Sample KS1 Lesson Plan:

Programme of Study: RSE/PSHE Year Group: Date: 14/12/2017

Title: “Are You A Boy or Are You A Girl?”: Reading a Children’s Book To Encourage
Discussions About Gender Identity and Expression in Schools

Knowledge, Skills and Understanding:

• To expand children’s understanding of gender and challenge gender stereotyping
• To understand what it means to be transgender/non-binary using age-appropriate
language Activities: Listening, reading, reflection and discussion.
Vocabulary extension.
• To increase student understanding of “ally behaviour” and encourage them to be an ally in
the playground.

Learning Intentions:
• Students will read and then discuss a story about a non-binary child, Tiny.
• Students will learn new words relating to gender (expanding their core vocabulary)
• Students will learn about the importance of being respectful towards their peers.

Progression of Learning and Teaching: Points to Remember:

Key Teaching Points Key Learning & Teaching Strategies
Introduction:
• Prepare students for the listening/reading lesson by encouraging them to gather by the seating area. Resources:
• Set the scene: explain that this morning/afternoon they will be listening to a story about a child who likes to dress up, play football • A copy of “Are You A Boy or
etc but also doesn't call themselves a boy or girl. Are You A Girl?” by Sarah
• Answer initial questions (e.g. “Why don't they call themselves a boy or a girl...Some children don't see themselves as boy or Savage and Fox Fisher.
girl....you'll find out after listening to the story.”) • Handout with key vocabulary.
Activities and Experiences:
• Read the book to students, showing them key illustrations and pausing for reflection/to answer questions raised by students. Key Vocabulary List:
Alternatively, you could pass the book around to each member of the class and encourage them to read a page each (to work on Gender
word reading and phonics) Gender Identity
• Ask students how they feel now they have heard the story and seen the illustrations Transgender
• Discuss questions raised at the back of the book and key questions, encouraging as many students to respond as possible (e.g. Gender Binary
“X....What would you ask Tiny if you had the chance to meet them?”) Non-Binary
Gender stereotype
• Distribute the Key Vocabulary handout and go through each term one-by-one, allowing students to ask questions; repeat the term
several times and encourage students to say the term several times so students can process the term phonetically.
• Encourage students to write out terms in the Key Vocabulary list several times to practice spelling and handwriting.

www.think2speak.com/readtiny
Conclusion:
• Thank students for listening to the story and for asking really interesting questions throughout the lesson.
• State that teachers are always available if they want to talk about anything (including about their gender identity).
• Set homework (to learn how to spell all of the Key Vocabulary list ready for a test the following week).

Cross Curricular Links: Key Questions:

English: Developing Listening, Speaking and Reading skills: How are boys and girls different?
• Listening: Phonic development (listening to words from the book and listening to how new Key Vocabulary is uttered) Does it matter if a friend says they are
• Speaking: forming ideas, communicating clearly and confidently with peers not a boy or a girl?
• Reading: Key Vocabulary definitions sheet What would you say to Tiny if you met
• Writing: Spelling of Key Vocabulary terms them?
Do you think Tiny's friends should have
Art: Drawing skills (dexterity, form construction), encouraging students to think creatively. treated them better?
Gender identity is only one part of us.
What other parts make up our identity?

Differentiation:
Allow students to draw responses to
questions if that helps them to
understand the basic storyline.
Draw pictures next to key vocabulary
definition (helps visual learners).

Success Criteria: Possible Assessment Methods:

• Respond to Key Questions clearly and confidently Spelling test on key terms learned
• Work diligently with peers in small-groups Recap of discussion/prompt recall
• Practice saying Key Vocabulary through questions.
• Practice writing down Key Vocabulary.

Evaluation/ Next Steps:

• Carry out spelling test on Key Vocabulary (next week)
• Continue to answer questions that students may have about gender
• Monitoring student attitudes towards peers who may be exploring their gender identity/expression
• Openly support students who decide to start expressing their gender identity differently in the classroom.
• Consider creating another listening/reading lesson that focuses on gender, using resources from Educate & Celebrate’s PRIDE in Primary Schools Reading Programme:
http://www.educateandcelebrate.org/primary-education/

www.think2speak.com/readtiny