1
Gender Blending
Lesson One: Gender Blending
This lesson explores what it means to be a ‘man’ or a ‘woman’ by looking at the biological differences between them before exploring society’s attitudes towards gender.
Lesson Two: Pride and Prejudice
This lesson builds on lesson 1 by looking at a brief LGBT+ history, to give context to prejudice, and make pupils question current attitudes. It then moves on to look at bullying, why it happens and what to do about it.
Rachel Symons
www.thrivingfutures.co.uk
Extension
The pace of these lessons are very quick as it’s recognised that, with a busy curriculum, it may be hard, to find more than 2 hours for this topic. If however this is possible, you may wish to extend these lessons over three with a choice of extension activities to help explore the issues.
Issues around bullying and the impact this has on mental health are also addressed. Reasons why bullying takes place, along with information about what to do about this, both generally and specific to LGBT issues are examined.
Relationships are not explored in this unit as these are addressed within the Building Better Relationships Unit. Same sex relationships are no different to any other relationships. It is made clear throughout the relationship unit that the information applies to all relationships regardless of lesbian, gay, bisexual or straight. It is recommended that both units are explored together.
The guidance states that in teaching Relationships Education and RSE, schools should ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect.” It also states that pupils should be taught LGBT content at a “timely point” as part of the RSE curriculum but stipulate “this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a standalone unit or lesson. (Department for Education, 2019, p15)
Relationships and sex education (RSE) and health education
In 2019, the government declared that the teaching of RSE and health education would become compulsory from September 2020. In recognition that schools may not be ready from the September, they have given until the summer term 2021, to start teaching.
This unit explores issues around gender expression that relate to all pupils, not just those who are LGBT+, as all young people question their place in society at some point as they grow up. There is a mix of scientific and social information to help pupils question society’s changing values, exploring attitudes towards sexuality and gender within this context.
Lesson 1: Gender Blending
Slide | Time | Activity |
5 | 5 mins | Starter/ Settling activity to be completed as children enter and the register is taken. List 10 characteristics we expect a good mother to have |
6-7 | 10 mins | Read through and discuss the information on the slides about the difference between boys and girls. In case the topic is raised, the following info on biological variations may be helpful (there will always be one!): Turner's syndrome - this occurs when females develop with only one X chromosome on chromosome 23 (1 in 5000 chance). This leads to a lack of maturity into a woman’s body at puberty. Klinefelter's syndrome (XXY) affects 1 in every 750 males. In addition to having a Y chromosome, these men also have an additional X on the 23rd chromosome, leading to the arrangement XXY. Physically they appear male, though the effect of the additional X chromosome causes less body hair and under-developed genitals. |
8-11 | 10 min | Explain that sex is about the biological differences between men and women, gender is about society’s expectations of men and women. Pupils to split page into 2 (as shown on slide 10) . Spend 3 mins each on slides 8 & 9. In pairs pupils to list words that the toys suggest about each sex. Give a few minutes to feed back. |
Learning Objectives:
Resources:
Squidgy ball or soft toy – to play hot potato slide 13
Slide 17 – enough for one per pupil
This lesson explores what it means to be a ‘man’ or a ‘woman’ by looking at the biological differences between them before exploring society’s attitudes towards gender.
NB: These timing are a rough guide. You may wish to reduce the pace and spread the material over 3 lessons, with some suggestions for extension work included at the end of lesson 2.
4
Lesson 1: What is Gender?
Slide | Time | Activity |
12 | 5 mins | Remaining in pairs. Pupils to answer the questions on the slide. It depends on the class whether you think writing down the answers will help them focus. |
13 | 5 mins | Hot potato activity – you will need a squidgy or soft toy to throw around the room to act as the ‘hot potato’. How you want to play this will depend on the class. Pupils may want to throw the ‘potato’ to the next student to have their say, or they can throw it back to you and you pick. If you have a reluctant class, ask all to stand up and once they have contributed, sit down. Discuss answers to questions |
14-17 | 15 mins | Print slide 17 - enough for one per pupil Read through the slides 14-16, asking pupils for their thoughts and contributions. Highlight how all the attributes listed from examining children’s toys could all be used to make up the gender spectrum. Individually or in pairs pupils to complete their own spider webs (slide 17). |
18-20 | 5 min | As a class, look through the adverts and watch the Harry Enfield clip on slide 20 to see how attitudes have changed. |
21 | 5 mins | Use the images to recap the lesson. |
5
Starter
List 10 qualities we expect a mother to have?
Example:
5 minutes
Rachel Symons
Lesson One: Gender Blending
Learning Objectives:
When we think about women, especially mothers, we tend to use words like ‘caring’, ‘gentle’, ‘kind’ and so on. Men and fathers are viewed as more adventurous and exciting but also the disciplinarian ‘wait till your father gets home!!’
Of course, it’s not really like that, but despite a gradual change in attitudes, we are still programmed to think of girls and boys differently.
Qualities of a ‘perfect’ mum
What does it mean to be a boy or a girl?
The first thing someone usually asks a pregnant lady is, ‘do you know what it is yet?’. Obviously they know it’s a baby, what they’re really asking is whether the baby is going to be a boy or a girl. But what does that mean?
Testosterone and Oestrogen are sex hormones and they occur in both sexes, but at different levels.
Men have more testosterone, women more oestrogen. These hormones are present in the womb and have an impact on the developing brain.
Sex is determined by 2 factors:
The normal human body contains 23 pairs of chromosomes, the 23rd pair determine whether a child is female (XX chromosome, or male (XY chromosomes)
At 6 weeks, the Y chromosomes causes the embryo (developing baby) to develop testes if it is to become a boy.
During adolescence it is these hormones that are responsible for puberty and the changes in our body this creates.
(Simply Psychology, 2014)
(Baker, n.d.)
What does it mean to be a boy or a girl?
Whilst a person’s sex is decided whilst still in the womb, the implications their gender has on a person’s life, is decided by parents and society.
The UK government defines gender as:
“a social construction relating to behaviours and attributes based on labels of masculinity and femininity” (ONS, 2019)
Gender is based on how society/ culture view the roles of men and women.
The toys we give our children to play with tend to prepare them for the type of things they can expect to do in the future.
Task
On the next 2 slides are pictures of toys aimed at boys, then girls. Each slide will be on the screen for 3 minutes.
BOY
GIRL
Brave
Outdoors
Adventure…
Caring
Soft
Beauty…
In pairs discuss the following questions. Be prepared to share your thoughts with the rest of the class.
What does it mean to be a boy or a girl?
5 minutes
What does it mean to be a boy or a girl?
This is a hot potato activity. If you wish to share your thoughts, put your hand up. Your teacher will decide who can speak by throwing the ‘potato’ at you. You may only talk if you have the ‘potato’.
People may have different opinions to yourself. You must be able to back up what you say with a reason or an example. Show respect by listening and responding only when you have the potato.
Hot potato activity
What does it mean to be a boy or a girl?
Stephanie Houghton – England Captain
RuPaul – TV host and drag queen
Gareth Thomas – Welsh rugby captain
RuPaul is credited with being the first drag queen to host an American talk show. This in itself shows bravery, changing the way things are done takes courage. Many believe he has changed the way LGBTQ+ community are portrayed on screen.
Gareth Thomas is the former captain of the Welsh rugby team. He has played 100 test matches for Rugby Union. He led a double life for a sometime, he was married but he knew he was gay. He came out in 2009 whilst he was still playing rugby. He has since revealed he is HIV positive.
Stephanie Houghton is the captain of Man City and the England football team.
There is a stereotype that women in sport, especially football, must be lesbian. However, Stephanie got married in 2018 and has a son.
What does it mean to be a boy or a girl?
Gender is complex. When we think of a gender spectrum, we tend to think of it as the straight line we have already looked at:
However, it is less of a straight line and more of a spider web like the one shown opposite. As a culture we assign certain attributes to males of females, some of which are on the chart. Boys are praised for being strong, brave and adventurous, whereas girls are supposed to be caring, nurturing and kind; a look at the toys aimed at each gender reveal that.
The ‘perfect’ girl would be more like:
Going by the stereotype the ‘perfect’ boy would look like:
What does it mean to be a boy or a girl?
Stephanie Houghton
The qualities she would be expected to show would be very different during a match than at home with her family.
Up until recently, girl’s football was frowned upon – the qualities needed were too masculine.
RuPaul
A man in a dress is traditionally frowned upon as ‘weak’ as it’s seen as feminine but think how much strength and courage that must have taken. How independent and assertive would he have had to be to get his ideas approved? All traditionally ‘masculine’ qualities, but applied to a man, in a dress.
In reality, boy or girl, we have all these qualities and the amount of each that we reveal or use will vary depending on where we are, who we are with and what we are doing.
Gareth Thomas
Whilst playing rugby, Gareth was displaying all the attributes expected of a ‘man’, however the stereotype of gay men would show a different set of qualities.
Doing sport
When alone
Visiting family
In an exam
Task
With a partner, discuss what qualities you display in different situations.
5 minutes
What about you?
The hardest situation to think about is the one when you’re alone. That is because there are no cultural rules for you to fit into, so how do you know how to be?
As a teenager, your brain is still developing, your body is full of hormones and you have a million & one stressors, so if you haven’t worked it out yet, that’s normal.
Attitudes change over time
Gender roles are very much about what our society and culture expect.
We’ve already seen how targeted toys still shape boys and girls expectations, but thankfully things do change.
These adverts show how old attitudes are now totally shocking – what used to be considered ‘normal’ has been proven wrong.
Women haven’t changed but attitudes and expectations have.
(Business Insider, 2014)
(Business Insider, 2014)
Harry Enfield summed up the attitude to women perfectly in this comedy clip
(Enfield, 2008)
(Business Insider, 2014)
What have you learnt?
1.
2.
3.
4.
5.
22
Lesson 2: Pride and Prejudice
Slide | Time | Activity |
24 | 5min | Starter/ settling activity whilst entering and taking the register. Pupils to answer questions about the comment ‘That’s so gay’ |
25 | 7 min | As a class look at the timeline for LGBT history – highlight how recently things have changed which is why the abusive language is still so prevalent. Also point out that as the next generation, they need to challenge it and call it out. |
26-27 | 18 mins | Print Slide 26 for pupil handout/booklet Read the poem then in pairs pupils to answer the questions on slide 27. The first 3 questions are easier than the last 3, hence you may want differentiate by choosing which ones pupils answer as time is short. Spend 5 mins feeding back answers especially if you’ve split the questions. |
28-30 | 5 mins | Print slides 28, 29 and 30 for pupil handout/ booklet Read through and examine the terminology, relate it to the issues already explored. |
Learning Objectives:
Resources:
Ideally, a booklet containing the following slides should be prepared for the students to have in lesson, then take home.
Slide 26, 28-32, 38 & 39.
Print slide 33, cut up and stick the statements on the wall around the room (you may want to do 2 copies if you have a large class to avoid the pupils all crowding around the same ones).
This lesson starts by looking at a brief LGBT+ history, to give context to prejudice, and make pupils question current attitudes. It then moves on to look at bullying, why it happens and what to do about it.
23
Slide | Time | Activity |
31-33 | 10 mins | Print slide 31 and 32 for pupil handout/ booklet. Print slide 33, cut up and stick the statements on the wall around the room (you may want to do 2 copies if you have a large class to avoid the pupils all crowding around the same ones). Introduce pupils to the statements on slide 32, explain that the answers are dotted around the room. In pairs pupils to go around the room and find the answers. Give 5 minutes – a digital countdown is linked to the egg timer – it is recommend you use this to help pupils keep pace and assist with getting pupils sat back in seats. Don’t worry if pupils haven’t got all the answers – spend 5 mins going through them on slide 32 – the purpose is for pupils to actively think about the statistics. |
34 | 5 min | Look at common online statements and discuss why they are wrong. |
35-36 | 7 min | Quickly look at the reasons why people join in such abuse, focusing on the video on slide 37 |
38-39 | 3 min | Print slides 38 & 39 form pupils handout/booklet – highlight that the advice isn’t just for LGBT issues, but for any one impacted by any of the issues examined. Finish the lesson by explaining that the sheets tell the what to do if getting online abuse of any kind of if in need of support regarding any of the issues raised. |
Extension: It is recognised that these lessons are very fast paced – there has been a lot to fit in to a short space of time. If you have the luxury of an extra lesson, you may want to take things more slowly, adding one of the extension tasks below:
24
5 minutes
Rachel Symons
Lesson Two: Pride and Prejudice
Learning Objectives:
Starter:
Look at the picture and answer the following questions:
Homophobia and Transphobia
Homophobia – prejudice against people who are lesbian, gay or bisexuals simply because of their sexuality,
Transphobia –prejudice against people who are transgender simply because of their gender expression.
There has been a long history of homophobia and transphobia, with laws supporting such abuse. To combat prejudice, PRIDE marches have taken place since 1972, to show visibility and pride in being LGBT.
Until very recently, being LGBT+ has been legally discriminated against. This has led to a lot of prejudice and abuse, which can be seen in the language used in newspapers and on the streets. Things are starting to change however the language still exists and needs challenging.
1967: Being a homosexual decriminalised for men aged over 21.
1533: Being a homosexual made illegal in UK – punishable by death.
2001: The legal age for gay relationships reduced to 16 – same as for ‘straight’ couples.
1987: Section 28 introduced banning the teaching or ‘promotion’ of LGBT in schools. This also prevented young people getting support or advice.
2003: Section 28 overturned meaning schools can talk about LGBT issues
2004: Civil Partnership Act allowing same sex couples to be legally recognised.
2004: Gender Recognition Act – allowing trans people’s gender to be recognised and acquire a new birth certificate.
2010: Equality Act gave legal protection to prevent LGBT people being discriminated against at work.
2014: Same sex marriage became legal in the England, Scotland and Wales, 2020 in Northern Ireland.
(Dryden, n.d.)
Time to Transgress?
Transgress [verb]: to go beyond the limits of what is morally, socially, or legally acceptable
Do you know yet, if it’s a boy or a girl?
What does it matter? Let’s see what unfurls.
But how will you know what colours to use?
Does it really matter, the colours we choose?
What going on? She can’t play with trains!
Why on earth not? She’s created a game.
Boys can’t have dolls, it’s simply not right!
It’s okay, I’ve checked, they’re not real, they won’t bite.
Why are you allowing your boy to wear pink?
Will the world stop due to colour d’you think?
Too old for a tomboy, it’s time she moved on!
I’m glad she climbs trees and plays out having fun.
I’d far rather that, than sit alone in her room,
Posting selfies on insta, for others to approve,
I’d far rather my son, be happy in his skin,
Than be changing himself, trying in vain to fit in.
A hundred years ago, women couldn’t vote,
They all wore long skirts, men controlled when they spoke.
In some countries now, you’re killed if you’re gay,
Girls denied rights to school and to play.
These things, they are wrong and we’re bound to be shocked,
Our culture has changed, what’s now right once was mocked.
In a hundred years’ time, will it still matter d’you think?
If a boy puts on make up or chooses to wear pink?
Should your gender define you whole sense of being?
Should it rule life, limit the future you’re dreaming?
Will the world end, if someone’s different to you?
Or should we transgress, the traditional views?
Time to Transgress?
Read the poem then answer the following questions:
Men trying to stop a woman running a marathon.
Women tennis players wore this at Wimbledon.
(Pan & Moore, 2015).
Gender Identity: This is where you feel you are more male, female, both, neither or that you move between the two (think about the spider webs).
For transgender people, their sex assigned at birth & their own internal sense of gender identity are not the same.
Gender Expression/ Presentation: This is about how you show your gender identity through clothing, hairstyle, voice, body shape, etc.
Many transgender people express the gender that matches their gender identity (who they are), rather than their sex assigned at birth.
Rethinking Gender
Click the picture to find out more.
(EACH UK, 2016)
Terminology
Sexual orientation – this concerns who someone is romantically and or sexually attracted to. (This is completely separate to gender identity). A person may be:
Bi-sexual – Attracted to both men and women
Gay – Man attracted to another man
Lesbian – woman attracted to another woman
Straight – Attracted to the opposite sex
Trans boy or man – a person assigned female at birth and who identifies as a boy or man. Transmen use the pronouns he/ him.
Trans girl or woman – a person assigned male at birth and who identifies as a girl or woman. Transwomen use the pronouns she/her.
(Brighton & Hove City Council and Allsorts Youth Project, 2018)
Cis gender – where your gender identity and sex assigned at birth match up.
Gender dysphoria – where your gender identity and sex assigned at birth don’t match up which causes distress, especially when looking at your body.
Gender fluid – some people may feel that their gender isn’t fixed, that they move between male and female and want to express both these sides of themselves at different times.
Intersex - a term used to describe a person who may have the biological attributes of both sexes (due to chromosomes).
Non-binary – this is where someone doesn’t identify as either male or female, where they don’t feel they meet the criteria for either. Non-binary people may use the pronoun ‘they’.
Explaining the pronoun ‘they’
Using the pronoun ‘they’ may seem confusing – it is being used to describe just one person – how can he or she become ‘they’? After all, they’ve not suddenly become 2 people.
But we do use ‘they’ to describe one person all the time – I did it in the last sentence and it did not sound odd. Generally if we don’t know the person, we substitute ‘him’ or ‘her’ for ‘they.
Saying “Jacinta left their phone, they’ll be back when they realise” is the same as saying, “They’ve left their phone, they’ll be back when they realise.”
Or “Sam dropped their money, I’d better send them a text” is the same as “They’ve dropped their money, I’d better send them a text.”
Some non-binary people don’t feel comfortable with ‘he’ or ‘she’ and therefore substitute this with ‘they’, ‘them’, and ‘their’ in the same way as we have just seen.
In a survey carried out in schools across Britain in 2017, Stonewall discovered that:
Click on picture
(Stonewall, 2017)
Why it matters
We know that gender has a lot to do with how society views male and female roles, which isn’t something you can do much about, so what’s it got to do with you?
You school is like a mini-society and you all help set the culture within it.
___% trans young people have attempted to take their own life.
LGBT+ and Mental Health
___% of bullied LGBT pupils feel that homophobic, biphobic and transphobic bullying has had a negative effect on their plans for future education.
___% of trans young people have self-harmed.
___% of LGBT young people have been the target of homophobic, biphobic and transphobic abuse online.
___% of LGBT young people see homophobic, biphobic and transphobic content online.
(Stonewall, 2017)
___% lesbian, gay and bi young people have attempted to take their own life.
___% lesbian, gay and bi young people have self-harmed.
___% of LGBT young people think that online platforms are unlikely to do anything about prejudice or abuse when it’s reported to them.
All of this has an impact on mental health, especially when the abuse continues online. You have 5 minutes to find the statistics.
___% of pupils who have been bullied for being LGBT have skipped school because of this bullying.
___% of LGBT and ___% of trans pupils don’t feel safe in their school.
45% trans young people have attempted to take their own life.
52% of bullied LGBT pupils feel that homophobic, biphobic and transphobic bullying has had a negative effect on their plans for future education.
84% of trans young people have self-harmed.
40% of LGBT young people have been the target of homophobic, biphobic and transphobic abuse online.
97% of LGBT young people see homophobic, biphobic and transphobic content online.
22% lesbian, gay and bi young people have attempted to take their own life.
61% lesbian, gay and bi young people have self-harmed.
65% of LGBT young people think that online platforms are unlikely to do anything about prejudice or abuse when it’s reported to them.
40% of pupils who have been bullied for being LGBT have skipped school because of this bullying.
19% of LGBT and 33% of trans pupils don’t feel safe in their school.
45% trans young people have attempted to take their own life.
LGBT+ and Mental Health
52% of bullied LGBT pupils feel that homophobic, biphobic and transphobic bullying has had a negative effect on their plans for future education.
84% of trans young people have self-harmed.
40% of LGBT young people have been the target of homophobic, biphobic and transphobic abuse online.
97% of LGBT young people see homophobic, biphobic and transphobic content online.
(Stonewall, 2017)
22% lesbian, gay and bi young people have attempted to take their own life.
61% lesbian, gay and bi young people have self-harmed.
65% of LGBT young people think that online platforms are unlikely to do anything about prejudice or abuse when it’s reported to them.
All of this has an impact on mental health, especially when the abuse often carries on online.
40% of pupils who have been bullied for being LGBT have skipped school because of this bullying.
19% of LGBT and 33% of trans pupils don’t feel safe in their school.
Which comments are okay?
(Stonewall, 2020)
Screenshot it
Tell an adult
Report it
Why make such comments?
If you have received such abuse, be assured – it is not your fault and it has nothing to do with you not being good enough or okay just as you are. There are a number of reasons why it happens.
People who are happy and confident with themselves feel no need to make themselves feel better by pulling others down. If you are angry and have no control over events in your own life, bullying can provide an outlet for your frustration. This doesn’t make it right, but it should show you it’s not your fault.
When people see something different to themselves, something that they don’t understand, it creates fear, “what if they’re looking at me in the changing room?”, “they look different, I don’t get it”. It’s far easier to make fun of something than take the time to learn about it. Someone else’s lack of knowledge is not your fault.
Why make such comments?
Human beings have the highest chance of survival when they work together in groups. It is easier to pick off a lone person than a group of people, therefore, part of our genetic make up is the need to get along with other people. In order to help us do this, our brains contain mirror neurons, cells that help us mirror or copy the people around us so that we fit into society.
As babies, we learn how to be human by copying our parent/ care givers. When we become teenagers, the most important group to copy and fit into are our peers, therefore, we adapt our behaviour in order to fit in; we are genetically programmed to do it. (Perry & Szalavitz, 2010)
This does not excuse bullying and knowing this should help you question things more, it should also show you just how much courage it takes to be different.
(West Mercia Police, 2018)
If you Google ‘report cyber bullying’ (Facebook, Twitter, Snapchat etc), it will tell you how.
NSPCC
nspcc.org.uk
Bullying Uk
bullying.co.uk
Kooth
kooth.com
Internet Matters
internetmatters.org
Kidscape
Kidscape.org
Childline
Childline.org.uk
Make sure you sign out of any public computers. e.g. school, youth club, library
Helping a friend
If your friend tells you they are getting bullied or trolled, or you notice negative comments:
Cyber Bullying and Online Harassment
(West Mercia Police)
Cyberbullying is any form of bullying which takes place online. Whilst cyberbullying itself isn’t a crime if the content is threatening , it could be illegal.
Online harassment is the act of sending offensive, rude, or insulting messages and being abusive. If this is ongoing and persistent it could be illegal.
Treat your password like your toothbrush – don’t share it!!
For more info & support
Webchat - Mon to Fri, 9am to 9pm.
Tel - 0808 801 0400 Open Mon to Fri, 9am to 9pm.
Text Chat - text MERMAIDS to 85258
A charity for gender diverse young people and their families.
A charity that supports and empowers all LGBT+ people
Including those still questioning their sexuality or gender identity.
Tel - 0800 0502020, Mon to Fri 9:30am – 4:30pm.
A charity delivering trans youth groups, education workshops and mentoring – contact to see what’s in your area.
Talk to someone you trust.
If you feel you are struggling with your sexuality or your identity, then talk to someone, this may be a
It may be that your friend is not in a position to help, in which case you could talk to an adult together.
Talk to the GP
If coping with issues around sexuality, gender, or bullying is leading to low mood and suicidal thoughts or self harm you must talk to the doctor. The GP will be able to give you advice and refer you onto appropriate places of support.
a free, private and confidential service where you can talk about anything.
Tel 0800 1111. Open 7:30–3:30pm during covid.
Register to use message boards and send emails
If you can, try talking to your parents first, or write down how you feel so that it’s easier when you get to the doctors and you don’t get tongue tied.
Extension: Over to you…
You have been given a lot of information about gender, LGBT+, discrimination and its impact. Use the information we have been looking at over that past 2 lessons to complete an activity of your choice.
References
Baker, W. (n.d.) Gender neutral cartoon character. Retrieved from https://www.pinterest.co.uk/pin/210191507588941170/
Brighton & Hove City Council and Allsorts Youth Project. (2018). Trans inclusion schools toolkit: Third edition. Retrieved from https://mermaidsuk.org.uk/wp-content/uploads/2019/12/AllsortsYouthProject-Trans-Inclusion-Schools-Toolkit-Sept-18.pdf
Business Insider. (2014). 26 Sexist Ads Of The 'Mad Men' Era That Companies Wish We'd Forget. Retrieved from https://www.businessinsider.com/26-sexist-ads-of-the-mad-men-era-2014-5?r=US&IR=T
Department for Education. (2019). Relationships Education, Relationships and Sex Education (RSE) and Health Education Statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/908013/Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf
Dryden, S. (n.d.). A short history of LGBT rights in the UK. Retrieved from https://www.bl.uk/lgbtq-histories/articles/a-short-history-of-lgbt-rights-in-the-uk
Education Action Challenge Homophobia UK. (2016). What is gender? Retrieved from https://www.youtube.com/watch?v=qlYtj0sf6ec
Enfield, H. (2008). Women know your limits – BBC comedy. Retrieved from https://www.youtube.com/watch?v=LS37SNYjg8w
Office for National Statistics. (2019). What is the difference between sex and gender? Retrieved from https://www.ons.gov.uk/economy/environmentalaccounts/articles/whatisthedifferencebetweensexandgender/2019-02-21
Pan, L., & Moore, A. (2015). The gender unicorn. Retrieved from https://transstudent.org/gender/
Perry, B., & Szalavitz, M. (2010). Born for love. Why empathy is essential and endangered. New York, America: William Morrow Paperbacks.
Simply Psychology. (2014). Biological theories of gender. Retrieved from https://www.simplypsychology.org/gender-biology.html
Stonewall. (2017). School report. The experiences of lesbian, gay, bi and trans young people in Britain’s schools in 2017. Retrieved from https://www.stonewall.org.uk/system/files/the_school_report_2017.pdf
Stonewall School and College Champions. (2020). United against bullying: Schools and colleges. Retrieved from https://www.stonewall.org.uk/resources/anti-bullying-week-assemblies-2020
Trans Student Educational Resources. (2015). Gender unicorn. Retrieved from https://transstudent.org/gender/
West Mercia Police. (2018). Cyber bullying and online harassment. Retrieved from: https://www.westmercia.police.uk/media/13679/Cyberbulling-and-online-harassment---Young-Person-leaflet/pdf/Cyberbullying_advice_sheet_for_young_people_WEST_MERCIA_final.pdf