Teaching Sequence

Work through this resource material in the following sequence:

20 minutes – Part A: Engaging With The Themes
45 minutes – Part B: Viewing The First Part
60 minutes – Part C: Completing The Film
10 minutes – Reflection

Part A: Engaging With The Themes

Step 1.

Distribute the Student Worksheet to all students and ask them to read the below quotes and complete the table individually.

	What thoughts and feelings does this bring up for you?	What questions do you have?
"If the majority of scientists and engineers are men then that determines the kinds of questions that get asked in the first place. Everyone's experience brings something new to the table and so having more women… can help to change and challenge some of the biggest research questions we're facing."
“When I said that I was pregnant to my boss… You feel ashamed and guilty in a way. Having a break is losing time in the race for a permanent position.”
"It's a very competitive environment so perhaps that just suits the men more. I don't know."
"Whiteness enables leadership… white people tend to pick white people."
“I know that living a feminist life is the most important and the bravest decision I’ll ever make.”

Step 2.

Place these five keywords/phrases up in different parts of the room:

Sexism in the workplace
What are the features of effective leadership?
Women in STEMM
Diversity in the workplace
Feminism.

You could also run this activity on Padlet.

Step 3.

Give students some sticky notes and ask them to write down two thoughts that come to mind when they see/hear each word/phrase (they may work in pairs). They may want to write down examples, associations or questions.

Step 4.

Conduct a gallery walk where students read the notes and ideas of others.

Step 5.

Ask students to discuss with groups of three to five:

What came to their minds when doing this activity?
What did they notice about what they read?
Did anything surprise or challenge them?

Step 6.

Have each table share their responses. Identify and clarify any misconceptions or confusion.

Part B: Viewing The First Part

We recommend you access the film via Clickview. It is also available online on Amazon, Foxtel Rental Store, iTunes, GooglePlay, YouTube Film, Microsoft Store, Xbox Entertainment, Fetch TV, Vimeo and DocPlay.

Step 1.

Watch the film from the beginning. Pause at 00:49:05 minutes.

Step 2.

Divide the class into groups with each group having one of the five themes to focus on:

Sexism in the workplace
What are the features of effective leadership?
Women in STEMM
Diversity in the workplace
Feminism.

When the film is stopped, each group should take notes using this template (available on the Student Worksheet):

Theme:

Examples:	Our reaction to them/ interpretation of them	Questions we can ask

Part C: Completing The Film

Step 1.

Watch the remainder of the film (from 49 minutes onward).

Step 2.

Invite students to return to their groups from Part B. They can now complete the table below (on the Student Worksheet):

Theme:

Examples from the rest of the film:	Our reaction to them/ interpretation of them	Questions we can ask about this example

Step 3.

Invite students to work in pairs to make a claim about their assigned theme in the film text using the template provided below. You might like to talk them through this example:

Group/individual claim
(a sentence about the topic - a statement of fact or opinion)

Sexism is rife in the workplace and is affecting women’s careers.

Support
(try to think of two to three examples from the film that back up your claim)

There were multiple examples of sexism shown in the film, including assault, threats and barriers based on sex-based issues (pregnancy).

Questions
(what are two questions you can ask about this topic? - think ‘why’ or ‘how’)

How can we ensure that these situations do not happen and that if they do, those involved are held responsible?

Why have current policies to stop sexism not worked?

Step 4.

Ask students to circulate around the room, reading other students’ claim/support/question. If the claim/support/question prompts an idea, students are to write a response on their peers’ sheet under the ‘class response’ section.

Step 5.

Ask a few students to share with the class:

An interesting idea they read
A question they still have
An idea they saw many times.

Reflection

Invite students to write about how their thinking has changed or developed around one of the themes in the film. Students can reflect using this template on the Student Worksheet:

Before the film, I was thinking about…	At the start of the film, I was thinking about…	By the end of the film, I was thinking about…

Ask students to now conduct the ‘three whys’ thinking routine about ONE of the topics raised in the film:

Why does this topic matter to me?
Why might this topic matter for my community/country?
Why does this topic matter to the world?

Differentiated Learning

Extension - Students could conduct research into one of the following questions (or their own as negotiated with you) about some of the themes explored within the film:

What role could and should men play in promoting women’s rights in the workplace?
How have workplaces successfully changed to support equality? Find a case study and explain it to the class
What misconceptions exist around women’s ability in STEMM? What historical basis do these have and how can they be addressed?

Provisions for Learning Support - Students could discuss examples with their teacher or peers, rather than completing all of the tables. Joint construction of a claim, support and question could allow students to share their thoughts.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

The Leadership - Viewing And Responding To The Film

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