1. I can describe stereotyping
Year 5 – Being the same and being different
I can describe stereotyping
This lesson fits into the Being the same, being different strand. It focuses on exploring the idea of stereotypes, including gender stereotypes. Children will recognise that stereotypes exist and explain what is meant by the word stereotype. Children will also be given opportunities to explore stereotypes which are presented in the media and the wider world. They will also practise using statements and questions to challenge stereotypes.
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
I know about stereotyping, including gender stereotyping
I know that stereotypes exist for different groups and can explain what is meant by the word ‘stereotype’
I can use statements and questions to challenge stereotypes 2

3. How we will work together
Can you remember the ground rules we have already talked about, let’s take a minute to think about them.
Teacher notes
Read these through with the children. Hopefully the ground rules will be displayed in the classroom already. 3

4. What do we already know? Watch the video clip
Right click on ‘Video link’ hyperlink and click ‘open hyperlink’ to access video. Watch video clip (stop at 2.00). What is Cinderella doing? What words would you associate with her?
Mixed ability groups to link given vocabulary (see slide 5) to princesses according to perceived skills/ abilities. Groups to use post-its to record vocabulary and stick it around/ write around each picture. They can use each word more than once as necessary. Discuss and share ideas/ findings. Why are some of the words associated with most/ all of the princesses? Why are some of the words not associated with many/ any of the princesses? What do all of the princesses have in common? Why? Introduce the word ‘stereotype’. What do the children think it might mean? Keep the discussion around stereotypes to a minimum at this stage; just use the discussion to assess how much/ little the children might know leading into the next activity.
Watch the video clip 4

5. What do we already know? Strong Subservient Feminine Nice
Graceful
Nice
Group discussion
Brave
Pristine
Good
What do these words mean? Children to put their hand up for each one.
Pretty
Wholesome
Fearless 5

6. Let’s get started I paint people’s nails for a living I like tennis
I like maths
I am a vegetarian
I love make-up
I have a criminal record
I play basketball for my local team
Mixed ability groups to use scenarios/ images given. Groups to discuss what type of discrimination is depicted and how this might make people feel. Collect ideas in a group under headings given in relation to each scenario/ image they have. Explore Chetan’s story first and his experience of racism; this is given as an example on the sheet and the children may feel more confident to discuss this as a class example first as it links to the video clip that they have already watched and discussed.
I am an engineer 6

7. What is a stereotype?
A stereotype is an idea about a group of people that's believed by a lot of people. Stereotypes are not based on fact. Instead, stereotypes are based on opinions or feelings. Stereotypes are often negative because they assume everyone in a certain group is the same or acts the same way. All groups are made up of people who have different personalities, strengths and weaknesses. A stereotype about a certain group of people could turn into a prejudice and discrimination.’
(Childline.org.uk)
Share definitions of ‘discrimination’ and ‘stereotype’ and link to what has been discussed so far (Slide 6). 7

8. Exploring and challenging stereotypes
Talk partners
What stereotypes exist?
Boys shouldn’t do ballet
Girls aren’t any good at sport
A woman’s place is in the kitchen
All teenagers are rude
Women aren’t as clever as men
Children don’t enjoy eating healthy food
All Americans are fat
Poor people are lazy
Men are messy and unclean
How could we challenge these stereotypes?
What stereotypes exist? Are the children aware of any, for example, ‘Girls aren’t very good at sport.’? Share ideas and introduce the stereotypes on the slide to add to the discussion/ prompt paired discussion as necessary. How could we challenge these stereotypes? Share words/ phrases/ questions and statements as a class that would enable you to do this. Practise sharing them as a group. Record on speech/ thought bubbles as appropriate and display to refer to later in the lesson. 8

9. Stereotypes and the media
Where might we see/hear such stereotypes most commonly? Discuss and establish that the media often reinforces stereotypes and explore the idea that adverts are particularly powerful where this is concerned.
Watch of adverts which present stereotypes;
Right click on ‘Video clip’ hyperlink for each clip in turn and click ‘open hyperlink’ to access video. Pairs to complete ideas sheet as they watch the clips. To record ideas about a maximum of 5 adverts of their choice. Stop the first clip and model an example as appropriate.
Where might we see/hear such stereotypes most commonly? Video clip 1 9

10. Stereotypes and the media
Where might we see/hear such stereotypes most commonly? Discuss and establish that the media often reinforces stereotypes and explore the idea that adverts are particularly powerful where this is concerned.
Watch of adverts which present stereotypes;
Right click on ‘Video clip’ hyperlink for each clip in turn and click ‘open hyperlink’ to access video. Pairs to complete ideas sheet as they watch the clips. To record ideas about a maximum of 5 adverts of their choice. Stop the first clip and model an example as appropriate.
Where might we see/hear such stereotypes most commonly? Video clip 2 10

11. Stereotypes and the media
Where might we see/hear such stereotypes most commonly? Discuss and establish that the media often reinforces stereotypes and explore the idea that adverts are particularly powerful where this is concerned.
Watch of adverts which present stereotypes;
Right click on ‘Video clip’ hyperlink for each clip in turn and click ‘open hyperlink’ to access video. Pairs to complete ideas sheet as they watch the clips. To record ideas about a maximum of 5 adverts of their choice. Stop the first clip and model an example as appropriate.
Where might we see/hear such stereotypes most commonly? Video clip 3 11

12. Stereotypes and the media
Where might we see/hear such stereotypes most commonly? Discuss and establish that the media often reinforces stereotypes and explore the idea that adverts are particularly powerful where this is concerned.
Watch of adverts which present stereotypes;
Right click on ‘Video clip’ hyperlink for each clip in turn and click ‘open hyperlink’ to access video. Pairs to complete ideas sheet as they watch the clips. To record ideas about a maximum of 5 adverts of their choice. Stop the first clip and model an example as appropriate.
Where might we see/hear such stereotypes most commonly? Video clip 4 12

13. Stereotypes and the media
Where might we see/hear such stereotypes most commonly? Discuss and establish that the media often reinforces stereotypes and explore the idea that adverts are particularly powerful where this is concerned.
Watch of adverts which present stereotypes;
Right click on ‘Video clip’ hyperlink for each clip in turn and click ‘open hyperlink’ to access video. Pairs to complete ideas sheet as they watch the clips. To record ideas about a maximum of 5 adverts of their choice. Stop the first clip and model an example as appropriate.
Where might we see/hear such stereotypes most commonly? Video clip 5 13

14. Challenging stereotypes
Alternative princess
Think about the qualities/traits your princess might have…
What might she wear?
How might your alternative princess challenge the traditional stereotypes which exist?
Does anyone know the story ‘Yuk!’ by Kes Gray? Introduce images on the slide/ book if available. Explain briefly that the story is about Daisy who has been asked to be a bridesmaid for her Aunty. However, she doesn’t like any of the ‘traditional’ bridesmaid’s dresses with bows and frills, etc. so she designs her very own alternative. Explain that this links to what the children are going to do in the next activity.
Pairs to work together to design their ‘alternative’ princess on A4/ sugar paper as relevant. Can they draw and label/ write about a princess who challenges some of the stereotypes that have traditionally been portrayed through Disney films? Acknowledge however, that some of the more modern princesses such as Merida (from Brave) have moved away slightly from the more traditionally stereotypical view of a Disney princess. 14

15. How has our learning progressed?
Talk partners
Think about the alternative princess…
Which statements and questions did we collect to challenge stereotypes? Think about these when talking about your princess
What do you think about stereotypes?
Re-cap LOs and discuss. Pairs to present their alternative princess. Encourage children to use the words/ phrases collected earlier to challenge stereotypes as they present their princess. Explore the question ‘What do you think about stereotypes? With the children (left fairly open ended to prompt any further discussion as necessary). 15

16. Taking the learning away
When you’re next watching television, if there are any adverts, record your thoughts and feelings about stereotypes and how these are portrayed, perhaps using a homework diary
Practice using the questions and statements we shared in order to challenge stereotypes 16

17. Additional resources and help
Talk to your teacher or an adult in school
Talk to your Mum, Dad or someone you trust at home about how you are feeling
If you have them: – Write your worry down and post it in the class worry box – Talk to a peer mediator in your school – Write your worry down on the worry wall on the school’s website
Contact:
im-a-young-person
Where can I go for help? 17