Achieving Gender Equitable Outcomes through Developing Gender Inclusive Curriculum using teaching materials which: Promote Access and equity Value Women and girls and their contributions Critically Examine the impact of the social construction of gender in order to promote more equitable outcomes for all students Read the activities listed and decide at which level they promote gender equitable outcomes. Through the use of techniques such as exaggeration, students construct their own video advertisements in order to highlight the costs of narrow constructions of masculinity and femininity. Invite students to choose one from each set of opposites (eg thinker/feeler; outside/inside) with which they identify and which are often aligned with masculine/feminine traits respectively. Students are invited to consider the costs of setting up opposites on the basis of masculinity or femininity. Students survey their peers to explore notions of Australian identity in order to challenge predominant images of Australian identity which are often associated with masculinity. Students make a collage of images collected from magazines which reflect the ways in which dominant forms of masculinity are constructed. Students are invited to critically analyse the images collected and to consider whether such images allow boys and men to take up their social identities free from the constraints of narrow forms of masculinity. Using behaviour slip records, episodes of inappropriate behaviour for girls and boys are tallied and reports are written with recommendations to the principal. Students analyse toy catalogues to determine whether there are some products which are marketed for females and others which are aimed at boys. Discuss with students the constructions of masculinity and femininity which are used to promote toys for boys and girls respectively. Students work in single sex groups in order to discuss their knowledge about the topic of ants and to determine the parameters for further investigation. Students devise newspaper advertisements which promote fitness, but which do not rely upon stereotypical female or male images. Students are asked to name and describe ten people who attended an imaginary meeting. The occupations of these people are given as doctor, scientist, company director and so on. Critical discussion follows. Girls in a year two science class are encouraged actively to participate more in interactions and observations during a practical session on investigation of ants. Students critically analyse greeting cards in order to see if there are particular themes which construct femininity in certain ways and other themes which construct masculinity in other ways. Allocate girls only time and boys only time for the use of certain construction materials in the early childhood years. Students list activities which girls and boys can/can’t do, should/shouldn't do, as well as what they consider girls and boys can/can't become. Responses are discussed critically and negotiation occurs to produce agreed whole class responses. More details To learn more about this publication, follow any of the following links: The Gender Up Front page A short article “Putting Gender Up Front” which appeared in REDRESS in November 1996.