Genially Competency Framework

COMPETENCY FRAMEWORK for fair teaching

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Key Competency < Knowledge < Skill 1 < Skill 2 < Skill 3

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The FIT competency framework has five key competencies. Each key competency is described in knowledge and skills. Each skill is illustrated with behaviours and teaching materials.

Welcome to the FIT competency framework!

Teaching

Awareness & Counselling

Assessment

School Life

Preparation

KEY COMPETENCIES

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Knowledge

Preparation

Knowledge 3 : Learning style theories

Knowledge 2 : Concept of self efficacy

Knowledge 1 : Content and pedagogy of the discipline

Teaching preparation refers to practices dedicated to fairly plan and prepare STEM (or not STEM) lessons, from arranging necessary teaching materials and furniture, to designing instructions and pupils assessment, including developing pupils-specific teaching strategies.

Knowledge 4 : Gender limitations of resources

Knowledge 5 : Knowing and mastering

Knowledge 6 : Intersectionnality theories

Preparation

Skill 6 : Be able to select recent female role models relevant to your course

Skill 5 : Be able to use participatory methods

Skill 4 : Be able to use the expository method

Skill 3 : Be able to design your lesson with concrete, fun and engaging content

Skill 2 : Be able to design your lesson to meet common interests

Skill 1 : Be able to design your course taking into account the preconceived notions

Content and pedagogy of the discipline Knowledge of the content and pedagogy of their discipline. Knowledge of the intrinsic value concept. Intrinsic value is the pleasure the individual derives from performing the activity or the subjective interest the individual has in the subject. Do I want to do the task ? Knowledge of all stereotypes. Knowledge of gender / feminist / intersectional pedagogies. Studies on how inequalities impact knowledge generation and knowledge transfer. Knowledge of PSC (psycho-social skills).

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Knowledge 1

Preparation

Be open-minded/aware of stereotypes (of any kind) in relation to your audience. Don't have discourses that confirm these stereotypes. Be aware of them and adapt accordingly.

Be able to design your course taking into account the preconceived notions of men and women in the subject in order to counteract them, as well as preconceptions related to minorities and how those intersect with gender related ones.

Skill 1: Be able to design your course taking into account the preconceived notions

Skill 2

Skill 3

Skill 6

Skill 4

Skill 5

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Knowledge 1

Preparation

Be aware of the pupils interests and hobbies (to link their interests to the lesson)

Be able to design your lesson to meet common interests while at the same time acknowledging different needs and addressing inequalities.

Skill 2: Be able to design your lesson to meet common interests

Skill 2

Skill 3

Skill 6

Skill 4

Skill 5

Skill 1

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Knowledge 1

Preparation

Anticipate pupils' reactions to curriculum content. Be aware of obligations in respect of the programme.

Be able to design your lesson with concrete, fun and engaging content so that it resonates with a variety of different learning styles and multiple intelligences.

Skill 3: Be able to design your lesson with concrete, fun and engaging content

Skill 2

Skill 3

Skill 6

Skill 4

Skill 5

Skill 1

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Knowledge 1

Preparation

Be able to lead an opposition debate in which pupils express their opinions.

Be able to use the expository method (lecture, storytelling, use of consultants) that can be adapted to the different personalities of the pupils.

Skill 4: Be able to use the expository method

Skill 2

Skill 3

Skill 6

Skill 4

Skill 5

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Knowledge 1

Preparation

Be aware of the possibility of using teaching methods that will engage pupils through different games.

Be able to use participatory methods : role-play, display, debate, experimentation ; adaptable to the different personalities of the pupils.

Skill 5: Be able to use participatory methods

Skill 2

Skill 3

Skill 6

Skill 4

Skill 5

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Knowledge 1

Preparation

Interviewing current and historical role models, sharing their stories.

Be able to select recent female role models relevant to your course, making sure as much as possible to represent women from different backgrounds (along race and ethnicity, social class, gender identioty and sexual orientation, abilities).

Skill 6: Be able to select recent female role models relevant to your course

Skill 2

Skill 3

Skill 6

Skill 4

Skill 5

Skill 1

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Knowledge 1

Preparation

Skill : Be able to design a course

Concept of self-efficacy Concept of self-efficacy, zone of proximal development theory (the difference between what a learner can do without help and what he cannot do. Vygotsky (add a link) stated that a child follows the example of an adult and gradually develops the ability to do certain tasks without help).

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Knowledge 2

Preparation

Be prepared to receive and manage pupils' emotions --> benevolence

Be able to design a course to allow each pupil to succeed and build up their self-efficacy, beliefs, expectations, etc.

Skill: Be able to design a course

Skill

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Skill description

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Knowledge 2

Preparation

Skill : Be able to design a lesson

Learning style theories Learning style theories (Kolb, etc.) (add a link)

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Knowledge 3

Preparation

Anticipate the proposal of various forms of work (group work, tutoring, collective, manipulation, experimentation, etc.).

Be able to design a lesson to allow pupils to 'experience the subject' in different ways and/or from different perspectives.

Skill: Be able to design a lesson

Skill

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Skill description

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Knowledge 3

Preparation

Skill 2 : Be prepared to counter potential gender stereotypes

Skill 1 : Be able to select or design teaching materials

Gender limitations of resources Gender limitations of resources (books, videos, etc.) (invisibility of women, stereotypical gender roles, etc.)

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Knowledge 4

Preparation

Look at textbooks and resources critically.

Be able to select or design teaching materials for use in the classroom.

Skill 1: Be able to select or design teaching materials

Skill 2

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Knowledge 4

Preparation

Become familiar with the field and master the proposed resources. Have a reflective approach.

Be prepared to counter potential gender stereotypes that may be expressed - as well as other intersected stereotypes, on race/etnhicity, gender identity and sexual orientation etc.

Skill 2: Be prepared to counter potential gender stereotypes

Skill 2

Skill 1

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Knowledge 4

Preparation

Skill : Be able to have a continuous reflective approach

Knowing and mastering Knowing and mastering learning theories and gender stereotypes.

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Knowledge 5

Preparation

Keep up to date with educational theories but also with current events to reflect on current and living examples from society. Be able to construct fair and neutral assessments .

Be able to have a continuous reflective approach to teaching. Be able to build an adapted and rich environment that stimulates learners' engagement.

Skill: Be able to have a continuous reflective approach

Skill

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Skill description

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Knowledge 5

Preparation

Skill : Select content that engages a diversity of ideas and perspectives

Intersectionnality theories Intersectionality theories / Intersectional pedagogy / inclusive pedagogy / decolonial pedagogy.

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Knowledge 6

Preparation

Be able to propose various and diverse teaching materials. Be aware of the needs of each learner's level of knowledge and focus on their needs. Be able to propose and lead debates to make stereotyped representations emerge and deconstruct and reconstruct them in the manner of the scientific method.

Select content that engages a diversity of ideas and perspectives. When selecting course content, consider whether certain perspectives are systematically underrepresented or absent. Aim for an inclusive curriculum so that pupils can see ideas and concepts from a variety of perspectives, rather than treating one group's experience as the norm. Critically evaluate the presentation of the material. If you assign a text that proves problematic or incorporates stereotypes, point out these shortcomings and consider supplementing the text with other readings. Encourage pupils to criticize the material, which normalizes critical thinking.

Skill: Select content that engages a diversity of ideas and perspectives

Skill

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Knowledge 6

Preparation

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Knowledge

Teaching

K 3 : Gender dynamics in teacher-pupil communication and interaction

K 2 : Importance of role models and potential backlash

K 1 : Multiple predictors of success and orientation

Teaching refers to practices dedicated to gender-fair interactions in the classroom, from teacher interactions with students, to student interactions with one another and the environment.

K 4 : Gender roles

K 5 : Inclusive Language

K 8 : Expectancy-value model

K 7 : Solo effect

K 6 : Gender and other intersecting differences

Teaching

Skill : Be able to contribute to pupils' expectations

Multiple predictors of success and orientation Multiple predictors of success and orientation (gender, self-efficacy, effort, skill, intelligence, personality, family, peers, teachers, gender composition of a class, etc.).

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Knowledge 1

Teaching

Be able to carry out detailed observations and to construct criteria and observation grids to measure the commitment of pupils and be able to carry out regular assessments and evaluate the impact of my practice on the engagement of pupils. Anticipate the difficulties and obstacles that may appear due to my practice according to the materials that I use, bee able to implement positive discrimination to help a group of pupils. Aadapt to a variety of audiences and offer a differentiated pedagogy.

Be able to contribute to pupils' expectations - Be able to give the same type of positive and negative feedback (pep talk, punishment, praise for talent and non-worker, etc.) - Be able to give the same amount of interaction time to all pupils - Know how to apply strict rules to manage pupils' interventions (code of conduct, don't let pupils - especially boys - speak without permission, etc.) Keep track of pupil participation (aim for an even time, ask different types of questions to boys and girls - boys are asked to think while girls are only asked to remember the facts).

Skill: Be able to contribute to pupils' expectations - Be able to give the same type of positive and negative feedback

Skill

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Knowledge 1

Teaching

Skill : Be able to provide female role models in teaching classes

Importance of role models and potential backlash Importance of role models and potential backlash ; female vanguards (i.e. women succeeding in male-dominated careers) may cause a threat of upward comparison, rather than inspire empowerment (Rudman and Phelan 2010).

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Knowledge 2

Teaching

Be open. Build or use local up-to-date databases of resources to enrich learners' input.

Be able to provide female role models in teaching classes to increase girls' interest in STEM careers: famous as well as "ordinary", and from different socio-cultural background, gender identities, abilities.

Skill: Be able to provide female role models in teaching classes

Skill

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Skill description

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Knowledge 2

Teaching

Skill 1 : Be able to keep track

Skill 2 : Be able to pay attention

Skill 3 : Be able to strictly enforce the rules

Gender dynamics in teacher-pupil communication and interaction.

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Knowledge 3

Teaching

Skill 2

Skill 3

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Develop detailed and operational observation grids that allow me to assess my practice and approaches. Develop a detailed observation of the strategies and attitudes of pupils. Be able to value egalitarian attitudes and to modify deviant behaviour. Pay particular attention to classroom management from the point of view of equality and equity. Be rigorous in the management of teacher-pupil interactions.

Be able to keep track of - selected pupils (once a girl, then a boy) - type of questions asked ("higher level" critical thinking vs. "lower level" recounting of facts.) - type of feedback (punishment, criticism, pep talk, complimenting boys for their success when complimenting girls for their behaviour and hard work, thoroughness, failures are seen as a lack of work or motivation for boys when it is related to a lack of ability for girls, etc.).

Skill 1: Be able to keep track

Skill 1

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Knowledge 3

Teaching

Develop detailed and operational observation grids that allow me to assess my practice and approaches. Develop a detailed observation of the strategies and attitudes of pupils. Be able to value egalitarian attitudes and to modify deviant behaviour. Pay particular attention to classroom management from the point of view of equality and equity. Be rigorous in the management of teacher-pupil interactions.

Behaviours

Be able to pay attention to - how often pupils are called (boys are more often chosen) - wait the same amount of time for pupils to answer questions (boys often have more time) - give the same amount of eye contact regardless of gender - remember everyone's first name (or at least not name the pupils if you remember one gender better than another).

Skill 2: Be able to pay attention

Skill description

Skill 2

Skill 3

Skill 1

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Knowledge 3

Teaching

Develop detailed and operational observation grids that allow me to assess my practice and approaches. Develop a detailed observation of the strategies and attitudes of pupils. Be able to value egalitarian attitudes and to modify deviant behaviour. Pay particular attention to classroom management from the point of view of equality and equity. Be rigorous in the management of teacher-pupil interactions.

Skill 3: Be able to strictly enforce the rules

Be able to strictly enforce the rules of teacher-pupil and pupil-pupil interaction (e.g. boys tend to talk without asking permission).

Skill 2

Skill 3

Skill 1

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Knowledge 3

Teaching

Skill : Be able to diffuse any situation in which pupils discriminate

Gender roles

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Knowledge 4

Teaching

Ability to challenge (not just to rectify beliefs) pupils' stereotypes (assert reality, provoke them, encourage discussion with and between pupils, etc.) > A well-ordered, productive but not authoritarian atmosphere (Fribourg source for non-pupil children).

Be able to diffuse any situation in which pupils discriminate, make fun of ... in relation to gender.

Skill: Be able to diffuse any situation in which pupils discriminate

Skill

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Knowledge 4

Teaching

Skill : Be able to use a language non-gendered

Inclusive Language

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Knowledge 5

Teaching

Pay particular attention to the language used and the vocabulary chosen.

Be able to use spoken and written language with non-gendered or masculine and feminine forms.

Skill: Be able to use a language non-gendered

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Knowledge 5

Teaching

Skill : Be able to investigate and address how different axis of difference / inequality

Gender and other intersecting differences Gender and other intersecting differences (class, migrant background, religion, disability, sexual orientation, gender identity, etc.).

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Knowledge 6

Teaching

Manage gender differences respectfully without compromising your national / school policy. Be able to demonstrate neutrality.

Be able to investigate and address how different axis of difference / inequality that are relevant to the group relate to gender and pay attention to multiple and/or intersecting discrimination / stereotyping effects.

Skill: Be able to investigate and address how different axis of difference/inequality

Skill

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Knowledge 6

Teaching

Skill : Be able to ensure that girls are not outnumbered

Solo effect

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Knowledge 7

Teaching

Build a fair group-work management. Establish balanced group assignments and roles within the groups.

Be able to ensure that girls are not outnumbered in group exercises or to avoid / limit group exercises.

Skill: Be able to ensure that girls are not outnumbered

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Knowledge 7

Teaching

Skill : Be able to provide tasks that pupils can do

Expectancy-value model Expectancy-value model (Eccles). Eccles et al (1983) defined four components of task value : achievement value, intrinsic value, utility value and cost. Eccles trend and heirs : the expectancy-value-cost model.

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Knowledge 8

Teaching

Listen to pupils. Analyse their difficulties and needs. Implement differentiation based on pupils' needs and profiles.

Expectation is a predictor of performance. Can I do the task? Be able to provide tasks that pupils can do (build a variety of content with a full continuum of difficulty) (e.g. start with easy-to-achieve exercises; make sure no child is left behind: prepare tasks with several ways to do them, etc.).

Skill: Be able to provide tasks that pupils can do

Skill

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Knowledge 8

Teaching

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Knowledge

Awareness

K 3 : Gender+ dynamics

K 2 : Threat theory

K 1 : Reflective practitioner theories

Assessment refers to practices dedicated to gender-fair teaching evaluation, from student’s evaluation by teachers, to teachers’ self-reflection, contributing to improve STEM (or not STEM) teaching practices and students’ growth.

K 4 : Knowledge of end-of-course expectations

Assessment

Reflective practitioner theories (Schön) + gendered self-reflection.

Skill : Be able to self-assess your practices

Reflective practitioner theories

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Knowledge 1

Assessment

Regularly reflect on your own ongoing practices for improvement, carry out regular reviews and be able to make changes in your practice if necessary.

Be able to self-assess your practices by thinking about one's gender identity and one's beliefs and attitudes towards men and women.

Skill: Be able to self-assess your practices

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Knowledge 1

Assessment

Skill : Be able to take stereotype threat into account

Threat theory Threat theory regarding stereotypes

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Knowledge 2

Assessment

Be able to question your practice regarding the materials you offer and the way you present and introduce them to your pupils. Construct gender-neutral assessments as well as assessments that are not biased with regard to intersected inequalities.

Be able to take stereotype threat into account when designing the assessment (a geometry exercise may decrease girls' performance > name it as a drawing exercise to avoid this bias, etc.).

Skill: Be able to take stereotype threat into account

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Knowledge 2

Assessment

Skill : Be able to give relevant formative/summative feedback

Gender+ dynamics Gender+ dynamics in teacher-pupil interactions

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Knowledge 3

Assessment

When interacting with pupils be aware of existing stereotypes and be careful not to perpetuate them (e.g. "I am offering a particular tutorial because I know that women have difficulty with maths"). Instead, focus on behavioural and controllable actions (e.g. "Please come at office hours, so we can practice some more problems").

Be able to give relevant formative/summative feedback (bias : if a performance in maths takes place, girls will get feedback for their hard work and boys for their talent/competence, etc.; Asian boys/girls will receive additional verbal reward as they are stereotypically considered to be 'good at maths' ).

Skill: Be able to give relevant formative/summative feedback

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Knowledge 3

Assessment

Knowledge of end-of-course expectations

Skill : Be able to have the same standards for both genders

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Knowledge 4

Assessment

Focus on objective, non-gendered criterion. Create fair conditions for gender-neutral evaluation.

Be able to have the same standards for both genders when assessing skill and achievement.

Skill: Be able to have the same standards for both genders

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Knowledge 4

Assessment

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Knowledge

Awareness & Counselling

K 2 : Multiple predictors

K 1 : Job market trends

Awareness & Coun selling refers to practices dedicated to raise awareness on gender stereotypes and biases in STEM to gender-fairly support students in the development of their curriculum.

K 3 : Causes behind gender

K 4 : Ways to counter

K 5 : Actions, competitions, projects

Awareness & Counselling

Job market trends Job market trends (types and amount of jobs available, missions of a job, etc.).

Skill : Be able to present to the pupil and/or family the available opportunities

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Knowledge 1

Awareness & Counselling

Awareness & Counselling

Be aware of the stereotypes associated to a given job and be willing to deconstruct them.

Be able to present to the pupil and/or family the available opportunities (e.g. breaking STEM job's stereotypes, incorporating a STEM and interdisciplinary perspective highlighting how STEM skills are more and more requested in conjunction with SSH and artistic / creative skills).

Skill: Be able to present to the pupil and/or family the available opportunities

Skill

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Knowledge 1

Awareness & Counselling

Multiple predictors Multiple predictors (motivation, the plastic nature of a brain, social roles, self-efficacy, effort, competence, family, peers, gender+ composition of a class, etc.).

Skill 2 : Be able to break misconceptions

Skill 6 : Be able to help pupils and their families

Skill 3: Be able to provide opportunities for families

Skill 4 : Present concrete examples of STEM jobs

Skill 5 : Organise neutral guidance activities

Skill 1 : Be able to explain to the pupils AND their family

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Knowledge 2

Awareness & Counselling

Be able to explain to the pupils and their family that achievement and orientation have multiple predictors. Make them change if necessary.

Skill 1: Be able to explain to the pupils and their family

Skill 2

Skill 6

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Knowledge 2

Skill 2

Awareness & Counselling

Skill 6

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Be able to break misconceptions about the expectancy, value and cost related to STEM courses and orientation.

Skill 1

Skill 2: Be able to break misconceptions

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Knowledge 2

Skill 3

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Skill 2

Awareness & Counselling

Skill 6

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Be able to provide opportunities for families to understand the instructional program & their child’s progress.

Skill 3: Be able to provide opportunities for families

Skill 1

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Knowledge 4

Skill 4

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Skill 2

Awareness & Counselling

Skill 6

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Present concrete examples of STEM jobs and women's role models, highlighting profiles with different backgrounds along race/ethnicity, social class, gender identity and sexual orientation, disability.

Skill 1

Skill 4: Present concrete examples of STEM jobs

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Knowledge 2

Skill 5

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Awareness & Counselling

Skill 6

Organise neutral guidance activities e.g. presentations, workshops, career days.

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Skill 5: Organise neutral guidance activities

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Knowledge 2

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Awareness & Counselling

Be able to help pupils and their families to understand the benefits of choosing STEM for future career choice.

Skill 6: Be able to help pupils and their families

Skill 3

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Knowledge 2

Causes behind gender Causes behind gender + bias and their negative impacts.

Awareness & Counselling

Skill : Be able to use or build resources

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Knowledge 3

Awareness & Counselling

Be able to use or build resources that focus on providing arguments, data and theoretical and/or empirical evidence of existing gender bias in STEM and STEM education.

Skill: Be able to use or build resources

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Knowledge 3

Ways to counter Ways to counter-act negative impacts of gender + bias.

Awareness & Counselling

Skill : Be able to use or build tools

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Knowledge 4

Awareness & Counselling

Be able to use or build tools that stimulate reflection on gender+ bias in STEM.

Skill: Be able to use or build tools

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Knowledge 4

Actions, competitions, projects Be aware of actions, competitions, projects, at national or local level

Awareness & Counselling

Skill : Be able to promote or engage herself/himself in the raising awareness

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Knowledge 5

Awareness & Counselling

1.Challenge bias 2.Promote female role models 3.Provide mentorship and support 4.Create inclusive learning environments 5.Encourage hands-on exploration

Be able to promote or engage herself/himself in the raising awareness about Gender+ Bias in STEM (through events, workshops, classes, formal and informal counselling activities, etc.).

Skill: Be able to promote or engage herself/himself in the raising awareness

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Knowledge 5

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Knowledge

School life

K 2 : Know resource peoples, signs of radicalization ; have notions of different cultures

K 3 : Know stereotypes and speech regulation techniques

K 7: Know the requirements of sexuality education programs

K 1 : Know the internal regulations

This dimension describes the knowledge and skills required for education professionals, including understanding internal school regulations, conflict management, recognizing signs of radicalization and gender stereotypes, and mastering sexuality education programs. It also highlights the importance of secularism in schools and the need to promote republican values and human rights.

K 4 : Know the official instructions and the different religions

K 5 : Know the skills framework and difference discrimination / humor

K 6 : Know the values of the republic / society and models characters

School Life

Skill : Be able to communicate, to analyse a conflicting situation, to manage conflicts

Know the internal regulations Know the internal regulations of the establishment and the different types of discrimination. Implement an answer in accordance with the regulations. Master the different conflict management processe. NB : en France la loi règle le problème et interdit tout port de signe religieux à l’école au nom de la laïcité.

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Knowledge

School Life

Be able to hear arguments contrary to those you are making. Be empathetic. Know how to listen and reformulate to manage the situation well. Engage pupils and manage speaking. Regulate debate and speaking. Know how to be firm on what is not in accordance with school regulations and ethical considerations, and more generally with the law and morality.

School Life

Know how to communicate and get up to speed with your interlocutors. Know how to respect school regulations. Be able to analyse a challenging situation and identify obstacles to integrate them into a conflict management approach. Master conflict resolution and management.

Skill: Be able to communicate, to analyse a conflicting situation, to manage conflicts

Skill

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Knowledge

Skill : Rely on scientific programs and knowledge ; organize a discussion with students

Know the signs of radicalization, resource peoples ; have notions of different cultures. Know signs of radicalization. Have a knowledge of the challenges of multicultural societies from which pupils come from. Know the role and functions of different personnel to know who to contact, how and why.

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Knowledge 2

School Life

Remain professional and do not bring animosity into discussions. Be focused on conversational rules and not let your affect take over. Write a report on the situation and transmit it to the hierarchy.

School Life

Be able to : - implement lessons based on scientific evidence and academic knowledge - build progressions, programming and sessions consistent with program expectations - engage in a debate with pupils about what is allowed and what is prohibited - make people think about the importance of science for understanding the world and being able to approach it in an informed way - present and question different points of view with pupils.

Skill: Rely on scientific programs and knowledge ; organize a discussion with students

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Knowledge 2

Skill : Be able to manage a discussion

Know stereotypes and speech regulation techniques Know the most common male/female stereotypes and the different ways and techniques to manage a group. Master speech regulation techniques.

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Knowledge 3

School Life

Know how to set the rules for speaking. Solicit the small talkers and regulate the big talkers. Encourage a reflection on the place that we must give to each person and the management of the group.

School Life

Be able to : - manage the speech and distribute the interventions of the different participants - make all participants express themselves and involve all trainees.

Skill: Be able to manage a discussion

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Knowledge 3

Skill : Implement the officials texts ; engage the pupils in a reflective work

Know the official instructions and the different religions Know the curricula and official instructions ; master the content of the curricula. Know the different religions and theological references.

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Knowledge 4

School Life

Know how to stay on the content and remind pupils of the obligations of the program content. Know how to engage in a constructive exchange with pupils who are in opposition. Be able to open up pupils to other points of view, other opinions and other cultures

School Life

Be able to : - implement programs - recall the obligations and mandatory content to master - engage pupils in reflective work and turn away them from their beliefs by showing them that there can be another point of view. Know how to manage conflict.

Skill: Implement the officials texts ; engage the pupils in a reflective work

Behaviours

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Knowledge 4

Skill : Lead debates on sexism and intersectionality

Know the skills framework and difference discrimination / humor Know the skills framework for civil servants and the difference between discrimination and humor.

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Knowledge 5

School Life

Skill : Lead debates on sexism and intersectionality

Know the skills framework and difference discrimination / humor Know the skills framework for civil servants and the difference between discrimination and humor.

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Knowledge 5

School Life

Open a debate on everyone’s skills and is there a gender assigned to them. Open a debate on sexism and reprehensible attitudes that do not conform to societal expectations.

School Life

Lead a debate on a social topic without adding emotion but by building scientific and rational arguments. Be able to : - discuss sexism and its intersection with other forms of discrimination with colleagues - reassure pupils.

Skill: Lead debates on sexism and intersectionality

Skill

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Skill description

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Knowledge 5

Skill : Act with parents and students (representations and stereotypes, abilities, self-confidence)

Know the values of the republic / society and models characters Know :

• the values of the republic and society / human rights
• referents and model characters with whom pupils can identify
• the master effect and the prediction effect.

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Knowledge 6

School Life

Have an open and emphatic attitude to be able to engage in dialogue with parents. Create dialogue and argue about the importance of girls in science and the importance of opening up all possibilities to pupils. Make parents aware of the weight of their view on the self-esteem and commitment of their children in the disciplines.

School Life

Be able to listen, reformulate and question parents about their representations. Know how to make pupils aware of their possibilities. Rebuild self-confidence. Give importance to all disciplines and manage representations. Fight against stereotypes.

Skill: Act with parents and students (representations and stereotypes, abilities, self-confidence)

Behaviours

Skill

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Knowledge 6

Skill : Rely on scientific programs and knowledge ; organize a discussion with students

Know the requirements of sexuality education programs Master the curricula and expectations of official memoranda. Know the requirements of sexuality education programs. Master the three dimensions of sexuality education, biological, legal, and psycho-emotional skills.

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Knowledge 7

School Life

Be able to :- implement lessons based on scientific evidence and academic knowledge - build progressions, programming and sessions consistent with program expectations - engage in a debate with pupils about what is allowed and what is prohibited - make people think about the importance of science for understanding the world and being able to approach it in an informed way - present and question different points of view with pupils.

Know how to receive a different position and question it in the light of academic culture. Manage a debate make pupils express themselves, make them question themselves and provide the information and content necessary for them to engage in reflection.

School Life

Skill: Rely on scientific programs and knowledge ; organize a discussion with students

Skill

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Behaviours

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Knowledge 7