{"id":9,"date":"2021-09-21T16:39:52","date_gmt":"2021-09-21T15:39:52","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/?page_id=9"},"modified":"2021-09-22T15:17:50","modified_gmt":"2021-09-22T14:17:50","slug":"module-1","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/module-1\/","title":{"rendered":"Module 1"},"content":{"rendered":"<section id=\"builder-section-banner_33\" class=\"builder-section-first builder-section builder-section-banner builder-section-next-panels\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n\t\t\t\t\t\t\t<\/div>\n<\/section>\n<section id=\"builder-section-panels_83\" class=\"builder-section-prev-banner builder-section builder-section-panels builder-section-last accordion-mode\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"ttfmp-accordion-container\" data-height-style=\"\"  data-start-collapsed=\"false\">\n<div id=\"ttfmp-panels-item-title-panels-item_91\" class=\"ttfmp-panels-item-title\">\n\tModule 1 &#8211; Content<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_91\" class=\"ttfmp-panels-item-content\">\n<p><span data-contrast=\"none\">If you have any accessibility requirements or would like to request the course content in a different\u00a0format\u00a0please contact\u00a0<\/span><a href=\"mailto:amy.johnson@educationscotland.gov.scot\"><span data-contrast=\"none\">amy.johnson@educationscotland.gov.scot<\/span><\/a><span data-contrast=\"none\">\u00a0and\u00a0<\/span><a href=\"mailto:hannah.brown@educationscotland.gov.scot\"><span data-contrast=\"none\">hannah.brown@educationscotland.gov.scot<\/span><\/a><span data-contrast=\"none\">\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<h2><span data-contrast=\"none\">Gender and confidence\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559739&quot;:240,&quot;335559740&quot;:240}\">\u00a0<\/span><\/h2>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/education.gov.scot\/improvement\/Documents\/sci38-IGB-a-literature-review.pdf\"><span data-contrast=\"none\">Research<\/span><\/a><span data-contrast=\"none\">\u202fshows that gender stereotypes play a significant role in shaping the ideas that children and young people have about what boys and girls are good at, their choices, interests and aspirations.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Children will often adhere to gender roles when self-selecting in a\u00a0play based\u00a0environment (e.g.\u00a0boys to construction, girls to home) and evidence shows that different types of play can lead to different types of skill development. (Fine, C. 2010)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Down the line, the awareness of prevalent stereotypes about one\u2019s own social group can have a negative impact on performance, even if\u00a0we don\u2019t\u00a0consciously believe the stereotype. <a href=\"https:\/\/bristolearlyyearsresearch.org.uk\/wp-content\/uploads\/2018\/01\/Understanding-the-Gender-Gap-working-paper.pdf\">(Moss, G. &amp;\u00a0Wasbrook, L. 2016)<\/a><\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Representation and associated\u202fperceptions of some subjects as \u2018masculine\u2019 or \u2018feminine\u2019 and \u2018clever\u2019 or \u2018easy\u2019 can impact on learner\u2019s self-selection. <a href=\"https:\/\/discovery.ucl.ac.uk\/id\/eprint\/10092041\/\">(Archer, L.,\u00a0Moote, J., MacLeod, E., Francis, B., &amp; DeWitt, J. 2020)<\/a><\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Identifications with \u2018cleverness\u2019 are not solely derived from academic attainment but are\u00a0racialised, classed and gendered \u2013 cleverness is aligned with middle-class,\u00a0white, masculinity. In other words, girls, working-class and minority ethnic students found it hard to be recognized as \u2018clever\u2019 regardless of their attainment. (Archer, L.,\u00a0Moote, J., MacLeod, E., Francis, B., &amp; DeWitt, J. (2020)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Confidence\u00a0and self-concept can be built or undermined by learning environments.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">For example, within science and maths, girls often have lower\u00a0confidence, in part due to prevailing stereotypes about who is \u2018good\u2019 at science\/maths. This difference can be amplified when the context of questions is stereotypically associated with one\u202f<\/span><a href=\"https:\/\/www.oecd.org\/pisa\/keyfindings\/pisa-2012-results-gender-eng.pdf\"><span data-contrast=\"none\">gender<\/span><\/a><span data-contrast=\"none\">\u202f(e.g.\u00a0when asked to calculate the trajectory of a football). (Master C. et al. 2017)\u00a0Confidence\u00a0and self-concept can be built or undermined by learning environments.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"none\">For\u202f<\/span><a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/284286\/reading_for_pleasure.pdf\"><span data-contrast=\"none\">b<\/span><\/a><a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/284286\/reading_for_pleasure.pdf\"><span data-contrast=\"none\">oys, engagement\u202f<\/span><\/a><span data-contrast=\"none\">with literacy (particularly reading for enjoyment) is again often influenced by expectations about who enjoys reading. Having a choice of texts of varying levels, types and subject matters can help build enjoyment.\u00a0In early and first levels, the provision of texts in different areas of the learning environment is also important\u00a0i.e.\u00a0thinking not only about \u2018who\u2019 likes to read but also \u2018where\u2019 we read and \u2018what\u2019 we read about.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"none\">In general,\u00a0gender neutral\u00a0contexts and\/or a variety of contexts can be used to help increase engagement and to allow young people to feel that the subject is \u2018for\u2019 them. (Master et al, 2017) (Archer, L. et al., 2013)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"none\">In addition, girls have often learned to avoid taking risks in their learning. Girls tend to be more risk averse in environments where they are in a minority, where they feel the stakes are high and where they feel they have not previously succeeded. For example, they can be less willing to apply thinking and skills to unfamiliar contexts. In same sex environments or where girls have previously\u00a0succeeded\u00a0they are no more risk averse than boys. Rather than reinforcing a single-gender\u00a0approach,\u202f this\u00a0suggests that low-risk opportunities to succeed and fail in a mixed gender environment are important in combating this particular issue. (Booth,\u00a0A.L. &amp; Nolen,\u00a0P.B. 2009)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"none\">Representation of people in different job roles in media, stories, adverts and in everyday life can impact a young person\u2019s willingness to engage.\u00a0E.g.\u00a0girls and\u00a0working-class\u00a0boys are less likely to consider becoming a scientist because of the prevalent stereotype of a scientist as a white man in a lab coat.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"none\">Exposing learners to a diverse and positive representation can help motivate young people to consider a wider variety of careers and help challenge stereotypical ideas. (Archer, L. et al. (2013)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"none\">Young people may not realise the transferrable skills they are developing within a particular subject, how the skills might cross over into another curricular area and\u00a0the links\u00a0to learner pathways. Therefore, highlighting in everyday teaching the skills being developed, how they link to other subjects across the curriculum and the wider opportunities available may be of benefit.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"none\">Many\u202f<\/span><a href=\"https:\/\/www.gov.scot\/publications\/young-peoples-experience-education-training-15-24-years\/pages\/8\/\"><span data-contrast=\"none\">learners may also be unaware\u202f<\/span><\/a><span data-contrast=\"none\">of the variety of <span class=\"TextRun SCXW33622988 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW33622988 BCX8\">different entry points and ways to embark on a career or further education.<\/span><\/span><span class=\"EOP SCXW33622988 BCX8\" data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/span><\/li>\n<\/ul>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_39\" class=\"ttfmp-panels-item-title\">\n\tModule 1 &#8211; Examples and case studies<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_39\" class=\"ttfmp-panels-item-content\">\n<ol>\n<li><span data-contrast=\"none\"> This short clip looks at boys\u2019 toys and girls\u2019 toys \u2013 it isn\u2019t always easy to overcome our assumptions.\u00a0<\/span><\/li>\n<\/ol>\n<p><div class=\"ttfmake-embed-wrapper aligncenter\" style=\"max-width: 960px;\"><iframe loading=\"lazy\" title=\"Girl toys vs boy toys: The experiment - BBC Stories\" width=\"960\" height=\"540\" src=\"https:\/\/www.youtube.com\/embed\/nWu44AqF0iI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<ol start=\"2\">\n<li><span data-contrast=\"none\"> This first episode of the BBC\u2019s \u2018No More Boys and Girls: Can Our Kids Go Gender Free\u2019 is worth watching in its entirety if you have time. Of particular relevance here is the clip from 11.45 \u2013 14.00 on girls\u2019\/boys\u2019 tendency to under\/over-estimate their ability.<\/span><\/li>\n<\/ol>\n<p><div class=\"ttfmake-embed-wrapper aligncenter\" style=\"max-width: 960px;\"><iframe loading=\"lazy\" title=\"No More Boys and Girls - Can Our Kids Go Gender Free episode 1\" width=\"960\" height=\"540\" src=\"https:\/\/www.youtube.com\/embed\/wN5R2LWhTrY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<ol start=\"3\">\n<li><span data-contrast=\"none\"> This video looks at critique and feedback \u2013 which we will revisit in module 3 \u2013 but is also useful to reflect on here.<\/span><\/li>\n<\/ol>\n<p><div class=\"ttfmake-embed-wrapper aligncenter\" style=\"max-width: 960px;\"><iframe loading=\"lazy\" title=\"Austin&#039;s Butterfly: Models, Critique, and Descriptive Feedback\" width=\"960\" height=\"540\" src=\"https:\/\/www.youtube.com\/embed\/E_6PskE3zfQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<ol start=\"4\">\n<li><span data-contrast=\"none\"> This graph explores confidence amongst boys and girls asked about different mathematical problem solving tasks. The girls in general expressed lower confidence in their abilities when the questions were put into context (rather than just being asked as a mathematical equation), but some contexts were \u2018worse\u2019 than others. This perhaps suggests that we need to consider the contexts we use, but also, importantly, that we need to consider ways to help all learners develop resilience.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ol>\n<figure id=\"attachment_14\" aria-describedby=\"caption-attachment-14\" style=\"width: 593px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-14 size-full\" src=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/21163337\/OECD-graph.png\" alt=\"The image is a graph displaying the percentage of students who self-report as being able to solve applied mathematics tasks, disaggregated by gender. The results show that girls are significantly less confident when being asked to apply mathematical concepts outside of typical classroom content.\u00a0\" width=\"593\" height=\"365\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/21163337\/OECD-graph.png 593w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/21163337\/OECD-graph-300x185.png 300w\" sizes=\"auto, (max-width: 593px) 100vw, 593px\" \/><figcaption id=\"caption-attachment-14\" class=\"wp-caption-text\">% of students who reported that they can:\u00a0<\/figcaption><\/figure>\n<p><span data-contrast=\"none\">The image is a graph displaying the percentage of students who self-report as being able to solve applied mathematics tasks, disaggregated by gender. The results show that girls are significantly less confident when being asked to apply mathematical concepts outside of typical classroom content.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><em>\u201cGender difference in self-confidence are particularly large when considering the ability to solve applied mathematics tasks that have gender-stereotypical content. For example, across OECD countries, 67% of boys but only 44% of girls reported feeling confident about calculating the petrol consumption rate of a car, and 75% of girls (compared to 84% of boys) reported feeling confident or very confident about calculating how much cheaper a TV would be after a 30% discount. However, no gender differences in confidence were observed when students were asked about doing tasks that are more abstract and clearly match classroom content, such as solving a linear or quadratic equation.\u201d\u00a0<\/em><\/p>\n<p style=\"text-align: left\"><a href=\"https:\/\/www.oecd.org\/pisa\/keyfindings\/pisa-2012-results-gender-eng.pdf\">OECD<\/a><\/p>\n<ol start=\"5\">\n<li><span data-contrast=\"none\"> ShawMhor Early Years Centre created this document as part of their commitment to address gender stereotypes and unconscious bias in the early years setting and to achieve equality of choice and development for all learners. This document contains an outline of some of the practical approaches they used in the\u00a0early learning and childcare\u00a0setting. This\u00a0is\u00a0an important\u00a0read for all practitioners \u2013 not solely those based in ELCs.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ol>\n<p><a href=\"https:\/\/igbeclpl.files.wordpress.com\/2020\/01\/shaw-mhor-case-study.pdf\"><span data-contrast=\"none\">Shaw Mhor Case Study<\/span><\/a><\/p>\n<ol start=\"6\">\n<li><span data-contrast=\"none\"> A school biology department wanted to \u201c<\/span><i><span data-contrast=\"none\">broaden [learners\u2019] knowledge of careers, as we didn\u2019t want them thinking that biology was simply about becoming a doctor, dentist or vet.<\/span><\/i><span data-contrast=\"none\">\u201d They created one slide for every topic, to incorporate into their weekly teaching. \u202fThey made a conscious effort to include a range of skills levels and to make sure the images reflect the diverse workforce.<\/span><\/li>\n<\/ol>\n<p><a href=\"https:\/\/igbeclpl.files.wordpress.com\/2020\/01\/what-can-biology-do-for-you.pdf\"><span data-contrast=\"none\">What can biology do for me?<\/span><\/a><\/p>\n<ol start=\"7\">\n<li><span data-contrast=\"none\"> The My World of Work lesson inserts have been developed to help make explicit links between learning and the world of work. The lesson inserts are short activities which link subject content to relevant labour market information, job profiles and videos on My World of Work.<\/span><\/li>\n<\/ol>\n<p><span data-contrast=\"none\">Explore the My World of Work lesson inserts\u202f<\/span><a href=\"https:\/\/www.myworldofwork.co.uk\/lesson-inserts\"><span data-contrast=\"none\">here<\/span><\/a><span data-contrast=\"none\">.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_41\" class=\"ttfmp-panels-item-title\">\n\tModule 1 &#8211; Reflection<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_41\" class=\"ttfmp-panels-item-content\">\n<p><span data-contrast=\"none\">This section contains some prompts for reflecting on the themes above. You might like to consider, for your context:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Are there ways in which we engage with boys and girls differently?\u00a0Does this change as they develop and learn?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">How might gender stereotypes play into learners\u2019\u00a0and\/or our own\u00a0ideas about what their interests should\u00a0be?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Do the contexts\u00a0we\u00a0use reinforce or challenge stereotypical ideas about subjects?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Are there sufficient opportunities for experiencing failure in low-stake situations, and celebrating that failure as part of the learning process?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">How diverse are images on the walls, in\u00a0resources\u00a0etc?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">How can a range of skills be embedded in different areas of the environment\/learning?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Are young people aware of the skills they have\/are developing?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">How can links to skills\/learner pathways be embedded in the environment\/learning?\u202f<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_52\" class=\"ttfmp-panels-item-title\">\n\tModule 1 &#8211; Enquiry<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_52\" class=\"ttfmp-panels-item-content\">\n<p><span data-contrast=\"none\">Please try something out in your classroom\/setting. This can be anything you choose. The questions\/ideas below are prompts but are not exhaustive or prescriptive. You might want to spend time observing patterns, reflecting on contexts across a scheme of work, trying a new approach etc. Please\u00a0feel free to\u00a0use\u00a0the IGBE toolbox for ideas and resources.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">How long are children of different genders spending in the various areas of a play-based environment? What skills are they developing? Are there skills they are not developing?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">How might the types of play we engage in with children of different genders influence self-selection?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">What contexts are currently used?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Are young people more confident in applying problem solving skills in some contexts compared to others?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">How might we increase confidence to take risks for those with lower confidence?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">What are the gendered barriers and dynamic within your subject\/topic?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Observe how different jobs are represented in the different areas\/topics. If necessary, how could you ensure diversity and inclusivity?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">How might you help learners become more aware of opportunities available to them through your subject?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Consider the skills that are being developed in each area of your setting\/topic\/subject.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Consider how you could make cross-curricular links to a range of skills and learner pathways.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">How might you help learners better understand the skills they are developing as they develop them?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"5\" data-aria-level=\"1\"><a href=\"https:\/\/igbeclpl.files.wordpress.com\/2020\/01\/cycle-2-action-eypri-engagement-and-skills-audit.docx\"><span data-contrast=\"none\">This is an Engagement and Skills audit which you can choose to use<\/span><\/a><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/igbeclpl.files.wordpress.com\/2020\/01\/cycle-2-action-sec-sds-lesson-insert-template_0-sds-1.docx\"><span data-contrast=\"none\">This is the SDS Lesson insert template<\/span><\/a><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"1\" data-aria-level=\"1\"><a href=\"https:\/\/igbeclpl.files.wordpress.com\/2020\/01\/cycle-1-action-eypri-classroom-interactions-evaluation-2-1.pdf\"><span data-contrast=\"none\">This is an Engagement Evaluation tool, which you can choose to use.<\/span><\/a><\/li>\n<\/ul>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_65\" class=\"ttfmp-panels-item-title\">\n\tSharing Practice<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_65\" class=\"ttfmp-panels-item-content\">\n<p><b><span data-contrast=\"none\">Recording What You Did<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">What did you observe?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">What did you try?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">What worked well?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"none\">What were the challenges?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"none\">We would love to hear what you\u2019ve observed\/tried this\u00a0module. You can contact us any time. We will try to reply\u00a0quickly, but\u00a0will ensure we set aside time to respond during the feedback\u00a0week to\u00a0discuss. Please use the email address given to you at the introductory day.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"none\">Collaboration Week:\u00a0<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Please also make time to share your reflections\/activities with the rest of the group &amp; read what they\u2019ve been up to. Click on the relevant link below<\/span><\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Module 1 &#8211; Content If you have any accessibility requirements or would like to request the course content in a different\u00a0format\u00a0please contact\u00a0amy.johnson@educationscotland.gov.scot\u00a0and\u00a0hannah.brown@educationscotland.gov.scot\u00a0\u00a0 Gender and confidence\u00a0\u00a0 Research\u202fshows that gender stereotypes play a significant role in shaping the ideas that children and young people have about what boys and girls are good at, their choices, interests and &hellip;<\/p>\n","protected":false},"author":71166,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-9","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/9","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/users\/71166"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/comments?post=9"}],"version-history":[{"count":9,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/9\/revisions"}],"predecessor-version":[{"id":55,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/9\/revisions\/55"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/media?parent=9"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}