LGBTI/Gender Stereotypes

About this Guide

This resource is designed to support practitioners deliver appropriate PSE in conjunction with their learners in light of the Scottish Government PSE Review (2019). You may with to look at the information about cocreation in the activity section, along with the associated benchmarks, to support your learners build on their existing knowledge and understanding of this topic. This suggested LGBTI, Gender Stereotypes content will support practitioner work with their learners to develop the curriculum to suit their local context and meet the relevant age and stage of development for children and young people with regard to Relationships, Sexual Health & Parenthood.

Suggested Experiences & Outcomes

Mental & Emotional Wellbeing

HWB 3-02a

I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them.

HWB 3-03a

I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.

HWB 3-04a

I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

HWB 3-05a

I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 3-07a

I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.

HWB 3-08a

I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

Social Wellbeing

HWB 3-10a

I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.

Physical Wellbeing

HWB 3-16a

I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

HWB 3-17a

I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations.

Relationships, Sexual Healthy & Parenthood

HWB 3-44a

I understand the importance of being cared for and caring for others in relationships, and can explain why.

HWB 3-44b

I understand and can demonstrate the qualities and skills required to sustain different types of relationships.

HWB 3-44c

I understand and can explain the importance of, and need for, commitment, trust and respect in loving and sexual relationships. I understand the different contexts of such relationships including marriage.

HWB 3-45a

I recognise that power can exist within relationships and can be used positively as well as negatively.

HWB 3-45b

I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication.

HWB 3-46a

I reflect on how my attitudes, beliefs, values and morality can influence my decisions about friendships, relationships and sexual behaviour.

HWB 3-47a

I understand my own body’s uniqueness, my developing sexuality, and that of others.

HWB 3-48a

I know how to access services, information and support if my sexual health and wellbeing is at risk. I am aware of my rights in relation to sexual health including my right to confidentiality, and my responsibilities, including those under the law.

HWB 3-49a

I know how to manage situations concerning my sexual health and wellbeing and am learning to understand what is appropriate sexual behaviour.

HWB 3-49b

I know where to get support and help with situations involving abuse and I understand that there are laws which protect me from different kinds of abuse.

Associated Benchmarks

  • Explains why commitment, trust and respect are central to being cared for and caring for others.
  • Demonstrates respect and understanding of the diversity of loving and sexual relationships, for example, LGBTI relationships, marriage, living together, co-parenting.
  • Explains the impact an imbalance of power can have on relationships, including sexual relationships, for example, consent, coercion, responsibility for actions and decisions.
  • Describes how positive and negative feelings about body image can affect health, self-worth and behaviour, for example, confidence, self-harm, eating disorders.
  • Recognises the impact of puberty and developing sexuality.
  • Identifies and explains influence/impact of media, including social media and pornography on self-esteem and decision making.
  • Demonstrates the skills needed to challenge stereotypical images in the media, including social media, for example, confidence, judgement.
  • Identifies and demonstrates the skills required to make positive choices in challenging situations, for example, assertiveness, empathy.
  • Identifies negotiation skills required to have safe and enjoyable sex, for example, knowing when the time is right, mutual responsibility to prevent unintended pregnancy,
  • use of contraceptives, confidence to refuse unwanted sexual contact.
  • Knows how to access confidential information, guidance and help.
  • Gives examples of laws in relation to sexual health, for example, age of consent, right to confidentiality, consent, coercion, grooming.
  • Identifies how to take action in a situation involving abusive or inappropriate sexual behaviour, for example, ending unhealthy relationships, local support, police.

Suggested Learning Intentions

  • to learn about sexuality, sexual orientation and gender
  • to develop understanding of the broad differences in sexuality, sexual orientation and gender
  • to investigate how differences in sexuality, sexual orientation and gender can impact on our wellbeing

Suggested Success Criteria (I Can…)

  • explain a broad range of differences in sexuality and gender
  • discuss the impact differences in sexuality and gender can have on wellbeing
  • identify ways in which to address and support issues related to sexuality and gender

Suggested Learning Experiences

These suggested activities/tasks are for group work within a classroom and target holistic/generic/universal needs of learners. You should select activities/tasks that are most relevant to the needs of your learners and school community. Please use your professional judgement as to how best to deliver these types of activities/tasks sensitively/appropriately with your learners and which other staff may also be able to provide support/differentiation to meet their needs

What do we know?

What do we already know about these topics? [You could reflect on previous work from the National RSHP resource Boys, Girls & Stereotypes along with information in the External Links section that may be relevant to your context.] Explore gender and support learner discussion on this topic. What impact can stereotypes have on expectations? What impact can gender stereotypes have on expectations? What different gender terms do they know and what do these mean?

What do we need to know?

You could use some of the information in the External Links and NHS Library Resources along with the following to facilitate discussion around unconscious bias, sexuality, gender and wellbeing. Do learners understand the difference between sex and gender? How do we discuss gender? What does sexuality mean and what are sexual rights and how do we claim these rights? What does LGB mean and what LGB equality mean? Are there any considerations about mental health ?

What’s happening here/locally? What could we do next?

What local issues do we have relating to LGBTI/Gender stereotypes? What can we do in our school/local community to support others? What support services and organisations are there locally and nationally that could help us?