Sexuality & Gender Curriculum
Assessment & Learning Experience
Assessment
Rationale
Our assessment design and rationale is in alignment with our curriculum goals and philosophy. The design of assessment not only meets the standards, FoSE and International technical Guidance on Sexuality Education by UNESCO, but also provides numerous ways for students to express and share their understanding of identity, sexuality and gender. In the end, the teacher and students can show their learning results through advocacy of others and change by doing.
Our assessment will value students’ experiences and bring in their fund of knowledge before learning. For example, before our learning activities take place, KWL will be adopted to locate students’ prior knowledge of how they perceive sexuality, gender identity, gender norms, etc. Through connecting students’ personal experiences through formative assessment, like KWL, teachers will better understand their current level of understanding and preparation, so that they can adjust for the later teaching while they introduce more challenging ideas and questions.
Led by the essence of a safe learning environment and inclusive education, potentially a brave space, our formative assessments during the class include a variety of options, formats and multimodality. Our formative assessments help teachers to determine whether students are interested in the topic, inspire students’ ability to inquire, and more importantly, question the presented contents and information and bring their thinking into a deeper understanding. Our designed formative assessments, including the identity map, letter writing and ongoing dialogues, display this aspect of curriculum design.
Accordingly, as students are prompted to think and challenge ideas shown in the process of assessments during the class critically, they can further achieve self-awareness of their own epistemology and experiences that are impacting their ideologies and understanding of self, gender norms, gender binary, and society. Besides, the assessments inspire students’ awareness to protect themselves and others in terms of sexuality and gender, and to have the ability to say NO to sexaul assault and ask for help. In addition, we hope our diverse assessments can also motivate students to further adopt an inclusive and egalitarian attitude when dealing with issues related to identity, intersectionality, and heteronormativity.
At the end of the lesson, with all the required information gathered and learning about the content knowledge relevant to sexuality, students will have summative assessments such as presentations, multimodel work design, and advocacy action plan, to conclude. And hopefully, the summative assessments are able to equip themselves with the ability to transfer the learned knowledge into physical daily life actions and advocate for the Other, and grow a set of perspectives that are more empathetic and cosmopolitan.
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Assessment Bank
Learning Experience Bank
Rationale
Our Learning Experiences Bank is split into two parts. The first part focuses on our central learning experiences and the second part brings in optional/enhancement learning experiences. Our core learning experiences section includes discussion, identity mapping, and advocacy.
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Through ongoing dialogue, a core of the curriculum philosophy in all of our learning, discussion not only builds a bond among students through collaborative and co-constructed conversation but also inspires them to evolve their thinking and meet divergent perspectives around designated topics, sex, gender, sexuality, and sexual violence.
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Our learning experience of identity mapping expanding from unit 1 to unit 2 offers a valuable opportunity to visualize and reflect on their identity through mapping and relating with their peers. Through this core learning activity, students will have a comprehensive understanding of their intersectionality beyond sexuality and gender.
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In the third lesson of each unit, the learning experience of advocacy will require all students to apply learned skills and knowledge into practice and advocacy for others in multiple ways. The design of this learning experience motivates our students to continuously strive for others, advocating for injustice centering on sexuality and gender, and working towards problems in society.
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As for the optional and enrichment learning experiences, we have teacher stations, impression drawing, role-playing, TEDTalk watching, etc. These optional learning experiences provide both novice and experienced teachers with references to better coordinate with the curriculum goals. With these learning experiences in class, students can better connect the learning activities in different forms with the content knowledge, and further expand their perception and understanding of sexuality and gender.