The Scottish Government

The rationale and design of the curriculum

• Opportunities for extending learners' experience, knowledge and understanding of equality and anti-discrimination (including gender equality) are sought, planned and delivered in all subjects at all stages ( i.e. equality and anti-discrimination are mainstreamed into the curriculum)
• This mainstreaming of gender equality has 4 key aims linked to the four capacities of Curriculum for Excellence:
  • to ensure all learners, whatever their gender expression, are included, valued and respected (becoming confident individuals)
  • to develop knowledge and understanding of sexism and gender inequality (becoming successful learners)
  • to develop skills and capacity to challenge discrimination against themselves and others (becoming responsible citizens)
  • to offer opportunities to take action against discrimination (becoming effective contributors)
• While some subjects may deliver specific lessons, courses and programmes of study, an anti-sexist, anti-homophobic approach is taken in all subjects at all stages
• Effective mainstreaming ensures all learners develop knowledge skills and understanding of equality and anti-discrimination (including gender equality) throughout their school career no matter which subjects they choose to study

See

• Appendix A: Examples of mainstreaming gender equality into specific subject areas
• Appendix B: Checklist for Mainstreaming Equality into Curriculum for Excellence

The development of the curriculum

• Staff time is given to discussing "Equality and Fairness" keeping staff informed of new resources and developments and encouraging them to incorporate these within their teaching
• School management or the school's Equalities Co-ordinator carries out a regular audit of the curriculum to ensure mainstreaming permeates all subjects and stages

Programmes and courses

• A spiral curriculum is developed where issues of gender equality are revisited and understanding can be deepened
• PSE/Citizenship/Health programmes focussing on equality issues are developed for each year group. Whilst gender equality may have more emphasis in some years than others, it is included at all stages
• Links to external agencies or individuals working in the area of gender equality are established and used to enrich programmes of study ( e.g. Commission for Equality and Human Rights, Oxfam, Womankind Worldwide, Scottish Women's Aid, Zero Tolerance)

The learning climate and teaching approaches

• A range of strategies is used which does not entrench any student or group of students in one learning style, but enables all to become familiar and confident with different modes of learning.
• Peer education is used to pass on learning about gender equality. For example:
  • S5/6 work with S1 or transition classes to develop their own course or session on gender equality with support from staff e.g. using the Drummond Game for Equality
  • Middle stage primary pupils explain the reasons behind school rules on equal treatment of girls and boys to infant classes
  • Upper primary work with middle primary to explain issues of peer pressure and gender

Teacher-pupil interaction including learners' engagement

• Staff consistently educate against using prejudicial or offensive terminology and model preferred terms
• Encouragement and support is given to learners investigating gender equality issues, for example as a focus in the study of a text or historical period
• Learners understand the purpose and aims of education for gender equality through familiarity with equality statements and clearly communicated learning intentions

Clarity and purposefulness of dialogue

• Teachers are aware of the possible bias/differences in their questioning of girls and boys and take steps to monitor and if necessary improve their own practice: e.g. give equal "wait time" to girls and boys
• Teachers ask higher-order, open-ended questions of both boys and girls
• Teachers define terms and explain concepts relating to gender equality (see glossary)

Judgements made in the course of teaching

• Steps are taken to counter peer pressure relating to gender, for example:
  • learners are given opportunities to reflect on their own assumptions and expectations related to gender
  • teachers facilitate discussion about stereotyped choices before choices are offered
  • random factors such as house number or a parent's initial are used to allocate tasks or roles

Tasks, activities and resources

• Learners develop knowledge and understanding relating to equality and discrimination, regardless of their reading or writing skills, through varied teaching approaches including collaborative group work, talking, listening and the expressive arts
• Up to date resources are used which, introduce positive images of and attitudes towards women and men, in particular those taking part in activities not traditionally associated with their gender

Identification of learning needs

• Children and young people living with gay, lesbian or transgender parents/carers or relatives see their families valued and respected by the school

The roles of teachers and specialist staff

• Learners are encouraged to recognise and resist peer pressure relating to gender as it occurs in school
• Support is given to all children and young people to reflect on and celebrate their own gender expression
• Learners with additional support needs are provided with access to education about gender issues

Meeting and implementing the requirements of legislation

• Planning for individual, class and whole school learning does not discriminate on the grounds of gender but rather promotes gender equality e.g. in developing a pupil's IEP or Co-ordinated Support Plans, opportunities are taken to explore interests and skills which are not gender-stereotypical

Assessment approaches

• A variety of assessment modes are used to provide all learners with the opportunity to produce their best performance ( e.g. oral questions, written answers, multiple choice, observation of group work)
• Learners are assessed on their:
  • knowledge and understanding of sexism and gender inequality
  • capacity to challenge sexism and gender inequality
  • willingness to engage with actions to counter sexism and gender inequality

Planning learning experiences and activities

• Care is taken that the interests of children and young people are not narrowly defined or interpreted; ideas about what girls and boys like or want are not used to limit the opportunities they are offered
• While information about learning styles and needs is taken into account, no assumption is made that one method or resource will suit all boys or all girls best: opportunities are provided for all learners to experience a range of teaching and learning activities and tasks
• Strategies such as single-sex grouping and boy-girl seating are only adopted on occasion and where the pros and cons have been fully considered

Use of assessment information to identify and plan future learning

• Positive recognition is given to boys' and girls' achievements in all areas of learning. Where one sex out-performs the other, assessment criteria are reviewed for bias and positive steps are taken to acknowledge success and encourage ambition from all children and young people

Arrangements for recording and reporting

• Children's and young people's developing capacity to recognise and challenge discrimination against themselves and others is discussed with their parents/carers as an aspect of becoming a responsible citizen

Staff expectations and use of praise

• Staff have high expectations of behaviour from both girls and boys
• Praise and sanctions are used consistently and fairly with both girls and boys
• Girls and boys are encouraged equally to take on responsibilities in classrooms and across the school
• Extra curricular activities offered by the school are open to both girls and boys and a good gender mix in all such activities is actively encouraged

Learner expectations and sense of achievement

• When providing opportunities for learner consultation and feedback, staff ensure that the voices of both girls and boys are heard and given equal weight
• Girls and boys treat each other with respect and are comfortable discussing differences and similarities

Promoting and sustaining an ethos of achievement

• Care is taken to seek out and involve women and men (as parents/carers/external speakers/specialists) in school initiatives, and to ensure some of those who participate counter stereotyped expectations of men's and women's occupations/achievements
• Strategies are considered and adopted, which encourage both girls and boys to work hard without fear of ridicule or isolation
• Homework clubs and other opportunities to encourage engagement with learning are offered and take-up is encouraged from girls and boys who require support
• The school celebrates the achievements of both girls and boys equally e.g. no more emphasis is put on winning a boys' football tournament than on girls participating in a charity fund-raiser

Staff-learner relationships

• Incidents of sexist or homophobic behaviour/bullying are always taken seriously and treated sensitively
• Children and young people feel confident about reporting such incidents
• There is nowhere in the school where sexist or homophobic harassment, e.g. "jokes", name-calling, etc. are acceptable forms of behaviour. This includes playgrounds, staff rooms, changing rooms, classrooms, corridors, dining halls, etc.

Approaches to inclusion

• Children, young people, parents, carers and staff whose behaviour and/or appearance does not conform to traditional expectations of their sex are valued and accepted
• The school ensures that gender, gender expression and sexual orientation are not barriers to participation and achievement
• Communication with parents/carers is careful to avoid assumptions:
  • Parents and carers may be mothers/fathers/step-parents; single or separated parents/carers; same sex parents/carers; etc.
  • A parent or carer may not share a family name with a child, but no assumption is made about their marital status or relationship with that child
  • No assumptions are made about the gender of the parent/carer who might become involved e.g. letters don't go home looking for "Mums to help with the baking" or "Dads to help with football"
• All children and young people, members of staff and parents/carers recognise that sexist, homophobic and/or sexually harassing behaviours are unacceptable in the school

Promoting equality and fairness

• Gender equality is visibly recognised in the school through learners' work, activities, events, newsletters, posters, speakers, etc.

Ensuring equality and fairness

• The school welcomes both male and female carers/parents into the school and actively encourages both male and female carers and/or relatives to participate in a wide range of support roles
• Staff model anti-sexist and anti-homophobic behaviour at all times with other staff, children and young people, parents and carers

Engaging parents in their children's learning and the life of the school

• Particular encouragement is given to support fathers and male carers/relatives in active engagement with the school and with becoming partners in their children's learning
• Specific concerns of single and separated parents/carers are considered when planning consultation, information and social sessions for parents/carers
• Relationships and communication with separated parents is sensitively dealt with in the best interests of the child
• Child protection protocols are implemented without discrimination on grounds of gender

Consulting and communicating with learners and parents

• Information is given to children and young people, parents and carers on how:
  • equality and anti-discrimination (including gender equality) is being promoted by the school
  • equality and anti-discrimination (including gender equality) is being addressed within different areas of the curriculum
  • discrimination (including sexist and homophobic behaviour) from children and young people will be addressed
• The school initiates discussions with parents about issues such as peer pressure, gender and stereotypes
• Parents and carers know how to use the school's complaints procedure should they or their children experience discrimination (including sexism and homophobia)

Dialogue with learners and parents about the work of the school

• The school reports annually to parents, carers, children and young people on success in meeting its improvement priorities and achieving key outcomes related to gender equality

Arrangements for ensuring care, welfare and child protection

• Policies and procedures for dealing with sexist, homophobic or sexually abusive incidents are clear and in line with local and national guidance
• Staff are confident and consistent in dealing with such incidents
• New staff are made aware of procedures and assisted in implementing them
• Anti-bullying procedures, including procedures for dealing with sexist or homophobic bullying, are discussed with children and young people on a regular basis

Approaches to and provision for meeting the emotional, physical and social needs of children and young people

• A well planned social education programme with progression across the school raises learners' awareness of gender issues and develops their capacity to challenge any sexist or homophobic behaviour that they experience or witness
• This ongoing work is enriched by whole school events and/or cross curricular initiatives, which have a special focus on equity and include activities exploring gender issues - e.g. sexist behaviour or attitudes, sexist and homophobic bullying, masculinity, femininity and gender identity, gender stereotypes, gender issues in the context of "healthy relationships between boys and girls" etc.
• Citizenship education takes opportunities to explore the effects of sexual, homophobic or domestic violence and abuse through investigations of incidents across Scotland and connections with agencies and campaigns supporting the victims
• All education programmes or curricular inputs dealing with issues of sexual abuse, domestic abuse, homophobia, etc. pay due regard to the possibility of children and young people in the class/group having current or past personal experience of these issues
• Staff show an understanding of the emotional effects of sexist bullying, sexual abuse, homophobic harassment, domestic abuse and the sexist or homophobic attitudes of others
• Support and advice is sought from experienced outside agencies, such as Women's Aid, in addressing the above issues and offering the best care for children and young people distressed as a result of any of the above
• Children and young people whose behaviour and/or appearance does not conform to traditional expectations of their sex are valued and supported
• Where parents/carers feel their child's progress is being hindered by sexism, transphobia or homophobia their concerns are fully investigated and effective action is taken

Curricular and vocational guidance

• Teachers are careful to avoid stereotyping of girls and boys into certain career or subject paths
• Positive role models and activities are provided, which challenge any pre-conceived gender stereotypes of career options
• Careers information/materials are equality-proofed to reflect the ethos of the establishment
• In secondary schools, children and young people are encouraged to avoid seeking only gender stereotyped work experience e.g. girls to nursery/caring jobs and boys to mechanical/physical jobs.
• Care is taken to ensure the experience in a work place does not reinforce gender stereotypes or fail to deal appropriately with sexism, sexual harassment or homophobia
• Parents/carers are encouraged to support the school in challenging gender stereotyped subject choices and career options and are provided with information about how the school is addressing this matter
• Senior pupils who are parents are provided support whether as mothers or fathers. Materials to explore the responsibilities of parenthood could be used e.g. Caroline's Story or Lads as Dads DVDs produced by South Lanarkshire Home School Partnership programme

Commitment to self-evaluation

• Staff, parents, carers, children and young people all participate in the evaluation of gender equality work in the school
• The school builds action points arising from the local authority gender equality scheme into its development plan and reviews this in line with its planning cycle. Actions for schools, set out within the local authority scheme, are achieved within three years of the scheme's publication
• Positive steps are always taken to gather the views of male and female staff, parents, carers, children and young people (not only on issues directly related to gender)

Management of self-evaluation

• Senior staff:
  • monitor the mainstreaming of equality (including gender equality) into all planning, teaching and learning
  • clearly identify, strengths and areas for improvement
  • ensure good practice is shared
• Boys' and girls' experiences, achievements and, where applicable, choice of subjects are monitored, compared and evaluated

School improvement

• The school reports annually on the actions that they have taken or intend to take to meet the gender equality duty
• The school's information for parents, carers, children and young people, HMIE, authority reviews, Standards and Quality Reports, etc. describes its work towards gender equality