Understanding Gender Norms

Overview

In this first lesson of the unit, students explore what gender norms and stereotypes are and how they can influence roles, decision-making, and power in relationships. Through guided discussion and a short PowerPoint, students identify where these norms show up in everyday life and begin building respectful, resilient responses.

Learning intentions

Students will:

• explain what gender norms and gender stereotypes are
• identify examples of gender stereotypes in real-life scenarios and media
• discuss how stereotypes can affect choices, friendships, and relationships
• practise respectful language when sharing ideas or disagreements

Success criteria

Students can:

• define gender norms and stereotypes in their own words
• point to at least two examples of how stereotypes influence behaviour or expectations
• describe one effect of unequal power or control in relationships linked to stereotypes
• use respectful discussion strategies (listen, summarise, and ask clarifying questions)

Curriculum links

• Health and Physical Education: examine how roles, decision-making, and levels of power, coercion and control within relationships can be influenced by gender stereotypes
• Health and Physical Education: investigate strategies that influence how communities value diversity and propose actions they can take to promote inclusion in their communities
• English Literacy (supporting task): plan and deliver a short spoken or multimodal explanation for a specific audience and purpose
• English Literacy (supporting task): organise and refine ideas for a brief persuasive or analytical response

Lesson structure (50 minutes)

1. 0–5 min · Welcome and norms. Teacher checks that discussion is safe and respectful, and outlines the focus on gender norms and respectful language; students complete a quick “silent start” by writing one example of a stereotype they have heard (no personal stories required).

2. 5–15 min · Hook: Sorting statements. Teacher displays 8–10 statements on slides (e.g., “Boys don’t cry”; “Girls should be neat”; “Some jobs are for boys/girls”) and asks students to sort using paper signs: Agree / Disagree / Not sure; students justify their placement to a partner using sentence starters.

3. 15–25 min · Direct teach with PowerPoint. Teacher presents key ideas: gender norms vs stereotypes, how norms become “rules” for what is acceptable, and how these can influence roles and decisions; students add 3 dot points to a class template: definition, example, and “possible impact on people”.

4. 25–35 min · Scenario analysis (power and control). Teacher runs a structured group activity with 3 short scenarios (age-appropriate, non-explicit) showing how stereotypes can shape decisions or create pressure (e.g., someone being mocked for liking a sport, controlling who a person can be friends with, pressure to dress or behave “a certain way”); students answer in groups: What norm is present? Who has more power in the scenario? What could be a safer, more respectful alternative?

5. 35–45 min · Whole-class share: Respectful responses. Teacher facilitates discussion using a “claim–evidence–respect” routine; students share one group finding and practise respectful language by rephrasing peers’ ideas and asking one clarifying question.

6. 45–50 min · Exit ticket. Teacher collects an exit ticket: “In my own words, gender norms are… One stereotype I noticed is… One way stereotypes can affect people’s decisions/relationships is…”; students submit independently.

Resources

• PowerPoint slides: definitions, sorting statements, scenario slides, discussion sentence starters
• Paper signs or cards for Agree / Disagree / Not sure
• Scenario handouts (3 short, age-appropriate scenarios) or slide-based prompts
• Student response template (definitions + example + impact)
• Exit ticket slips or digital form (no accounts needed if using QR codes is available)
• Timer and group roles prompt cards (e.g., Reader, Recorder, Reporter)

Assessment

• Formative: teacher observes pair sorting justifications and listens for respectful language use
• Formative: group scenario worksheet answers (norm, power, and safer alternative)
• Exit ticket: checks understanding of definitions and the connection to effects on decisions/relationships

Differentiation

• Provide sentence starters for discussion and scenario responses (e.g., “The norm in this scenario is…”, “The person with more power is… because…”, “A respectful alternative is…”).
• Offer an additional word bank for students who need language support (norm, stereotype, expectation, pressure, respect, inclusion).
• For students needing extension/challenge, ask them to add: “How might this stereotype change if the community valued diversity?” and include a realistic action someone could take.
• Use flexible grouping so students can work with a supportive peer; allow drawing or short dot-point responses before full sentences for the scenario task.
• Remind students that sharing personal experiences is optional; scenarios can be discussed hypothetically.