Genially Competency Framework

COMPETENCY FRAMEWORKfor fair teaching

How to explore the competency framework (1/2)

This competency framework has five KEY COMPETENCIES. You can return to this summary at any time by clicking on the icon at the bottom of the pages.

On each page, you can return to the previous page or go to the next page using the side arrows . : During navigation this icon shows you the clickable parts.

To start : choose an entry from the summary. By clicking on the name of the part, you will see the description of the entry and the knowledge related to that entry.

Read the instructions before starting (2/2)

A breadcrumb trail allows you to find the path followed :

Parts of breadcrumb trail contain hyperlinks which will facilitate navigation.When there are several skills for a knowledge, you can go to the next page to continue reading these skills.

Key Competency < Knowledge < Skill 1 < Skill 2 < Skill 3

Welcome to the FIT competency framework!

The FIT competency framework has five key competencies.Each key competency is described in knowledge and skills.Each skill is illustrated with behaviours and teaching materials.

Return to key competencies Clickable elements

To start : Choose a key competency and follow the breadcrumb

Key Competency < Knowledge < Skill 1 < Skill 2 < Skill 3

Back to previous pageGo to next page

Welcome to the FIT competency framework!

The FIT competency framework has five key competencies.Each key competency is described in knowledge and skills.Each skill is illustrated with behaviours and teaching materials.

Return to key competencies Clickable elements

To start : Choose a key competency and follow the breadcrumb

Key Competency < Knowledge < Skill 1 < Skill 2 < Skill 3

Back to previous pageGo to next page

KEY COMPETENCIES

Preparation

School Life

Assessment

Awareness & Counselling

Teaching

Preparation

Knowledge 6 : Intersectionnality theories

Knowledge 5 : Knowing and mastering

Knowledge 4 : Gender limitations of resources

Teaching preparation refers to practices dedicated to fairly plan and prepare STEM (or not STEM) lessons, from arranging necessary teaching materials and furniture, to designing instructions and pupils assessment, including developing pupils-specific teaching strategies.

Knowledge 1 : Content and pedagogy of the discipline

Knowledge 2 : Concept of self efficacy

Knowledge 3 : Learning style theories

Preparation

Knowledge

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Preparation

Knowledge 1

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Content and pedagogy of the disciplineKnowledge of the content and pedagogy of their discipline. Knowledge of the intrinsic value concept. Intrinsic value is the pleasure the individual derives from performing the activity or the subjective interest the individual has in the subject. Do I want to do the task ? Knowledge of all stereotypes. Knowledge of gender / feminist / intersectional pedagogies. Studies on how inequalities impact knowledge generation and knowledge transfer. Knowledge of PSC (psycho-social skills).

Skill 1 : Be able to design your course taking into account the preconceived notions

Skill 2 : Be able to design your lesson to meet common interests

Skill 3 : Be able to design your lesson with concrete, fun and engaging content

Skill 4 : Be able to use the expository method

Skill 5 : Be able to use participatory methods

Skill 6 : Be able to select recent female role models relevant to your course

Preparation

Knowledge 1

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Skill 1: Be able to design your course taking into account the preconceived notions

Be able to design your course taking into account the preconceived notions of men and women in the subject in order to counteract them, as well as preconceptions related to minorities and how those intersect with gender related ones.

Be open-minded/aware of stereotypes (of any kind) in relation to your audience. Don't have discourses that confirm these stereotypes. Be aware of them and adapt accordingly.

Preparation

Knowledge 1

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Skill 2: Be able to design your lesson to meet common interests

Be able to design your lesson to meet common interests while at the same time acknowledging different needs and addressing inequalities.

Be aware of the pupils interests and hobbies (to link their interests to the lesson)

Preparation

Knowledge 1

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Skill 3: Be able to design your lesson with concrete, fun and engaging content

Be able to design your lesson with concrete, fun and engaging content so that it resonates with a variety of different learning styles and multiple intelligences.

Anticipate pupils' reactions to curriculum content. Be aware of obligations in respect of the programme.

Preparation

Knowledge 1

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Skill 4: Be able to use the expository method

Be able to use the expository method (lecture, storytelling, use of consultants) that can be adapted to the different personalities of the pupils.

Be able to lead an opposition debate in which pupils express their opinions.

Preparation

Knowledge 1

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Skill 5: Be able to use participatory methods

Be able to use participatory methods : role-play, display, debate, experimentation ; adaptable to the different personalities of the pupils.

Be aware of the possibility of using teaching methods that will engage pupils through different games.

Preparation

Knowledge 1

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Skill 6: Be able to select recent female role models relevant to your course

Be able to select recent female role models relevant to your course, making sure as much as possible to represent women from different backgrounds (along race and ethnicity, social class, gender identioty and sexual orientation, abilities).

Interviewing current and historical role models, sharing their stories.

Preparation

Knowledge 2

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Concept of self-efficacyConcept of self-efficacy, zone of proximal development theory (the difference between what a learner can do without help and what he cannot do. Vygotsky (add a link) stated that a child follows the example of an adult and gradually develops the ability to do certain tasks without help).

Skill : Be able to design a course

Preparation

Knowledge 2

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Skill

Skill: Be able to design a course

Be able to design a course to allow each pupil to succeed and build up their self-efficacy, beliefs, expectations, etc.

Be prepared to receive and manage pupils' emotions --> benevolence

Preparation

Knowledge 3

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Learning style theoriesLearning style theories (Kolb, etc.) (add a link)

Skill : Be able to design a lesson

Preparation

Knowledge 3

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Skill

Skill: Be able to design a lesson

Be able to design a lesson to allow pupils to 'experience the subject' in different ways and/or from different perspectives.

Anticipate the proposal of various forms of work (group work, tutoring, collective, manipulation, experimentation, etc.).

Preparation

Knowledge 4

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Gender limitations of resourcesGender limitations of resources (books, videos, etc.) (invisibility of women, stereotypical gender roles, etc.)

Skill 1 : Be able to select or design teaching materials

Skill 2 : Be prepared to counter potential gender stereotypes

Preparation

Knowledge 4

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Skill 1: Be able to select or design teaching materials

Be able to select or design teaching materials for use in the classroom.

Look at textbooks and resources critically.

Preparation

Knowledge 4

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Skill 2: Be prepared to counter potential gender stereotypes

Be prepared to counter potential gender stereotypes that may be expressed - as well as other intersected stereotypes, on race/etnhicity, gender identity and sexual orientation etc.

Become familiar with the field and master the proposed resources.Have a reflective approach.

Preparation

Knowledge 5

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Knowing and masteringKnowing and mastering learning theories and gender stereotypes.

Skill : Be able to have a continuous reflective approach

Preparation

Knowledge 5

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Skill: Be able to have a continuous reflective approach

Be able to have a continuous reflective approach to teaching. Be able to build an adapted and rich environment that stimulates learners' engagement.

Keep up to date with educational theories but also with current events to reflect on current and living examples from society. Be able to construct fair and neutral assessments .

Preparation

Knowledge 6

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Intersectionnality theoriesIntersectionality theories / Intersectional pedagogy / inclusive pedagogy / decolonial pedagogy.

Skill : Select content that engages a diversity of ideas and perspectives

Preparation

Knowledge 6

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Skill

Skill: Select content that engages a diversity of ideas and perspectives

Select content that engages a diversity of ideas and perspectives. When selecting course content, consider whether certain perspectives are systematically underrepresented or absent. Aim for an inclusive curriculum so that pupils can see ideas and concepts from a variety of perspectives, rather than treating one group's experience as the norm. Critically evaluate the presentation of the material. If you assign a text that proves problematic or incorporates stereotypes, point out these shortcomings and consider supplementing the text with other readings. Encourage pupils to criticize the material, which normalizes critical thinking.

Be able to propose various and diverse teaching materials. Be aware of the needs of each learner's level of knowledge and focus on their needs. Be able to propose and lead debates to make stereotyped representations emerge and deconstruct and reconstruct them in the manner of the scientific method.

Teaching

K 6 : Gender and other intersecting differences

K 7 : Solo effect

K 8 : Expectancy-value model

K 5 : Inclusive Language

K 4 : Gender roles

Teaching refers to practices dedicated to gender-fair interactions in the classroom, from teacher interactions with students, to student interactions with one another and the environment.

K 1 : Multiple predictors of success and orientation

K 2 : Importance of role models and potential backlash

K 3 : Gender dynamics in teacher-pupil communication and interaction

Teaching

Knowledge

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Multiple predictors of success and orientationMultiple predictors of success and orientation (gender, self-efficacy, effort, skill, intelligence, personality, family, peers, teachers, gender composition of a class, etc.).

Skill : Be able to contribute to pupils' expectations

Teaching

Knowledge 1

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Skill: Be able to contribute to pupils' expectations - Be able to give the same type of positive and negative feedback

Be able to contribute to pupils' expectations - Be able to give the same type of positive and negative feedback (pep talk, punishment, praise for talent and non-worker, etc.) - Be able to give the same amount of interaction time to all pupils - Know how to apply strict rules to manage pupils' interventions (code of conduct, don't let pupils - especially boys - speak without permission, etc.) Keep track of pupil participation (aim for an even time, ask different types of questions to boys and girls - boys are asked to think while girls are only asked to remember the facts).

Be able to carry out detailed observations and to construct criteria and observation grids to measure the commitment of pupils and be able to carry out regular assessments and evaluate the impact of my practice on the engagement of pupils. Anticipate the difficulties and obstacles that may appear due to my practice according to the materials that I use, bee able to implement positive discrimination to help a group of pupils. Aadapt to a variety of audiences and offer a differentiated pedagogy.

Teaching

Knowledge 2

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Importance of role models and potential backlashImportance of role models and potential backlash ; female vanguards (i.e. women succeeding in male-dominated careers) may cause a threat of upward comparison, rather than inspire empowerment (Rudman and Phelan 2010).

Skill : Be able to provide female role models in teaching classes

Teaching

Knowledge 2

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Skill

Skill: Be able to provide female role models in teaching classes

Be able to provide female role models in teaching classes to increase girls' interest in STEM careers: famous as well as "ordinary", and from different socio-cultural background, gender identities, abilities.

Be open. Build or use local up-to-date databases of resources to enrich learners' input.

Teaching

Knowledge 3

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Gender dynamics in teacher-pupil communication and interaction.

Skill 3 : Be able to strictly enforce the rules

Skill 2 : Be able to pay attention

Skill 1 : Be able to keep track

Teaching

Knowledge 3

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Skill 1

Skill 1: Be able to keep track

Be able to keep track of - selected pupils (once a girl, then a boy) - type of questions asked ("higher level" critical thinking vs. "lower level" recounting of facts.) - type of feedback (punishment, criticism, pep talk, complimenting boys for their success when complimenting girls for their behaviour and hard work, thoroughness, failures are seen as a lack of work or motivation for boys when it is related to a lack of ability for girls, etc.).

Develop detailed and operational observation grids that allow me to assess my practice and approaches. Develop a detailed observation of the strategies and attitudes of pupils. Be able to value egalitarian attitudes and to modify deviant behaviour. Pay particular attention to classroom management from the point of view of equality and equity. Be rigorous in the management of teacher-pupil interactions.

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Teaching

Knowledge 3

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Skill 2: Be able to pay attention

Be able to pay attention to- how often pupils are called (boys are more often chosen) - wait the same amount of time for pupils to answer questions (boys often have more time) - give the same amount of eye contact regardless of gender - remember everyone's first name (or at least not name the pupils if you remember one gender better than another).

Behaviours

Develop detailed and operational observation grids that allow me to assess my practice and approaches. Develop a detailed observation of the strategies and attitudes of pupils. Be able to value egalitarian attitudes and to modify deviant behaviour. Pay particular attention to classroom management from the point of view of equality and equity. Be rigorous in the management of teacher-pupil interactions.

Teaching

Knowledge 3

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Be able to strictly enforce the rules of teacher-pupil and pupil-pupil interaction (e.g. boys tend to talk without asking permission).

Skill 3: Be able to strictly enforce the rules

Develop detailed and operational observation grids that allow me to assess my practice and approaches. Develop a detailed observation of the strategies and attitudes of pupils. Be able to value egalitarian attitudes and to modify deviant behaviour. Pay particular attention to classroom management from the point of view of equality and equity. Be rigorous in the management of teacher-pupil interactions.

Teaching

Knowledge 4

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Gender roles

Skill : Be able to diffuse any situation in which pupils discriminate

Teaching

Knowledge 4

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Skill: Be able to diffuse any situation in which pupils discriminate

Be able to diffuse any situation in which pupils discriminate, make fun of ... in relation to gender.

Ability to challenge (not just to rectify beliefs) pupils' stereotypes (assert reality, provoke them, encourage discussion with and between pupils, etc.) > A well-ordered, productive but not authoritarian atmosphere (Fribourg source for non-pupil children).

Teaching

Knowledge 5

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Inclusive Language

Skill : Be able to use a language non-gendered

Teaching

Knowledge 5

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Skill

Skill: Be able to use a language non-gendered

Be able to use spoken and written language with non-gendered or masculine and feminine forms.

Pay particular attention to the language used and the vocabulary chosen.

Teaching

Knowledge 6

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Gender and other intersecting differences Gender and other intersecting differences (class, migrant background, religion, disability, sexual orientation, gender identity, etc.).

Skill : Be able to investigate and address how different axis of difference / inequality

Teaching

Knowledge 6

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Skill: Be able to investigate and address how different axis of difference/inequality

Be able to investigate and address how different axis of difference / inequality that are relevant to the group relate to gender and pay attention to multiple and/or intersecting discrimination / stereotyping effects.

Manage gender differences respectfully without compromising your national / school policy. Be able to demonstrate neutrality.

Teaching

Knowledge 7

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Solo effect

Skill : Be able to ensure that girls are not outnumbered

Teaching

Knowledge 7

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Skill: Be able to ensure that girls are not outnumbered

Be able to ensure that girls are not outnumbered in group exercises or to avoid / limit group exercises.

Build a fair group-work management. Establish balanced group assignments and roles within the groups.

Teaching

Knowledge 8

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Expectancy-value model Expectancy-value model (Eccles). Eccles et al (1983) defined four components of task value : achievement value, intrinsic value, utility value and cost. Eccles trend and heirs : the expectancy-value-cost model.

Skill : Be able to provide tasks that pupils can do

Teaching

Knowledge 8

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Skill: Be able to provide tasks that pupils can do

Expectation is a predictor of performance. Can I do the task? Be able to provide tasks that pupils can do (build a variety of content with a full continuum of difficulty) (e.g. start with easy-to-achieve exercises; make sure no child is left behind: prepare tasks with several ways to do them, etc.).

Listen to pupils. Analyse their difficulties and needs. Implement differentiation based on pupils' needs and profiles.

Assessment

K 4 : Knowledge of end-of-course expectations

Assessment refers to practices dedicated to gender-fair teaching evaluation, from student’s evaluation by teachers, to teachers’ self-reflection, contributing to improve STEM (or not STEM) teaching practices and students’ growth.

K 1 : Reflective practitioner theories

K 2 : Threat theory

K 3 : Gender+ dynamics

Awareness

Knowledge

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Assessment

Knowledge 1

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Reflective practitioner theories

Skill : Be able to self-assess your practices

Reflective practitioner theories (Schön) + gendered self-reflection.

Assessment

Knowledge 1

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Skill: Be able to self-assess your practices

Be able to self-assess your practices by thinking about one's gender identity and one's beliefs and attitudes towards men and women.

Regularly reflect on your own ongoing practices for improvement, carry out regular reviews and be able to make changes in your practice if necessary.

Assessment

Knowledge 2

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Threat theory Threat theory regarding stereotypes

Skill : Be able to take stereotype threat into account

Assessment

Knowledge 2

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Skill: Be able to take stereotype threat into account

Be able to take stereotype threat into account when designing the assessment (a geometry exercise may decrease girls' performance > name it as a drawing exercise to avoid this bias, etc.).

Be able to question your practice regarding the materials you offer and the way you present and introduce them to your pupils. Construct gender-neutral assessments as well as assessments that are not biased with regard to intersected inequalities.

Assessment

Knowledge 3

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Gender+ dynamicsGender+ dynamics in teacher-pupil interactions

Skill : Be able to give relevant formative/summative feedback

Assessment

Knowledge 3

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Skill: Be able to give relevant formative/summative feedback

Be able to give relevant formative/summative feedback (bias : if a performance in maths takes place, girls will get feedback for their hard work and boys for their talent/competence, etc.; Asian boys/girls will receive additional verbal reward as they are stereotypically considered to be 'good at maths' ).

When interacting with pupils be aware of existing stereotypes and be careful not to perpetuate them (e.g. "I am offering a particular tutorial because I know that women have difficulty with maths"). Instead, focus on behavioural and controllable actions (e.g. "Please come at office hours, so we can practice some more problems").

Assessment

Knowledge 4

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Skill : Be able to have the same standards for both genders

Knowledge of end-of-course expectations

Assessment

Knowledge 4

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Skill: Be able to have the same standards for both genders

Be able to have the same standards for both genders when assessing skill and achievement.

Focus on objective, non-gendered criterion. Create fair conditions for gender-neutral evaluation.

Awareness & Counselling

K 5 : Actions, competitions, projects

K 4 : Ways to counter

K 3 : Causes behind gender

Awareness & Coun selling refers to practices dedicated to raise awareness on gender stereotypes and biases in STEM to gender-fairly support students in the development of their curriculum.

K 1 : Job market trends

K 2 : Multiple predictors

Awareness & Counselling

Knowledge

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Awareness & Counselling

Knowledge 1

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Skill : Be able to present to the pupil and/or family the available opportunities

Job market trendsJob market trends (types and amount of jobs available, missions of a job, etc.).

Knowledge 1

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Skill: Be able to present to the pupil and/or family the available opportunities

Be able to present to the pupil and/or family the available opportunities (e.g. breaking STEM job's stereotypes, incorporating a STEM and interdisciplinary perspective highlighting how STEM skills are more and more requested in conjunction with SSH and artistic / creative skills).

Be aware of the stereotypes associated to a given job and be willing to deconstruct them.

Awareness & Counselling

Knowledge 2

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Skill 1 : Be able to explain to the pupils AND their family

Skill 5 : Organise neutral guidance activities

Skill 4 : Present concrete examples of STEM jobs

Skill 3: Be able to provide opportunities for families

Skill 6 : Be able to help pupils and their families

Skill 2 : Be able to break misconceptions

Multiple predictorsMultiple predictors (motivation, the plastic nature of a brain, social roles, self-efficacy, effort, competence, family, peers, gender+ composition of a class, etc.).

Awareness & Counselling

Knowledge 2

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Skill 1: Be able to explain to the pupils and their family

Be able to explain to the pupils and their family that achievement and orientation have multiple predictors. Make them change if necessary.

Awareness & Counselling

Knowledge 2

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Skill 2: Be able to break misconceptions

Skill 1

Be able to break misconceptions about the expectancy, value and cost related to STEM courses and orientation.

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Skill 6

Awareness & Counselling

Skill 2

Knowledge 4

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Skill 3: Be able to provide opportunities for families

Be able to provide opportunities for families to understand the instructional program & their child’s progress.

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Awareness & Counselling

Skill 2

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Knowledge 2

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Skill 4: Present concrete examples of STEM jobs

Skill 1

Present concrete examples of STEM jobs and women's role models, highlighting profiles with different backgrounds along race/ethnicity, social class, gender identity and sexual orientation, disability.

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Awareness & Counselling

Skill 2

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Knowledge 2

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Skill 5: Organise neutral guidance activities

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Organise neutral guidance activities e.g. presentations, workshops, career days.

Skill 6

Awareness & Counselling

Skill 2

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Knowledge 2

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Skill 6: Be able to help pupils and their families

Be able to help pupils and their families to understand the benefits of choosing STEM for future career choice.

Awareness & Counselling

Skill 2

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Knowledge 3

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Skill : Be able to use or build resources

Awareness & Counselling

Causes behind genderCauses behind gender + bias and their negative impacts.

Knowledge 3

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Skill: Be able to use or build resources

Be able to use or build resources that focus on providing arguments, data and theoretical and/or empirical evidence of existing gender bias in STEM and STEM education.

Awareness & Counselling

Knowledge 4

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Skill : Be able to use or build tools

Awareness & Counselling

Ways to counterWays to counter-act negative impacts of gender + bias.

Knowledge 4

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Skill: Be able to use or build tools

Be able to use or build tools that stimulate reflection on gender+ bias in STEM.

Awareness & Counselling

Knowledge 5

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Skill : Be able to promote or engage herself/himself in the raising awareness

Awareness & Counselling

Actions, competitions, projectsBe aware of actions, competitions, projects, at national or local level

Knowledge 5

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Skill description

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Skill: Be able to promote or engage herself/himself in the raising awareness

Be able to promote or engage herself/himself in the raising awareness about Gender+ Bias in STEM (through events, workshops, classes, formal and informal counselling activities, etc.).

1.Challenge bias 2.Promote female role models 3.Provide mentorship and support 4.Create inclusive learning environments 5.Encourage hands-on exploration

Awareness & Counselling

School Life

K 6 : Know the values of the republic / society and models characters

K 5 : Know the skills framework and difference discrimination / humor

K 4 : Know the official instructions and the different religions

This dimension describes the knowledge and skills required for education professionals, including understanding internal school regulations, conflict management, recognizing signs of radicalization and gender stereotypes, and mastering sexuality education programs. It also highlights the importance of secularism in schools and the need to promote republican values and human rights.

K 1 : Know the internal regulations

K 7: Know the requirements of sexuality education programs

K 3 : Know stereotypes and speech regulation techniques

K 2 : Know resource peoples, signs of radicalization ; have notions of different cultures

School life

Knowledge

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School Life

Knowledge

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Know the internal regulationsKnow the internal regulations of the establishment and the different types of discrimination. Implement an answer in accordance with the regulations.Master the different conflict management processe.NB : en France la loi règle le problème et interdit tout port de signe religieux à l’école au nom de la laïcité.

Skill : Be able to communicate, to analyse a conflicting situation, to manage conflicts

Knowledge

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Behaviours

Skill description

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Skill: Be able to communicate, to analyse a conflicting situation, to manage conflicts

Know how to communicate and get up to speed with your interlocutors.Know how to respect school regulations.Be able to analyse a challenging situation and identify obstacles to integrate them into a conflict management approach.Master conflict resolution and management.

School Life

Be able to hear arguments contrary to those you are making.Be empathetic.Know how to listen and reformulate to manage the situation well.Engage pupils and manage speaking.Regulate debate and speaking.Know how to be firm on what is not in accordance with school regulations and ethical considerations, and more generally with the law and morality.

School Life

Knowledge 2

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Know the signs of radicalization, resource peoples ; have notions of different cultures.Know signs of radicalization.Have a knowledge of the challenges of multicultural societies from which pupils come from.Know the role and functions of different personnel to know who to contact, how and why.

Skill : Rely on scientific programs and knowledge ; organize a discussion with students

Knowledge 2

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Behaviours

Skill description

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Skill

Skill: Rely on scientific programs and knowledge ; organize a discussion with students

Be able to :- implement lessons based on scientific evidence and academic knowledge- build progressions, programming and sessions consistent with program expectations- engage in a debate with pupils about what is allowed and what is prohibited- make people think about the importance of science for understanding the world and being able to approach it in an informed way- present and question different points of view with pupils.

School Life

Remain professional and do not bring animosity into discussions.Be focused on conversational rules and not let your affect take over.Write a report on the situation and transmit it to the hierarchy.

School Life

Knowledge 3

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Know stereotypes and speech regulation techniquesKnow the most common male/female stereotypes and the different ways and techniques to manage a group.Master speech regulation techniques.

Skill : Be able to manage a discussion

Knowledge 3

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Behaviours

Skill description

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Skill

Skill: Be able to manage a discussion

Be able to :- manage the speech and distribute the interventions of the different participants - make all participants express themselves and involve all trainees.

School Life

Know how to set the rules for speaking.Solicit the small talkers and regulate the big talkers.Encourage a reflection on the place that we must give to each person and the management of the group.

School Life

Knowledge 4

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Know the official instructions and the different religionsKnow the curricula and official instructions ; master the content of the curricula.Know the different religions and theological references.

Skill : Implement the officials texts ; engage the pupils in a reflective work

Knowledge 4

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Skill description

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Skill

Behaviours

Skill: Implement the officials texts ; engage the pupils in a reflective work

Be able to : - implement programs- recall the obligations and mandatory content to master - engage pupils in reflective work and turn away them from their beliefs by showing them that there can be another point of view.Know how to manage conflict.

School Life

Know how to stay on the content and remind pupils of the obligations of the program content.Know how to engage in a constructive exchange with pupils who are in opposition.Be able to open up pupils to other points of view, other opinions and other cultures

School Life

Knowledge 5

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Know the skills framework and difference discrimination / humorKnow the skills framework for civil servants and the difference between discrimination and humor.

Skill : Lead debates on sexism and intersectionality

School Life

Knowledge 5

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Know the skills framework and difference discrimination / humorKnow the skills framework for civil servants and the difference between discrimination and humor.

Skill : Lead debates on sexism and intersectionality

Knowledge 5

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Behaviours

Skill description

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Skill

Skill: Lead debates on sexism and intersectionality

Lead a debate on a social topic without adding emotion but by building scientific and rational arguments.Be able to :- discuss sexism and its intersection with other forms of discrimination with colleagues- reassure pupils.

School Life

Open a debate on everyone’s skills and is there a gender assigned to them.Open a debate on sexism and reprehensible attitudes that do not conform to societal expectations.

School Life

Knowledge 6

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Know the values of the republic / society and models charactersKnow :

• the values of the republic and society / human rights
• referents and model characters with whom pupils can identify
• the master effect and the prediction effect.

Skill : Act with parents and students (representations and stereotypes, abilities, self-confidence)

Knowledge 6

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Skill description

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Skill

Behaviours

Skill: Act with parents and students (representations and stereotypes, abilities, self-confidence)

Be able to listen, reformulate and question parents about their representations.Know how to make pupils aware of their possibilities.Rebuild self-confidence.Give importance to all disciplines and manage representations.Fight against stereotypes.

School Life

Have an open and emphatic attitude to be able to engage in dialogue with parents. Create dialogue and argue about the importance of girls in science and the importance of opening up all possibilities to pupils. Make parents aware of the weight of their view on the self-esteem and commitment of their children in the disciplines.

School Life

Knowledge 7

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Know the requirements of sexuality education programsMaster the curricula and expectations of official memoranda.Know the requirements of sexuality education programs.Master the three dimensions of sexuality education, biological, legal, and psycho-emotional skills.

Skill : Rely on scientific programs and knowledge ; organize a discussion with students

Knowledge 7

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Behaviours

Skill description

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Skill

Skill: Rely on scientific programs and knowledge ; organize a discussion with students

School Life

Know how to receive a different position and question it in the light of academic culture.Manage a debate make pupils express themselves, make them question themselves and provide the information and content necessary for them to engage in reflection.

Be able to :- implement lessons based on scientific evidence and academic knowledge- build progressions, programming and sessions consistent with program expectations- engage in a debate with pupils about what is allowed and what is prohibited- make people think about the importance of science for understanding the world and being able to approach it in an informed way- present and question different points of view with pupils.