Stereotyping, Misogyny PSHE Lesson.

This lesson dives deep into the mechanisms of stereotyping and how “harmless banter” can escalate into harmful prejudice and radicalization. Designed for modern classrooms, this resource tackles difficult but necessary conversations about the “Manosphere,” Incel culture, and the normalization of non-consensual behavior.

Perfect for:
PSHE / RSE Curriculum (Secondary/High School)
Citizenship Classes
Tutor Time sessions on Respect and Relationships
Safeguarding and Online Safety units

Lesson Content & Flow:

The Riddle Starter: A classic lateral thinking puzzle to immediately expose unconscious bias in the room.

Key Definitions: Clear, age-appropriate breakdowns of Prejudice, Discrimination, Misogyny, Rebellion, and Extremism.

"Where’s the Line?": A discussion activity differentiating between “banter” and harmful stereotypes.

The Pyramid of Harm: A powerful visual activity demonstrating how attitudes (Level 1) form the foundation for discrimination (Level 2) and criminal behavior (Level 3). Deconstructing “Incel” Culture: An informative, safeguarding-focused look at the “Manosphere.” It explains the terminology, the pillars of “Blame, Entitlement, and Misogyny,” and links these ideologies to the UK Terrorism Act 2000.

Source Analysis: Students analyze a fictional social media post to spot harmful stereotypes, dangers to consent, and manipulation tactics.

The Recruitment Challenge (Extension): A fun, interactive scenario where students act as hiring directors. They must check their own biases regarding age, gender, and career gaps—complete with a surprising “plot twist” reveal.

Format:
Format: PowerPoint Presentation (.pptx)
Slide Count: 22 Slides
Interactive: Includes built-in discussion questions, pair tasks, and group analysis prompts.

IMPORTANT NOTE:
This resource is a PowerPoint presentation only. It is designed with embedded activities, discussion points, and visual prompts to lead the lesson from the board. It does not include separate printable worksheets. Students can complete the analysis tasks and “Pyramid” activities in their own notebooks or on blank paper.