas harm us all, including trans and gender diverse youth. 

    • It is important that discussion of the limitations, particularly in relation to diverse young people, is handled respectfully and links back to how much exclusion and disadvantage can be experienced when people break the rules of gender in our society. 
    • Students can research the history of gender across cultures including two spirit people, BrotherBoys and SisterGirls.
    • Acknowledge and celebrate days like IDAHOBIT and Wear It Purple Day. 

    Ideally, you will have scope to deliver all of the lessons in your program. However we understand that many schools have limited capacity to do so. Should you find yourself having to implement part of this program, we have provided a suggested sequence of lessons within the broader skills and knowledge categories of relationship, consent, gender, and health & legal literacy. We recommend delivering at least one lesson from each category.

    1. Group Agreements & Pod Mapping should be the first lesson as per best practice.
    2. Puberty & Reproduction: A Refresher should be delivered early in the program to ensure students have an understanding of the physical, emotional, and social changes of puberty including menstruation and sperm production.
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