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This short video from "The new Gender @GEMReport" shows the huge progress in girls's education since 1995, and also highlights what must be prioritised for the next generation of girls in 2021.

I would use this resource in secondary school , because I think is useful to talk about gender equality and teach that CSE is bigger than just talk about Sex.

In one of the videos girls and boys feel bad because girls received fewer awards for the same work as the boys. They realized that it is wrong but this is an issue we are dealing with even today. We grow up with stereotypes determined by our culture, for that reason still today women choose professions which are supposed to be better performed by them and there are professions that we can only see doing by men, such us bus driver.

 It is also true that there are more areas available for women than in the past but the pay gap is still unequal. Things were changing for better but stereotypes are deeply rooted in our culture, for that reason is so difficult to change completely these situations.

We as educators have to be optimistic about these issues and trust in our students. The first steps of changes are being taken by new generations and our work is to guide them and to be a company for them in these processes.

The second video shows Venus Williams, who was one of the greatest professional tennis player of all times and she was always exposing and fighting for equality in the pay gap between men and women athletes.

She always participated in the most important tennis tournaments but the money she received was much less than men. The sponsors were the same and the tournaments raised the same amount of money as men’s tournaments, but what women received was less than half the money that men received. Venus was all her career fighting for this problem or at least exposing such differences.

I would work with these topics with 5^th and 6^th secondary students because they are closer to graduate and are more aware or interested in the world of work and what it will hold for them in the immediate future.

I´d introduce this video in the first year of secondary school when we study routines, so that they throughout vocabulary acquisition and the use of the present simple tense they can develop critical thinking and engage in debates about gender roles an equality, empathy, respect, understanding about others, societies values and tolerance.

What do you think about abuse and engagement?

What kind of abuse do you know ?

Are you able to identify a violent situation?

Could you say NO or STOP it?

Through watching the video students may infere the idea of DATING ABUSE that is clearly presented with different colours, images and also in the lyrics of the song selected ' Walking On Sunshine ' (Katrina and the Waves)

Dating abuse is a form of intimate partner of violence characterized by a pattern of controlling and sometimes violent behavior in casual or serious dating relationships. in which one person chooses to control the relationship through the use of force, coercion, intimidation or fear.

The abuse happens again and again, and it get worse over time. Even a one-time incident of dating violence is NOT okay.

I would work with different types of abuse and would ask students to identify them from the video, they also created fanzines with information and drawings about all these issues in order to be shared with their partners.

Verbal abuse and emotional abuse often lead to physical violence just because a relationship is not physically violent does not mean that is healthy.

VERBAL ABUSE implies calling someone names, insulting them and putting them down, telling someone what to wear, what to do, calling, texting or emailing constantly,always demanding to know who you are with and where you are,threatening to hurt you.

EMOTIONAL ABUSE consist in going through your things behind your back, acting extremely jealous, not letting you hang out with friends and family,blaming you for everything. accusing you of cheating and accusing you of lying.

The rest are PHYSICAL ABUSE, SEXUAL ABUSE, FINANCIAL ABUSE and TECHNOLOGICAL ABUSE.

Students should know the warnings signs of abuse and red flags in order to be empowered and protected themselves.

On reflection, it is crucial to understand that people commit abuse because they choose to do so, not because they can't stop themselves. Abusing someone is a choice.

The students were really excited about the topic—Women’s Day. They’d been learning about it in other subjects and were disappointed it hadn’t come up in History class, which they see as such an important subject. So, they were motivated to dive into it in English!

After the prep task, we read about the history of Women’s Day on the British Council’s site. Then, we did a quick comprehension check before moving on to an article from the United Nations. I prepared guiding questions for discussion, and we talked about the importance of gender equality, which they linked to Argentina's economic situation and even their own family experiences.

For the final task, each student posted a comment on the school’s platform using the hashtag #investinwomen so other students and teachers could read their thoughts.

I choose this resource as a part of my lessons for secondary students, usually those from 3rd to 6th year, depending on the specific characteristics and needs of each group. I believe it's a wonderful resource, visually and linguistically, to reflect upon our initial thoughts, our prejudices, and question our students about the concept of love, the relationships and bonds we have and build throughout our lives.

I thought this video would be suitable for secondary students because the ad resonates with teenagers who are exploring their identities and navigating social issues and so are they.

As I have seen that my collegues have already shared videos/articles about abuse, relationships and gender equality. I thought that this resource can spark conversations about topics like gender identity, sexual orientation, and acceptance.

Some activities can be: discussing questions like "How does the ad challenge stereotypes about gender and sexuality?" do an art project that represents their identity, among others.

I have found very interesting and fruitful in this Padlet. I'm glad I'm here.

Kind regards.

I sometimes used them on primary school. I think that this video makes them reflect on their differences and why they shouldn't exclude anybody.

Healthy relationships and prevention of grooming. Analysis of the reader the mystery of the cyberfriend

Tasks:

Read the  pages and answer questions (oral and written)

Design an acrotic or make a wordsearch to share with relevant vocabulary from the story

Make suggestions on how to avoid Shree’s  uncomfortable situation

Context:

Secondary school, adolescents

Function:

Making suggestions

Linguistic Exponents:

She should ….

She shouldn’t…

It would be a good idea if ….

If I were on Shree’s shoes I would…

I would use this video with older secondary students to integrate CSE into ELT teaching. I would use it to reflect about the main types of violence described in the video: physical, psychological, and sexual violence. I think I could also work with the definitions of rape, abuse, assault, harassment, victim, crime and consent. To conclude, I would ask my students to complete a task based on one structure of the second conditional sentence that appears in the video: “If you saw me, Daddy, you would be so ashamed I´m wasted”. The students could write a letter or even better record a video answering: What would you do if you were her father and a man wanted to hurt her?”

It’s a fantastic short story that highlights the joy and uniqueness of being a girl. It features colourful illustrations and a memorable text. The main themes are self-identity and empowerment. It’s perfect for inspiring our students to embrace who they are and express their dreams. Children love it! This is my favourite book to use for CSE in Elementary School

I worked with this video, using activities of vocabulary first, because it has a lot of contemporary drawings , such as 'the red flags' and comparisons3 As I said before, it's important for me to work with this topic in my classes because most of my students are interested in having relationships and they're also getting to know their 'new body'n since they are starting highschool. I use this video in 1° and 2° year. Then, I've got an Add resource in which we create a difference between "amor romantico" and "amor en igualdad", and we try to break most of the old ideas they use to have about what they expect in a relationship. We also work with the concept of 'friendship'.

Students really like the idea of approaching this topic with this animated film and they feel encourage to work on the different activities I present them after watching it.

I find it valuable in this level because I work a lot with the world of work as they are about to finish secondary school and very near to start deciding what paths to take in their adult life.

I would use this video at secondary level.

In my opinion,this material would be helpful for integrating CSE into my ELT teaching as it clearly shows how something simple or basic for everyday life is so relevant to teach and that the same happens in the case of CSE. I would tell my class that the video is kind of a metaphor and that it has to do with many topics we have to bear in mind, not only as regards incorrect sexual choices but also as regards our bodies,context, health,security,self confidence, signs, respect, among others.

THEME: Body Image and Self-Esteem

CONTEXT: Dove's Real Beauty Sketches: This video highlights the discrepancy between how people see themselves and how others see them. It's a powerful message about self-perception and beauty standards.

FUNCTIONS:

• Expressing opinions and feelings by encouraging students to share their thoughts and feelings about body image and self-esteem.

• Collaborating by working together to create body-positive campaigns and support each other.

LINGUISTIC EXPONENTS:

• Vocabulary: body image, self-esteem, positive body image, negative body image, self-love, self-acceptance, self-compassion, confidence, beauty standards, unrealistic expectations, media influence, social media, advertising, body shaming, cyberbullying, mental health

• Grammar: conditionals (e.g., "If I feel insecure about my body, I will..."), modal verbs (e.g., "We should challenge unrealistic beauty standards."), comparative and superlative adjectives (e.g., "I feel more confident now than before.")

TASKS:

• Discussion: ask open questions like, "How do you feel about your body?" or "What messages do you get about body image from media?"

• Personal reflections: write journal entries or draw self-portraits to express their feelings about their bodies.

• Media analysis: analyze advertisements, music videos, or social media posts to identify body image messages.

I would like to use this short film about a young LGBTQ teenager who faces bullying and struggles with acceptance from both his peers and family. The story brings attention to the challenges many LGBTQ people encounter, including identity issues and the need for understanding from their community. I would use this video with a 4th-grade secondary level to introduce topics of identity, diversity, and acceptance as part of Comprehensive Sexual Education (CSE). This resource might be valuable because it encourages empathy and provides a safe space for students to reflect on respect and inclusivity, especially LGBTQ issues. By watching Tyler's story, students can explore vocabulary related to emotions, identity, and relationships, which not only aligns with language learning goals, but also helps foster an inclusive and empathetic classroom environment. This supports both CSE and ELT goals, equipping students to navigate an inclusive and understanding global society.

THEME CHOSEN

TASKS

CONTEXTS

FUNCTIONS

LINGUISTIC EXPONENTS

GENDER IDENTITY & EXPRESSION

Secondary School 4th Year. Access to Internet and projector.

1) Vocabulary Introduction: Students review terms related to gender identity and expression through a matching activity.

Understanding essential concepts.

Defining and discussing key terms.

Vocabulary: identity, gender, acceptance, respect.

2) Pre-watching Discussion: Students share their prior knowledge on gender expression and discuss acceptance in society.

Exploring students’ personal and social views.

Expressing opinions and sharing experiences.

"I think…" / "In my opinion…"

3) Watch the V Students watch Tyler and do a True or False comprehension check, focusing on Tyler’s story.

Analyzing a real-life situation in the video.

Understanding and reflecting on concepts.

Vocabulary: empathy, bullying, identity.

4) Reflective Questions: Students answer questions about Tyler’s experiences and his relationships, discussing their views.

Developing empathy and understanding diversity.

Asking for clarification, agreeing/disagreeing, and empathizing with Tyler’s situation.

Modals: "should," "could" / Expressions: "I feel…"

5) Writing Task: Students write a short reflective paragraph on why acceptance and respect are important in society.

Reflecting on the video’s message.

Formulating reflections on the need for inclusivity and respect in diverse environments.

Phrases for reflection: "It’s important to…"

6) Group Discussion: Students discuss ways they could promote inclusion and respect for gender diversity in their community.

Applying the lesson to real-life contexts.

Making suggestions, giving advice, and proposing ideas for positive actions in their community.

Structures: "We could…" / "It’s necessary to…"

7) Final Reflection on Padlet: In groups, students post reflections and possible actions they can take to support inclusivity.

Sharing insights and fostering critical thinking.

Expressing final thoughts, making personal commitments, and collaborating on a digital platform.

Present perfect for reflection: "I have learned…"

Hi everyone!

I share with you a part of what could be the first steps of a project.

It talks about how families are different. I think it is very interesting and another way to see how different we are.

I'd like to share with you this short film about gender stereotypes and how these are developed at a very young age.

I would use this video at seconday levels. I would introduce the topic by asking my class if according to them, it’s a girl thing or a boy thing. After that, I would show them that from an early age we have a clear idea of gender roles which include what things we like, behaviours and choices that are associated with being male or female. We then conform to those roles and identify with them. These ideas come from all sorts of sources - our families, the media, what we see in our world. Then, we would discuss about how these stereotypes impact in our decisions or ideas.

In terms of CSE, the video deals with gender, the opportunities associated with being male and female, gender stereotypes, inequality, the role of society encouraging choices and behaviours.

I chose "Love the way you lie" by Eminem and Rihanna. I have used this music video with my secondary school students. We analyzed the video and the lyrics to the song and discussed Healthy relationships. The song is about a man who "can't control himself" and usually abuses his partner. He would say he's sorry but then would do the same thing over and over. I find music to be very engaging with teenagers and these two artists, being as popular as they are, have a huge audience. Students are very receptive to the discussion and usually share experiences they or someone they know have been through.

I chose "Born the way you are" by Lady Gaga. I really like this song to work with adolescents cause it addresses the idea of accept the way you are, whoever you are. I think that this song has a lot of power for adolescents in these times and this song promotes the idea that diversity is a strength and that people from all walks of life should be treated with respect and equality. I would like to use it with my Secondary school students. So I think that this song would be helpful for integrating CSE in my classes because it encourages students to appreciate and respect differences, fostering a more inclusive and tolerant classroom environment. As well as encourage them to analyze the lyrics and discuss their own experiences with identity and self-acceptance.

Context: 

5th year Secondary school

Level of English: Intermediate

Resource: Born this way by Lady Gaga song

Tasks:

Task 1: Before listening to the song: Begin with an open question: What does it mean to be unique to you?

After that, introduce the concept of gender identity and gender expression, using everyday examples. 

Then, explain how music can be a powerful tool for expressing ideas and feelings. 

Task 2

Play the song “Born This Way” by Lady Gaga

After listening to the song, ask general questions: How did the song make you feel? What message do you think it conveys?

Task 3 - Lyrics analysis

Divide students into small groups and give each group a copy of the lyrics. 

Then, ask the group to identify key words related to gender identity. 

Write down the ideas on the blackboard. 

Task 4 - Discussion and emphasize the importance of empathy, tolerance, and acceptance of differences.

Ask an open-ended questions to promote reflection and debate, such as:

• What does it mean for you “born this way”?

• How do you think society perceives people who are different?

• What can we do to create a more inclusive and respectful world?

Task 5 - Students create a drawing or a phrase that expresses their own identity or what they've learned about diversity. 

Then, they share their works in class to their mates, creating a positive atmosphere and celebrating individually. 

FUNCTIONS:

Students express their feelings and personal opinions. 

LINGUISTIC EXPONENTS:

Gender-inclusive language (such as people, individual, etc.)

Specific vocabulary: Gender identity, gender expression, diversity, inclusivity, etc. 

Pronouns: He, she, we, they, I (and the importance of using pronouns that people feel comfortable with)

Nappi Daiana

I would use this resource with high school level students as at that age students begin to explore their identities more deeply, including gender identity and expression. This resource could be used for discussions or activities about self-expression, gender roles in known settings, and identity.