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Educational Programme (For students aged 10 to 13 years old)
This 6-week programme offers a structured and dynamic approach to teaching feminism from a human rights and intersectional perspective.
Week 1: What are Human Rights?
Week 2: Understanding Diversity
Week 3: Gender Equality (Introduction)
Week 4: Women's Rights are Human Rights
Week 5: Respectful Relationships
Week 6: Taking Action
Each week follows a clear and progressive methodology:
Session 1: Introduction and Initial Exploration - We introduce the week's topic through interactive activities, provocative questions or audio-visual material.
Session 2: Deep Dive and Reflection - Students explore the topic in depth through research, debates, case studies and group discussions.
Session 3: Application and Extension - Students reflect on what they have learned through writing, creative projects or group dynamics.
WEEK 1:
WHAT ARE HUMAN RIGHTS?
WEEK 1:
WHAT ARE HUMAN RIGHTS?
Session 1
Introduction to the concept of Human Rights
Discussion:
What do you think this right means?
Why might it be important that children have this right?
Who has a role in helping to make this right real in children’s lives?
Brainstorm examples. Recommended Reading
Activity: "Rights and Responsibilities" game Brainstorm examples of rights (food, shelter, education)
Supporting Video: Intro to the Global Goals
Discuss the video.
Were there any goals you knew of already?
Are there any that surprised you?
Which goals do you think you can contribute to?
By the end of this lesson, students will be able to:
Understand the concept of rights and should be able to define what a "right" is and explain its significance in daily life.
Brainstorm and recognise examples of fundamental rights (e.g., food, shelter, education) and discuss their importance in society.
Session 2
The Fundamentals of Human Rights
Input: Story time featuring characters facing unfair treatment. Discussion about fairness and equality. Scenario Options
Discussion: Why are these important?
Activity: Drawing or creating posters illustrating these basic rights. Displayed on the class wall to refer to the rest of the year.
By the end of this lesson, students will be able to:
Explain why fundamental rights like food, shelter, and education are essential for fairness and equality in society.
Illustrate their understanding of basic human rights by creating drawings or posters depicting them in action.
Session 3
Introduction to the concepts of justice and equality. Everyone deserves equal rights.
Discussion:
What is fairness?
What does it look like?
What does it not look like?
Activity: Create a Class Charter
Creating a class "Human Rights Charter,"
Discuss how to respect the rights of others in the classroom and at home.
By the end of this lesson, students will be able to:
Successfully discuss and create a class charter to which they agree and sign
Reflect on Human Rights and the importance of fairness
WEEK 2:
UNDERSTANDING DIVERSITY
WEEK 2:
UNDERSTANDING DIVERSITY
Session 1
What makes us different?
Activity: "Human Bingo" Find commonalities and differences.
Discussion:
Discuss and explore visible and invisible differences (race, gender, abilities, etc.).
Teacher creates their own personal iceberg. Use this as a model to discuss with the class. Iceberg Activity
By the end of this lesson, students will be able to:
Understand the difference between invisible and visible identities
Session 2
Celebrating diversity
Input: Story time celebrating diversity. Social Justice Books
Discussion: Why is it important to respect everyone, even if they are different from us?
Activity: Students create their own individual iceberg. Iceberg Activity
By the end of this lesson, students will be able to:
Share their own invisible and visible identities with classmates
Session 3
Introduction to prejudice and sterotypes
Input: Identify stereotypes in age-appropriate media (for example, books, movies, and adverts) Recommended Reading
Discussion: Watch this video
Discuss how stereotypes can be harmful. Simple examples and discussion.
Activity: After learning about both these concepts (bias and stereotypes), students can ask themselves:
How do I choose my friends?
How do I decide who to partner with in class?
How do I decide what I think about someone new?
What comments do I make and why?
What can I do to learn more about _______?
By the end of this lesson, students will be able to:
Understand why negative stereotypes and bias can be harmful
Recognise and categorise stereotypes
WEEK 3:
GENDER EQUALITY
WEEK 3:
GENDER EQUALITY
Session 1
What does "boy" and "girl" mean? Do we need to conform to their stereotypes?
Input: Introduce and define the concept of stereotypes to students.
Activities:
Brainstorming about ‘boy’ activities and ‘girl’ activities. Breaking stereotypes through counter-examples and discussion.
Video:
Discussion:
What do the words ‘boy’ and ‘girl’ mean? (Option to discuss non-binary)
What expectations do girls have compared to boys?
What is considered a “girl” or “boy” toy or game?
Who decides which is which?
By the end of this lesson, students will be able to:
Participate in challenging gender stereotypes and the many ways that we can fit or break them
Session 2
Introduce the idea of gender equality: Everyone in the world deserves the same opportunities, independent of their gender
Activity:
Videos:
Discussion:
What are the basic rights that both men and women should have?
Do men and women have equal opportunities?
What jobs are stereotypically “man” or “woman” jobs?
By the end of this lesson, students will be able to:
Challenge their ideas about jobs that are stereotypically
Understand the basic principle of gender equality
Session 3
Why is gender equality important?
Discussion: Discuss simple examples of how inequality can hurt everyone.
Activity:
Divide students into small groups. Give each group a different scenario where gender inequality occurs (in schools, at work, at home, in sports, etc)
Then ask each group to brainstorm ways to make these scenarios fairer.
Discussion:
What does being treated fairly mean to you?
How does inequality hurt everyone?
By the end of this lesson, students will be able to:
Identify examples of gender inequality in everyday situations
WEEK 4:
WOMEN'S RIGHTS ARE HUMAN RIGHTS
WEEK 4:
WOMEN'S RIGHTS ARE HUMAN RIGHTS
Session 1
Connecting gender equality to human rights
Discussion:
What are human rights? How do they relate to gender equality?
Can you name some examples of women's rights? (e.g., education, voting, fair wages, safety, leadership opportunities)
Introduce the idea that gender equality is a fundamental human right and that achieving it benefits everyone in society.
Activity: Kahoot on Women’s Rights
Pause after each question to discuss important facts. Encourage students to reflect on what they found surprising and what still needs to improve.
Plenary Reflection:
Why do women’s rights matter to everyone?
Discuss intersectional feminism and how different factors (race, class, disability) affect women’s experiences.
Have students write down one thing they learned today and one question they still have about gender equality.
By the end of this lesson, students will be able to:
Understand the connection between gender equality and human rights and recognise the importance of feminism.
Identify key facts about women’s rights in Spain and discuss current challenges and progress in achieving gender equality.
Engage in critical thinking about how intersectional feminism promotes equality for all women.
Session 2
Focus on positive role models
Discussion:
How many male role models (celebrities, scientists, actors, authors, etc) can the students name?
How many female role models (celebrities, scientists, actors, authors, etc) can the students name?
Are these figures good role models?
What qualities do you think are important for someone to be considered a positive role model?
Discuss whether there is intersectionality in the role models the students mentioned.
Are there identity groups which are the majority? Why do you think that is?
Discuss why it is important to have a range of intersectional models.
Input: Introduce inspiring women from history and today. Women's Rights Role Models
Activity: Research and create a presentation on a chosen female role model. Encourage intersectionality amongst the role models chosen by asking students to research role models from a range of different countries, cultures, backgrounds and identities.
By the end of this lesson, students will be able to:
Identify and research a female role model, understanding her impact.
Present their findings clearly to the class.
Reflect on the importance of positive role models.
Session 3
Celebrating Women's Day
Discussion:
Elicit what students already know about International Women’s Day (IWD)?
Watch the video: International Women’s Day Video
Group discussion after watching the video:
What is IWD? Is it different to what they thought it was about? If so, how?
What does it mean?
Why do we celebrate it?
In-depth class discussion:
How do different factors like race, class, disability, or culture affect a woman’s experience of discrimination? Can you think of examples where two women might face different challenges because of their backgrounds?
Why is it important to include all women - regardless of race, ability, or economic status - when fighting for gender equality? How can we make sure everyone’s voice is heard?
Activity: Activity Ideas include:
Discussion: Equibingo
Role Play: Line of Inequality
Research and Inquiry: Measuring the Gender Gap
Mind Mapping: Equal or unequal in the future?
Team Work: Breaking down the bricks
By the end of this lesson, students will be able to:
Understand intersectionality, and be able to explain how it impacts a woman's experience of discrimination and inequality.
Recognise why it is essential to include all women when advocating for gender equality and exploring ways to amplify diverse voices.
Develop critical thinking skills to assess gender disparities and propose solutions for a more equitable future.
WEEK 5:
RESPECTFUL RELATIONSHIPS
WEEK 5:
RESPECTFUL RELATIONSHIPS
Session 1
What is respect?
Conversación grupal: ¿Qué significa “respetar”? Reflexionar acerca del respeto a los límites, los sentimientos y los cuerpos de otras personas.
Preguntas clave para preparar la actividad de role-play:
¿Se te ocurre alguna ocasión en la que hayas querido decir algo pero hayas decidido guardártelo para ti? ¿Cómo ayudó eso a la situación?
¿Por qué a veces es mejor guardarse un pensamiento en la cabeza en lugar de decirlo en voz alta? ¿Puedes poner un ejemplo?
¿Cuándo es realmente importante hablar y compartir tus pensamientos?
¿De qué manera elegir cuidadosamente tus palabras puede ayudarte a ser un mejor amigo y a mostrar respeto a los demás?
Actividad: Lluvia de ideas sobre el concepto de respeto. El juego de los dos bandos: Role-playing* sobre comunicación respetuosa en diferentes situaciones.
*Recuerda: Cuando hacemos role-playing siempre buscamos entrenar las conductas que queremos que se repitan (no las que no queremos que se produzcan).
Al final de esta sesión, el alumnado será capaz de:
Comprender el concepto de respeto al identificar y explicar aspectos clave del respeto a los límites, sentimientos y cuerpos de otras personas en distintas situaciones.
Aplicar los conceptos del uso de la comunicación respetuosa para desenvolverse en situaciones sociales difíciles y reconocer cómo este enfoque fortalece las relaciones.
Session 2
Understanding consent (in age-appropriate terms): Everyone has the right to say "no".
Input: Focus on the idea that everyone has the right to say "no."
Discussion: Discuss scenarios involving consent, in simple terms.
Play once full, and then play again, stopping after each scenario.
What was wrong with how they asked for consent?
How should the interaction have happened to be more respectful and with consent?
Activity: Say ‘Yes’ Consent Group Game
Debrief Questions:
What made this game easier or harder?
o Not knowing who was being asked
o Not knowing what answer you got
o Remember not to move until you’ve got a ‘yes’
Why might we have played this game?
How many people did it take to get consent?
Plenary:
Make it explicit that there needs to be a specific question and a specific answer.
All students write a definition of consent (read all or some).
By the end of this lesson, students will be able to:
Understand the concept of consent by recognising that everyone has the right to say "no" and being able to explain consent (in age-appropriate terms).
Identify respectful ways to ask for and give consent.
Discuss what makes an interaction respectful, and demonstrate how clear communication fosters mutual respect.
Session 3
Bullying and how to address it
Input: Emphasise the importance of speaking up (passive and active bystanders).
Discussion: Discuss bullying and how to address it.
Reflection questions:
What does bullying look like to you?
Can you think of any examples of bullying you’ve seen or heard about? How did it make you feel?Can you think of a time when you may have bullied someone? How did it make you feel when you did it? How do you think it made the other person feel?
Why do you think some people bully others? What might be going on in the life of someone who bullies others?
How can you tell when someone is being bullied? What signs should we look for in a friend or classmate who might be feeling bullied?
Why is it important to speak up if you see bullying happening? What can happen if we stay silent when we see bullying? How could our actions make a difference?
What are some ways you could speak up against bullying, without making the situation worse?
How can we stand up for others while still being respectful?
Activity: Wrinkled Heart Activity - Visual activity for students to see the effects and consequences bullying can have.
By the end of this lesson, students will be able to:
Recognise the signs of bullying.
Understand the impact bullying has on individuals, both emotionally and socially.
Demonstrate how to speak up against bullying, respectfully and constructively.
Understand the importance of taking action and supporting others.
Reflect on the reasons behind bullying and discuss how to offer empathy and support to both those who bully and those being bullied, promoting kindness and inclusion.
WEEK 6:
TAKING ACTION
WEEK 6:
TAKING ACTION
Session 1
How can we promote fairness and equality in our daily lives?
Recommended Reading:
Discussion:
What does fairness mean to you, and how does it relate to inclusion and diversity?
Why isn’t treating everyone the same always fair, and how does equity help address different needs?
How do intersecting identities (such as race, gender, or ability) shape the challenges people face, and why is this important for human rights?
What actions can we take to promote fairness, inclusion, and diversity in our communities and online spaces?
Activity: Brainstorm small actions students, and the school, can take to promote fairness and equality.
For example:
Using inclusive language and respecting pronouns.
Speaking up when they see discrimination or unfair treatment.
Making spaces more accessible for people with disabilities.
Learning about different cultures and perspectives.
By the end of this lesson, students will be able to:
Define fairness and equality and explain how different aspects of identity intersect to shape people’s experiences.
Students will identify and commit to small, concrete actions they can take in their daily lives to promote fairness and equality in an intersectional way.
Session 2
Working together for change
Recommended Reading:
Discussion: Discuss the power of collective action.
Why is collective action important in the fight for equality?
How do different identities (race, gender, disability, economic status) shape experiences of inequality, and why must we consider them in creating change?
What are some examples of social movements that addressed multiple forms of inequality through collective action?
How can we take action in a way that includes and uplifts people from diverse backgrounds?
Activity: Role Play Games for Inclusion and Social Change
Reflection:
Reflect on Different Perspectives: Discuss how each character experienced the situation and how their identities (e.g., race, gender, ability, class) influenced their challenges.
Analyse Challenges & Barriers: Identify the key obstacles to inclusion and fairness in each scenario, emphasising how intersectionality plays a role.
Brainstorm Real-Life Solutions: As a class, propose actionable steps to promote inclusion and equality in similar real-world situations, focusing on collective action and advocacy.
By the end of this lesson, students will be able to:
Analyse the power of collective action and how working together can create meaningful change in promoting fairness and equality.
Develop empathy and problem-solving skills related to inclusion, fairness, and intersectionality.
Session 3
Review and Celebration
Input: Recap of key concepts and celebrating what was learned. (human rights, diversity, gender equality, women's rights as human rights, respectful relationships, and taking collective action)
Activity: Gallery Walk - Encourage students to reflect on what they’ve learned and how they will continue to apply it.
Set up stations around the room with prompts related to the key concepts of the program (e.g., human rights, gender equality, diversity, intersectionality, women's rights, collective action).
Each student walks around the room, reflecting on each concept and writing down their thoughts, personal takeaways, or actions they plan to take, on post-it notes or posters.
Students share their reflections with the class, helping reinforce their learning and the importance of continuing to advocate for fairness.
By the end of this lesson, students will be able to:
Reflect on key concepts from the programme and articulate how these ideas have shaped their understanding of fairness and equality.
Demonstrate a commitment to ongoing advocacy by identifying concrete actions they can take in their personal lives to promote inclusion and social justice.
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