Curriculum

These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

• partial: Recognise stereotypes — oversimplified beliefs about groups of people based on gender, race, age, or other characteristics — and understand that stereotypes are unfair because they ignore individual differences

  Bounded objective: Challenge a group-wide claim with attention to individuals. Fictional stereotypes avoid rehearsing harmful group slurs; transfer to real incidents remains unobserved.

• partial: Define what a stereotype is in their own words

  All-member claim defined and qualified.

• partial: Identify a common stereotype and explain why it is inaccurate

  Invented interests/glasses examples challenge overgeneralisation.

• partial: Challenge a stereotype they encounter by giving a counter-example

  Fictional Rae counterexample used, not learner incident observation.

• partial: If someone says 'boys don't cry' or 'girls aren't good at maths', can {{name}} explain why those statements are unfair stereotypes that don't apply to everyone?

  Try offers new-scenario-reasoning for the bounded objective; it does not establish every part of the source assessment. Fictional stereotypes avoid rehearsing harmful group slurs; transfer to real incidents remains unobserved.

• Fictional stereotypes avoid rehearsing harmful group slurs; transfer to real incidents remains unobserved.