Ask primary learners to consider their perceptions of gender roles in jobs.

A female police officer


This lesson plan is based on an activity from the British Council publication Integrating global issues in the creative English language classroom, which provides innovative ideas for teaching while raising awareness of the United Nations Sustainable Development Goals.

In this lesson, which supports Goal 5: Gender equality, learners brainstorm jobs, then draw three people doing different jobs. Afterwards they are guided to notice the gender of the people they have drawn and think about why they might have drawn them like that. Then they sort job names in English according to whether they are gendered or not and consider why it’s good to use non-gendered terms. Finally, they think about which jobs are important, exciting or interesting and why, and make a display.

This lesson has been adapted from the lesson 'She's a policeman' in the publication Integrating global issues in the creative English language classroom (chapter 6: activity 3 - page 60)

Learning outcomes

  • Consider the perceptions of gender roles in jobs
  • Review and learn vocabulary for different jobs
  • Notice gender in job names
  • Consider why non-gendered language for jobs is important
  • Use the present simple for describing jobs
  • Appreciate how a range of jobs can be important, interesting or exciting
  • Take part in group work and use collaboration skills

Age and level

Primary learners (9–12 years) at CEFR level A2 and above


95 minutes. This can be done in two lessons.


This can be done as a no print lesson or using worksheets

  • Presentation
  • Photos of 3 jobs  (one copy to display)
  • Jobs cards (one copy per group, cut up)
  • Materials for making the poster – paper, colours, scissors and glue (one set per group)
  • Online pinboard or collaborative tool
  • Homework worksheet


Language Level


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