5 sessions about homophobic bullying

1. NAME: Be yourself
2. LEVEL: 1st ESO
3. TOPIC: Homophobic bullying
4. TIMING: 7 sessions. 80 minutes each session
5. STEPS:

1st session: What do you think about?

• Ask students what they think about issues related to the topic of  homophobic bullying and what vision do they have on how these issues are addressed in the school where they study
• We will give them an anonymous questionnaire that will serve to the teachers as information to know their opinion and to detect possible cases of homophobic bullying

2nd session: The three cards

• We gave each student three stapled cards: one green, one white and one red. Each student will write anonymously in each of them the answer to the following questions:  

· What is homosexuality for me? (White card)

· How do I live my homosexuality? (Green card)

· Who or what forbids me to my live my sexuality? (Red card)

• It will be a reading aloud each of these cards

• Considering the answers of the students, the teacher will explain the issues on which they will be working during the sessions throughout the course.

                      3rd session: Sexuality in a mural

• The teacher explains to students what sexuality is.

• Divide the group into groups of 4 or 5 people. We handed out to them scissors, two bars of glue stick, a cardboard and 4 magazines or newspapers.

Each group will have to work together and realize a mural on the cardboard about what they have understood as sexuality after the teacher's explanation

• Each group appoints a representative of their group and he or she must explain the content of their mural to the rest of their classmates.

                    4th session: Male or female?

• We use two photos from a babies in which we cannot identify if they are girls or boys and we put them in the board.

We will name the first baby with a boy's name and the second baby with a girl's name.

• Divide the class into groups of five and we will assign a picture to each group. We will ask them to write a story for the baby who has been assigned How is she/he?, What will he/she study?, How is her/his personality?, How is her/his life?

• Once the groups have just written the stories, they will read them aloud one by one. Together we seek similarities between the stories of a baby boy and a baby girl.

           When all the readings are finished, the teacher will tell the class that the

           baby en both pictures is the same. The teacher will explain them how

           biological sex has an influence at birth and how the fact of being girl o

           boy entails different behaviours and different achievements socially.

                        5th session:

• Divide the board or panel in three columns: Sexual Identity, Gender Identity and Sexual Orientation

• Then divide the students into groups of 5 and give them five post-its with different concepts that relate to each of the areas we have written on the board and we recollect in Basic Concepts man, woman, male, female, heterosexual, homosexual, lesbian, gay, transgender…)

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