What is happening in RRRR in Term 4?

In Term 4, HPS students will begin unpacking and learning about Gender & Identity within our Resilience, Rights and Respectful Relationships curriculum.

Year Level

Evidence from the RRRR framework

What does Week 1 look like across the years?

Prep

Research shows that children become aware of gender norms and make efforts to fit within gendered expectations by the time they are in kindergarten.

As children learn about gender, they may also begin to enact sexist values, beliefs and attitudes. They may, for example, insist that some games are for boys and others for girls, and actively reject peers from certain games. This means that it is important to start work on building positive gender relationships within these early years.

Classroom activities can be used to help children to explore gender identity, challenge stereotypes, and value and respect for diversity and difference.

- Students express a range of emotions and recognise personal qualities, strengths, and achievements in school and home activities.

- Students understand the importance of attempting new challenges and identify different types of relationships.

- Students describe emotions, actions for health and safety, and use social skills when working with others.

- Students demonstrate practices to stay safe and healthy in various situations, with guidance.

- Students generate new ideas, make choices based on personal preferences, and recognise components of a point of view.

- Students apply and explain problem-solving approaches.

1 & 2

Research shows that children become aware of gender at an early age, being well aware of gender norms, and making efforts to fit within gendered expectations by the time they are in kindergarten.

As young children learn about gender, they may also begin to enact sexist values, or stereotypical beliefs and attitudes. They may for example insist that some games are for boys and others for girls, and actively reject peers from certain games. This means that it is important to commence work on building positive gender relationships within these early years.

Classroom activities can be used to help children to challenge stereotypes, to value and show respect for diversity and difference, and learn how to apply these attitudes within positive gender relationships.

- Students identify personal interests, skills, and achievements, reflecting on their impact on school or family life.

- Students recognise others' feelings and needs and understand the diversity of families and communities.

- Students describe different perspectives and demonstrate ways to care for and interact with others.

- Students contribute to group tasks, practice solving simple problems, and explore conflict resolution methods.

-Students understand how emotional responses affect others and how their strengths contribute to their identity.

3 & 4

Research shows that children become aware of gender at an early age, being well aware of gender norms and making efforts to fit within gendered expectations by the time they are in kindergarten.

As young children learn about gender, they may also begin to enact sexist values, beliefs and attitudes. They may, for example, insist that some games are for boys and others for girls, and actively reject peers from certain games. This means that it is important to commence work on building positive gender relationships within these early years.

Classroom activities can be used

to help children to explore gender identity, challenge stereotypes, and to learn to value and show respect for diversity and difference, and learn how to apply these attitudes within respectful gender relationships.

- Students recognise personal strengths, challenges, and skills they want to develop, while valuing diverse perspectives.

- Students understand factors contributing to positive relationships and cooperative behaviors in group activities.

- Students explore strategies for managing change and strengthening identities, as well as emotional responses in various situations.

- Students interpret health messages, understand influences on healthy choices, and apply strategies for safety and wellbeing.

5 & 6

Studies show that school-based violence prevention and respectful relationships initiatives can make a real difference, producing lasting change in attitudes and behaviours in students.

Providing explicit classroom programs to all students is a key part of a whole school approach to preventing gender-based violence and promoting positive relationships.

When teaching about gender inequality and related issues (such as gender-based violence), students need assistance to understand the difference between the inherent biological differences between males and females (e.g. termed differences between the sexes), and the learnt social and cultural differences (e.g. termed gender differences). Children benefit from learning about the ways in which gender norms are created and transmitted. They benefit from critical thinking exercises within which they detect and challenge the limiting nature of many traditional gender norms.

Classroom activities can be used to help children to explore gender identity, challenge stereotypes, and to learn to value and show respect for diversity and difference, and learn how to apply these attitudes within respectful gender relationships.

- Students describe how personal qualities, strengths, and diversity impact success and vulnerability to stereotypes.

- Students appreciate uniqueness and identify respectful relationships.

- Students collaborate in teams, offering suggestions for improvement.

- Students investigate developmental changes and the influence of emotions, people, and places on identity and behaviour.

- Students contribute to health, safety, and wellbeing through physical activity and community engagement.

- Students explore how celebrating diversity and connecting with the environment supports community wellbeing.

Heidelberg PS - Capers

Respect | Responsibility | Resilience | Compassion

Term 3 - Issue 9 · 13 Sep 2024

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