The quality of teaching is the single biggest in-school factor that shapes pupil achievement, but subtle gender differences in classroom interactions, expectations, and culture can have a lasting impact on outcomes. Drawing on robust research from the Girls’ Schools Association, Cambridge Assessment, and international studies on gender and learning, this training equips staff with strategies to recognise and address gender differences without resorting to stereotypes.

This twilight course focuses on building classroom climates, teaching strategies, and school practices that promote equity and raise standards for girls, while benefiting all pupils.

Course Outline

Understanding Gender Differences in Learning

• Evidence on girls’ attainment and subject choice, including STEM entry and performance.
• How gender roles, stereotypes, and peer dynamics influence participation and achievement.
• The role of teacher expectations, classroom climate, and curriculum representation.

Classroom Strategies for Equity

• Practical approaches to questioning, feedback, and grouping that increase girls’ visibility and voice.
• Creating climates that combine high structure with high support, aligning with what research shows motivates girls.
• Strategies for tackling unconscious bias in praise, criticism, and attention.

Supporting Girls’ Wellbeing and Belonging

• The link between wellbeing, safety, and learning outcomes for girls.
• Addressing the impact of social media, confidence gaps, and risk-taking behaviours.
• Safeguarding and gender-responsive teaching practices that ensure every pupil feels safe, respected, and valued.

Dispelling Common Myths

We will also review myths such as:

• “Boys are underachieving while girls are doing fine” ’ the picture is far more complex.
• “It’s all about learning styles or coursework” ’ the evidence suggests otherwise.
• “Single-sex schools automatically solve gender inequities” ’ teacher practice and school culture remain crucial.

By examining these myths, schools can focus on strategies that genuinely support equity and achievement.

Course Outcomes

Staff will leave with:

• A clear understanding of how gender dynamics shape classroom interactions.
• Practical strategies to raise girls’ confidence, participation, and attainment in all subjects, especially STEM.
• Tools for reviewing and adapting curriculum materials to ensure representation and inclusivity.
• Approaches for embedding equity in daily routines: questioning, grouping, homework, and assessment.
• An action framework to support both attainment and wellbeing, with quick wins and long-term priorities.

How will you measure the impact of this course?

We will provide you with strategies for follow-up to measure the impact of the training, such as:

• Gender audits of questioning, feedback, and group roles in lessons.
• Staff reflection tools to track changes in classroom interaction patterns.
• Pupil voice surveys on sense of safety, belonging, and subject confidence.
• Departmental action planning linked to girls’ achievement and wellbeing.

How does this training session align with Ofsted expectations?

The School Inspection Handbook contains key expectations around EDI which inspectors will consider when making a judgement about the quality of provision within a school. Among these expectations are:

• High-quality, ambitious curricula accessible to all pupils.
• Effective teaching that secures long-term learning.
• Safe, respectful environments where pupils feel they belong.
• Professional development that is evidence-informed and linked to outcomes.

Great teaching for equity cannot be achieved with token gestures ’ but evidence shows that intentional, sustained strategies can transform outcomes.

Presenter Profile

Malcolm Drakes is a Leadership & EDI Associate with JMC Education. He has a career in education spanning over 24 years. Malcolm has been a Headteacher and Executive Leader since 2011, working with large school groups in the UK and internationally.

In these roles, he has improved schools from Special Measures to Outstanding, established a Teaching School and was part of the bid team that won the contract for the new National Institute of Teaching. Malcolm delivers the NPQs for five of the national providers and is an assessor for both the specialist and leadership qualifications.

Feedback from this course

"This session helped us see gender in a new light. It challenged our unconscious habits and gave us practical, research-informed strategies to create more equitable classrooms. The focus on girls participation and wellbeing was timely and powerful."
Deputy Headteacher, Independent School

Cost: £150 per delegate; £50 each for subsequent delegates from same school

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