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Message Female VoicesAn Educational ResourceCreated by the students of Our Lady and St Patrick’s College, Knock
THE PROJECT TEAM
Strand 1 - Female Voices in the Curriculum Strand 2 - Sexism in SocietyFEMALE VOICESContentsSome of the Project Team interviewing Rev Dr HeatherMorris and Kate Nicholl MLAEmmaDabiriDr Caoimhe RooneyClareSmythMBECarolyn StewartDr NishaTandonOBELindaErvineMBEHannahFryKate Nicholl MLAProf Máire O’NeillJacintaHamleyHolly PereiraLisa McGeeLady MaryPetersProf Monica McWilliamsRev HeatherMorrisLesson 1 - What is Sexism?Lesson 2 - Sexism in SocietyLesson 3 - SolutionsStrand 3 - Becoming Anti-Misogynist01FEMALE VOICES: AN EDUCATIONAL RESOURCE
FEMALE VOICESIntroductionThe Female Voices Project began in September of 2023, when a group of 19students from Years 9-14 at Our Lady and St Patrick’s College, Knock formed aproject team to design and deliver an ambitious project with the aim of givingrise to the female voice within the curriculum as well as resources to facilitateconversations in schools around sexism and misogyny. In the school year that followed, we have researched, read, debated, designedand created resources. We have met some truly inspirational people, learning somuch about ourselves in the process. This resource is the final product. Theresource is split into three strands, designed for each year of Key Stage 3. For Year 8 students, we have created a profile of amazing women in 15 subjectareas who otherwise may not appear on schemes of work. Throughout the year,it has been our great fortune to meet so many of these amazing women andhear, first hand, their stories of struggle and success, breaking barriers andforging a path for those who wish to follow. This is very much designed to be thebeginning of a conversation about the contribution of women to each subjectarea. It is a starting point with some suggestions for further research. From this,we really hope that you choose your own path forward. For Year 9 students, we have designed a series of lessons defining sexism andlooking at its impact on society. It is designed to sit within the LLW curriculumand we have suggested a number of research topics which will take learningfurther. We also present the work of the Ending Violence Against Women andGirls Directorate, who we met as part of the project. Finally, for Year 10 students, we have designed a workshop which encourages students to become anti-misogynist by recognising misogyny and calling it out when it happens. We hope in doing so that a safe space can be created for discussion, reflection and change within schools. Some of the Project Team interviewing Jacinta Hamley02FEMALE VOICES: AN EDUCATIONAL RESOURCE
My involvement with the Female Voices project began in June 2023 over a coffeewith John McCloskey, Head of RE at Our Lady and St Patrick’s College, Knock. Wewere talking about the rise in misogynistic behaviour in society and its associatedimpact on schools. We discussed the value of a project which challenged sexismin the curriculum and sexist behaviour in schools. I had worked with Johnpreviously on two narrative projects: Refugee Voices - which gave voice to theexperiences of refugees and asylum seekers in Northern Ireland, and ReligiousVoices - which profiled local non-Christian religious groups. I was thereforeexcited about a project that would build on the legacy of its predecessors. I met the project team in late September. Students had to submit a writtenapplication to be part of the team and the standard of their applications wasexceptional, producing a project team of 19 students who are passionate aboutthe subject and committed to the project. In our first session, students broughtwith them an item that was an important part of their story. After hearing themspeak about their experiences with such clarity, I knew that this project was ingood hands. It was my pleasure to welcome the project team to the School of Social Sciences,Education and Social Work at Queen’s University Belfast for their ‘away day’ eventin March 2024. Throughout the day, students met with a number of the amazingcontributors to this book and the interviews set the overall tone. These studentsare claiming their space at the table and using their voice to raise others up. The three strands of this resource have different purposes, all of which are vitallyimportant. The first strand aims to address an imbalanced curriculum. The 15women profiled have each played a part in moving the dial for the women whofollow. The lessons on sexism and the workshop on misogyny provide schools with a ‘way in’ to having conversations that are necessary. However, while the purposes are different, the overall aim is consistent- this is a resource which gives a voice to every girl in every classroom. I highly recommend Female Voices to all schools. FEMALE VOICESForeword Lesley Emerson, Queen’s University BelfastThe Project Team during their ‘away day’ at Queen’s University Belfast03FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 12“Female voicemeansawakeningpower andigniting change.”FEMALE VOICESMeet the Project TeamJashvitaKatta04FEMALE VOICES: AN EDUCATIONAL RESOURCE
FEMALE VOICESScreamby Jasmin Kaur Image Source: jasminkaur.com Poem reprinted with the author’s permissionScreamSo that one day A hundred years from now Another sister will not have toDry her tears wondering Where in historyShe lost her voiceAboutJasmin Kaur is a writer, illustrator and poetliving on unceded Sto:lo First Nations territory.Her writing, which explores themes offeminism, womanhood, social justice and love,acts as a means of healing and reclaimingidentity. Named a "rising star" by VogueMagazine and a "Writer to Watch" by CBCBooks, she has toured across North America,the UK and Australia to connect with youththrough the power of artistic expression.Jasmin’s words have inspired us to use ourvoices to carry on the work of the amazingwomen featured in Female Voices. 05FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 12“Female voicemeans theimportance ofraising the voicesof women as wehave had to staysilent for solong.” FEMALE VOICESMeet the Project TeamSarah Kernohan06FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: EnglishAboutEmma Dabiri is a best-selling author, academicand broadcaster. She was born in Dublin to anIrish mother and a Nigerian Yoruba father andspent her early years in Atlanta, Georgia. Emmarecalls her childhood experiences being thetarget of frequent racism, experiences whichinformed and inspired her books ‘Don’t Touch MyHair’ (2019) and ‘What White People Can Do Next:From Allyship To Coalition’ (2021). Both booksbeautifully and powerfully communicate herlived experience as a black woman in Ireland.Emma also has an impressive CV as a presenter,including ‘Britain’s Lost Masterpieces’ for BBC Fourand ‘Is Love Racist’ for Channel 4. As well as writing about racism in society, Emmais also a passionate feminist. Her essay‘Disobedient Bodies’ deconstructs society’s idealsof beauty and offers an alternative which seesthe concept of beauty that draws on othercultures, worldviews, times and places in a waythat is intersectional and empowering. Herexploration of the link between capitalist systemsand exploitation of marginalised groups isexceptional. Emma’s writing has inspired usthroughout the project. Questions fordiscussionResearch the definition ofracism as well as its causesand consequences. What pressures are put onwomen and girls to look acertain way in our society? EmmaDabiriFEMALE VOICES“Racism is pervasive throughoutour culture and society becauseof the way whiteness has beenconstructed. I don’t think we’regoing to unlearn centuries ofsocialisation, things that wereput in place hundreds of yearsbefore we were born. We need acompelling narrative to believein something new.”Go further....Zadie Smith Chimamanda NgoziAdichieLaura BatesShirley-Anne McMillanDublin@emmadabiriImage source: x.com What do you understand bythe term ‘coalition’?07FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 11“Female voice meansthat we as youngwomen have a voiceand are heard. It is soimportant to use ourvoices as we strive forchange in society.The more we raiseeach other up andempower otherwomen, the more wecan make our markand replace themisogyny ineducation andsociety with equality.” FEMALE VOICESMeet the Project TeamEmilie LouiseBraniff08FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: LanguagesAboutRaised in a traditionally Protestant area ofEast Belfast, Linda Ervine did more thanraise a few eyebrows when she started tolearn the Irish language after attending abeginner’s class run by East BelfastMission. Since then, Linda has overcomeprejudice and intimidation to bring thelanguage, along with its history andheritage, to the community of East Belfast.She founded ‘Turas’ (Irish for journey),which teaches Irish to everyone in thecommunity. She also co-founded Scoil naSeolta, Northern Ireland’s first Irish-medium integrated primary school andnursery. Linda is also the first president ofEast Belfast GAA. Linda was awarded theMBE in 2021 for her services to thecommunity. She conducts herself with aquiet yet powerful confidence which will inspire young women for generations. Questions fordiscussionWhy do you think Linda hadto overcome many prejudiceswhen learning and teachingthe Irish language?Can one community “own”an aspect of culture, sport orlanguage?Lindaervine MBEFEMALE VOICES“Turas is not only ajourney into languagebut also a journey ofhealing andreconciliation.”Go further...Katie HarrisShahidah FosterAngel HuangCiara Ní ÉBelfast @ErvineLindaImage source: original art, Hannah Thompson09FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 12“Female voice meansbeing heard, often forthe first time. As girls,we have our opinionssilenced by societyand our opportunitiesto see women like usrestricted by thecurriculum. This is ourtime to change that.Female voices are sovaluable andincredible.” FEMALE VOICESMeet the Project TeamKathrynDickson10FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: MathsAboutHannah Fry is a mathematician, a best-selling author, an award winning sciencepresenter and the host of numerouspopular podcasts and television shows.Somehow, Hannah balances heracademic life as Professor in theMathematics of Cities at UCL with hostinghit TV shows such as The Secret Genius ofModern Life for the BBC, award-winningpodcasts such as DeepMind, and best-selling books, including Hello World: Howto be Human in the Age of the Machine.What we love most is that Hannah canapply her talents to such a wide range offields without ever compromising onquality. Her sense of humour and ability toreflect and present human behaviour in away that is revealing and entertaining areunique. Questions fordiscussionWhat stereotypes exist inrelation to girls studyingmaths at school?Hannah Fry applies maths toChristmas, dating, the futureand many other areas. Whatquestions would you like touse maths to answer?Hannah FryFEMALE VOICES“I just think about all of thewomen who felt like theycouldn’t exist in that spacebecause they had negativeexperiences, and who gave upon something that could havebeen so wonderful for them, justbecause of the way the worldthinks it’s okay to speak towomen.”Go further...Dr Shini SomaraAnne-Marie ImafidonClaire VoisinMaryam MirzakhaniHarlow, Essex@FryRsquaredImage source: x.com11FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 9“Female voice isabout breakingthe cycle ofgenerations ofwomen beingsilenced insociety. It’s notjust aboutspeaking up, it’sabout talkingabout the issuesfor which we weresilenced.”FEMALE VOICESMeet the Project TeamVriteikaaDaas12FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: GeographyAboutJacinta Hamley is an environmentaland climate change activist andcampaigner. In 2021, she foundedClimate Craic, Northern Ireland’s largestclimate change festival which combinesthe arts, culture and activism to make alasting impact. In 2019, Jacinta sailedacross the Atlantic Ocean to make hervoice heard at the COP25 UN ClimateChange Conference in Chile. Jacinta’senergy, creativity and activism havebeen noticed in 2023 when she wasrecognised as one of Northern Ireland’s30 Under 30 Climate Change-Makers.Jacinta was also was shortlisted for Young Changemaker of the Year in the2023 All-Ireland Sustainability Awards.She is a One Young World Ambassador. Questions fordiscussionWhat is the connectionbetween climate justice andwomen’s rights?Why do you think youngpeople are at the centre ofcampaigns for climate justice?JacintaHamleyFEMALE VOICES“There’s never a good time foraction, but it’s our only time toface up to humanity’swrongdoings and choose tocreate a better reality. I had toconstantly remind myself thataction is more important thanperfection.”Go further...Vanessa NakateHindou Oumarou IbrahimRachel CarsonGreta ThunbergDr Cara AugustenborgCrossgar, Co Down@JacintaHamleyImage source: x.com 13FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 14“Female voice isthe ability toinspire and beinspired bywomen at allstages of theirlives.”FEMALE VOICESMeet the Project TeamMaeveBurke14FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: DramaAboutAs a city, Derry tells its story in murals. Oneof the most famous murals is a recentaddition, that of the five lead characters inthe massive Channel 4 series ‘Derry Girls’,written by Emmy-winning screenwriter andplaywright Lisa McGee. As well as creatingthe most watched TV series in NorthernIreland since records began, Lisa has pennedaward-winning plays including ‘The Heights’,‘Nineteen Ninety Two’, and ‘Girls and Dolls’which won Lisa the Stewart Parker Trust NewPlaywright Bursary in 2007. Lisa has spenther career advocating for more inclusivity inthe industry. A 2018 report by theScreenwriters’ Guild found that 28% of TVepisodes and 11% of films are written bywomen. With her new series, ‘How to Get toHeaven from Belfast’ due to air in 2024, Lisawill undoubtedly continue to inspire youngwomen to follow in her footsteps. Questions fordiscussionWhy is it important tohave stories on TV that arewritten by women?Research the Bechdel Testand see how it applies to theshows that you like towatch. LisaMcGeeFEMALE VOICES"It's just been my greatestprivilege to be able to writeDerry Girls, to be able toshowcase our amazingsense of humour andwarmth and humanity.”Go further... Ruth NeggaSaoirse RonanJordanne JonesJ Smith-CameronDerry@lisafromderryImage source: original art, Hannah Thompson15FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 12“Female voice isthe right torepresentationand equality ofopportunity forall women.”FEMALE VOICESMeet the Project TeamEllieClarke16FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: HistoryAboutMonica McWilliams co-founded the NorthernIreland Women’s Coalition in 1996, having beeninspired by the successful civil rights campaignin the USA. She was one of two of her party’smembers in the Legislative Northern IrelandAssembly and took part in peace negotiationsthat led to the Good Friday (Belfast) Agreement. Monica was appointed the Chief Commissionerof the Northern Ireland Human RightsCommission in 2005, and remained in thisposition for six years, before returning to her postin the Ulster University as a Women’s StudiesProfessor in 2011. She also oversaw a groupconcerned with prison reform and a panel thatadvocated for the disbandment of paramilitaryorganisations. Monica has published several articles aboutdomestic violence in Northern Ireland and theeffect of political conflict on women’s rights. Shefacilitates workshops with women from regionssuffering from political violence, such asColombia, Syria, Afghanistan and Palestine. Questions fordiscussionWas a Women’s Coalitionan effective way ofpromoting female voiceand do we need one now? What qualities does Monicamodel in her work? Prof MonicaMcWilliamsFEMALE VOICES“If a young woman doesn’tsee a woman in that role,she cannot begin to expectthat she can do that joband she can. But once shesees a woman doing it, sherealises: "I could do thattoo.” Go further...Mary McAleeseJane Morrice Mo Mowlam Dr Nik RibianszkyBallymoney@MonicaBelfastImage source: original art, Hannah Thompson17FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 13“Female voicemeans solidarity.We are theFemale Voicesingular, becausewe standtogether as aunited frontagainst misogynyand I find thatinspiring.”FEMALE VOICESMeet the Project TeamHannahThompson18FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: Religious StudiesAboutRev Dr Heather Morris was born in Nigeria in 1964where her parents, Paul and Audrey, worked asmissionaries for the Methodist Church. She wasforced to flee Nigeria after the outbreak of theNigerian Civil War in 1967. Heather studied in Belfast then Dublin, where shetrained and worked as a speech therapist beforebecoming a Methodist minister in 1987. After serving in Belfast Central Mission andDundonald Methodist Church, Heather went on towork as Director of Ministry at EdgehillTheological College, Belfast, where shespecialised in pastoral care. In 2013, Heather became the first female leader ofany major Christian church in Ireland when shewas made President of the Methodist Church inIreland. She now works as the General Secretaryto the Methodist Church in Ireland. She hasreleased a series of podcasts entitled ‘LivingWholeheartedly’. At the heart of everythingHeather does is the concept of loving justice. Questions fordiscussionIs it difficult to be a womanof faith in modern Ireland?Do religious communitiesneed to do more topromote and amplifyfemale voices?Rev DrHeatherMorrisFEMALE VOICES“I think that God meetsus there, taking ourquestions and invitingus to trust him, evenwhen we don't have theanswers.”Go further...Dr Mary McAleeseSr Clare Crokett Rev Karen SethuramanRev Pat StoreyMyogan Djinn GallagherBelfast@revhmorrisImage source: original art, Hannah Thompson19FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 13FEMALE VOICESMeet the Project TeamRenaO’Hagan“Female voice isa journey ofvisibility,education andempowerment.”20FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: PoliticsAboutKate Nicholl was born in Zimbabwe andmoved to Belfast when she was 12 yearsold after the outbreak of violence in2000. Kate’s mother is from South Africaand her father is from North Down. Sheworked as an advisor to Anna Lo,hitherto Northern Ireland’s only ethnicminority MLA. Throughout this period,Kate was inspired by the dignified waythat Anna conducted herself, despitefacing terrible racism. In 2021, Katebecame Lord Mayor of Belfast, a tenurecharacterised by making Belfast a moreinclusive city. She made particularefforts to include young voices in thedecision-making processes for the city.In 2022, Kate made history once againwhen she was elected as NorthernIreland’s first ever African MLA. Questions fordiscussionWhat barriers exist forwomen in politics?What would be the impact ofhaving more female andminority representation inpolitical institutions?KateNicholl FEMALE VOICES“If I had a magic wand Iwould just have a 50:50representation now! Toomany women feel like theycan’t do it or they don’t havethe confidence to do it. If wehad more women in theseroles they’d realise theyabsolutely can.” Go further...Anna LoLillian Seenoi BarrClaire SugdenClaire HannaMarondea, Zimbabwe @KateNichollImage source: x.com21FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 13FEMALE VOICESMeet the Project TeamAnaO’Hagan“Female voicemeans equalisingthe playing fieldby acting as anenabling forcethat recognises awomen’s visibilityand voice.”22FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: Technology / ICT AboutMáire O’Neill is a multi award-winningProfessor of Information Security andinventor at the Centre for SecureInformation Technologies at Queen’sUniversity Belfast. Her work in the field ofhardware security is pioneering and hasseen her lead on enormous projects acrossthe world. She has even appeared on theTED Talk stage sharing her work. Máire is atthe forefront of inventing hardware toprotect against cyber attacks, particularlyin the age of multi device connectivity.Máire also led a multidisciplinary group inproviding expert oversight on the roll-out ofNorthern Ireland’s StopCOVID app whichwas celebrated as setting the benchmarkfor apps of its kind. In 2024, Máire receivedthe prestigious Gold Medal from the RoyalIrish Academy, the latest recognition in analready highly decorated career. Questions fordiscussionWhat is the stereotype ofan ICT expert? Why doyou think this is?If you could invent an appor piece of software to keepus safe or improve ourlives, what would it be?Prof MáireO'NeillFEMALE VOICES"We are proud of work weare doing in trying toaddress the lack ofwomen in our disciplineand how we can goabout increasingrepresentation."Go further...Lucy SandersShafi GoldwasserMichelle SimmonsDoina PrecupGlenties, Co Donegal @mairemclooneImage source: qub.ac.uk 23FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 12“Female Voiceshas been anempoweringproject. It hastaught me thevalue of makingspace for everyvoice. I am soproud to havebeen a part of thisresource.”FEMALE VOICESMeet the Project TeamLoisMackey24FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: ArtAboutHolly Pereira is a Singaporean-Irishillustrator and mural artist whose workcan be found on walls around the world.She is part of the Minaw Collective (aspin on the Irish word Mná, meaningwomen) - an all-female street artgroup which celebrates expression anddiversity through art. Holly uses her artto create bright and vibrantenvironments. Her murals are hand-painted and explore themes such asmental health, homelessness, socialjustice and human rights. Her MansionHouse, Dublin light projection, ‘Brigit,Goddess of Fire’, received internationalacclaim in 2022. Holly presents the RTEshow ‘This is Art’ which showcasesyoung people’s art from across Ireland. Questions fordiscussionHolly uses Irish folk motifs inher work. Find out about therole of women in Irish folklore. What role does art play inmaking statements aboutrights and justice?HollyPereira FEMALE VOICESTo me, art makes you feelsomething, even though youmight not agree with thesentiment or like it completely.Great art is something that,while you might not be able tosay how or why, makes you feel something.Go further...Michelle Granville Saffron LilyMarian Noone (Friz)Zippy Reynolds Dublin@holly.pereiraImage source: x.com 25FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 14“Female voicemeansempoweringwomen to breakthe stigma andsexism thatsilence us insociety.”FEMALE VOICESMeet the Project TeamMariaMullan26FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: Physical EducationAboutAt age 11, Mary developed a keeninterest in athletics. She went onto compete with Team GB in the 1972 Summer Olympics, winning Britain’s onlygold medal. She represented NorthernIreland at every Commonwealth Gamesfrom 1958 to 1974, winning five medals. In1975 she set up the Mary Peters Trust tosupport young people from NorthernIreland in the world of sport. She is astrong supporter of non-sectarianism,having been threatened for representingTeam GB during the Troubles. She wasawarded an MBE in 1973 and a CBE in1990 for her work. Since retiring, she hasbeen made a Lady, had NI’s mainathletics track named after her, and hasmanaged women’s international athleticteams.Questions fordiscussionHow could schools encouragegirls to continue to participatein sports throught secondaryeducation?Research what percentageof sports shown on TV iswomen’s sport. Why doesthis matter?Lady MAryPeTERS FEMALE VOICES“Nothing greatwas everachieved withoutenthusiasm”Go further...Hannah IrwinRhasidat AdelekeCiara MageeanKatie TaylorKatie McCabeDerriaghy, Co. Antrim@marypeterstrustImage source: original art, Hannah Thompson27FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 14“Female voicemean that everywoman feelscomfortablesharing heropinion and it isvalued.” FEMALE VOICESMeet the Project TeamAliceGreene28FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: Maths / ScienceAboutCaoimhe Rooney is the perfect example ofbreaking down barriers and reaching for thestars. After her studies at Trinity College Dublinand Oxford University, she made the decision tomove to California to work for NASA where sheused mathematical modelling techniques tounderstand the composition of exoplanets.Caoimhe now works as a Flight DynamicsEngineer, endeavouring to solve the problem ofspace junk by removing debris from orbit.Caoimhe is the first Northern Irish scientistastronaut candidate. She began her training in2022. Recently honoured on the Forbes 30 Under30 Europe list, Caoimhe is passionate aboutencouraging more young people, especiallygirls, to consider scientific careers. Caoimhe iscofounder of Mathematigals, an educationalinitiative to boost representation of women andgirls in maths and STEM. We are so impressedby Caoimhe’s work ethic and drive to breakbarriers and bring others with her. Questions fordiscussionWhy do you think women areso underrepresented in STEMcareers?How important is femalerepresentation inorganisations such as NASA?Dr CaoimheRooneyFEMALE VOICES“We want to showcase thebrilliant women in maths.When you think of famousmathematicians andscientists, you tend to thinkof men. We think that’spretty detrimental to gettingmore girls into maths andscience.”Go further...Jess WadeJessica WilliamsJulia Gog OBERosemary CooganBelfast@CaoimheRooney11Image source: forbes.com29FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 13“Female voicemeans speakingfor those whocame before us,and for thosewho will comeafter.”FEMALE VOICESMeet the Project TeamAbbieGallo30FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: Home EconomicsAboutClare Smyth is a multi-award winning chefand the only British female chef to gainthree Michelin stars for her restaurant Coreby Clare Smyth in London. Clare has a passion for sustainablegastronomy which began with herchildhood on a farm in Co Antrim. Sheprides herself on “doing the ordinaryextraordinarily well”. This has led to herbeing awarded World’s Best Female Chefby World’s 50 Best Restaurants in 2018 andChef of the Year at the NationalRestaurants Awards in 2019. Clare hasappeared on Masterchef, Netflix’s The TopTable and catered the private weddingreception of Prince Harry and MeghanMarkle. In 2023, Clare was announced asPresident of B'ocuse d'Or UK. Clare’screativity, passion and work ethic are aninspiration. Questions fordiscussionResearch the genderinequalities in the restaurantand hospitality industries andthe reasons why these exist. Clare’s dishes represent heridentity and values. Design adish that represents youridentity and values. ClareSmyth MBEFEMALE VOICES“I want to do all I can as amentor to encourage otherwomen to pursue theirdreams. With enough self-belief, hard work anddetermination, anything ispossible.”Go further...Hélène DarrozeAdejoké BakareSabrina GiddaRoisin Gillen Co Antrim claresmyth.comImage source: claresmyth.com 31FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 12“Having theopportunity toraise anotherwoman up andgive her voicespace is a gift. Ibelieve that everystudent shouldcomplete aproject like this.”FEMALE VOICESMeet the Project TeamElinMackey32FEMALE VOICES: AN EDUCATIONAL RESOURCE
Subject: MusicAboutCarolyn Stewart is a radio presenter who has gainedlegendary status in the Northern Ireland musicindustry. Her ability to launch new breakout artistsand her drive to promote young female artists inparticular are defining characteristics. Carolyn alsohas a passion for food and is the owner of Totally HotNI, an award-winning food company that producespickles, sauces and marinades. Carolyn is alwaysbusy, a quality that she attributes to watching herdad as she was growing up. As well as being asuccessful businesswoman, Carolyn also presentsthe Lunchtime Bistro on U105. Carolyn’s radio career began in 1990 as an originalDJ for CoolFM. She stayed with this station until 2005,working on many shows including the hugelysuccessful Cool Goes Quiet, drawing more listenersthan even the breakfast show. Carolyn is an excellent example of a woman whobreaks gender stereotypes and values individuality.She learned from a young age not to allow herself tobe put in gendered or ethnic boxes, but rather to betrue to herself and, in everything she now does, shetries to communicate that message through her work- both in the music industry and beyond. Questions fordiscussionWhat challenges do womenface in the music industry?In her work, Carolyn speaks ofovercoming racism and sexism.Research the termintersectionality and discuss whatthis means for women’s rights. CarolynStewartFEMALE VOICES“You are not bornwithout confidence.People throughout yourlife try to knock yourconfidence and makeyou feel less than whoyou are. My dad taughtme that you make yourown destiny and not tolet anything changethat.” Go further...Clare SandsRachel Kelly TuckerAnnie MacAilbhe McDonaghBelfast@carolynstewartniImage source: carolynstewart.co.uk 33FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 13“Female voicemeans ensuringevery womanfeels comfortableand confident inwhat they do andthat everywoman has a sayin what theybelieve in.”FEMALE VOICESMeet the Project TeamIsabelleMcKee34FEMALE VOICES: AN EDUCATIONAL RESOURCE
CitizenshipAboutNisha Tandon is driven by a desire to sharearts and culture. She is immensely proud ofher own culture but is also passionate aboutcreating spaces and opportunities for othersto share and experience many cultures. In2006, Nisha founded ArtsEkta, promotingintercultural arts and heritage. A year later,Nisha initiated Belfast Mela, Nothern Ireland’sfirst intercultural arts festival. The Mela isnow a nine-day festival attracting 65,000people to a range of events. Almost twodecades later, Nisha is still driving ArtsEktaforward as director. She has also served onthe Arts Council of Northern Ireland and theCommunity Relations Council. In 2014, Nishawas the first Asian woman from NorthernIreland to be awarded the prestigious UKAsian Women of Achievement Award forcontribution to arts culture and heritage, andlater an OBE for services to the minorityethnic sector in the Queen’s Honours List.Questions fordiscussionHow has the broadening ofcultural diversity benefitedsociety?If your school was to hold a‘Mela’, what activities wouldyou like to see? Design aprogramme for the day. Dr NishaTandon OBEFEMALE VOICES“It’s very important toremember our historyand what is our pastbecause you cannever forget yourpast. But you alsohave to look to thefuture.”Go further...Avila Kilmurray Maggie BeirneCharlotte DrydenNew Delhi, India@nisha_tandonImage source: artsekta.org.uk35FEMALE VOICES: AN EDUCATIONAL RESOURCE
TimeActivityLesson Title: What is Sexism?Intended forResources RequiredSuggested ActivitiesLearning Intentions:Lesson One - What is Sexism?This lesson is designed to be delivered to Year 9 students.Ideally, lessons would form part of a pastoral care programme or lessons in LLW. Each lesson is designed to last 30 minutes.10 minutes Are You a Barbie Girl?Students should watch the clip from the Barbie movie (seepresentation or search ‘America Ferrera's Iconic BarbieSpeech’ on YouTube (clip length: 2.22). Questions for discussion:From the clip, what expectations are placed on women?1.Where do these expectations come from?2.In what different ways are these expectationscommunicated?3.5 minutes(total 15)Defining the TermsUse accompanying handout to define the term sexism andchanges to the law throughout the decades. You may wish to discuss with students what they knowabout campaigns to change laws. PresentationA class copy of the lessonhandoutAgree / Disagree signsBy the end of this lesson, students should be able to: Define the term sexism. 1. Contribute to a discussion about gender-basedexpectations and the causes of sexism. 2. Participate in a spectrum debate relating to sexism. 3.36FEMALE VOICES: AN EDUCATIONAL RESOURCE
TimeActivitySuggested ActivitiesLesson One - What is Sexism?Suggested Development Tasks 15 minutes(total 30)Spectrum DebateCreate an ‘agree / disagree’ spectrum in your classroomby putting an agree sign on one wall and a disagree signon the opposite wall. Ask students to move to the side which corresponds totheir opinion on each statement. The closer to the sign theyare, the more strongly they agree / disagree with thestatement. After reading the statement, ask a few students to explainwhy they have chosen their position. Students may changetheir position in response to a point made, but may beasked to explain their changing stance. Statements for debate: We should all be feminists. 1. Sexism is getting worse in society. 2. The media is sexist. 3. The education system is sexist. 4. There are jobs for men and jobs for women. 5.Extension / Home Learning TaskStudents should pay special attention to what they observein the media before next lesson. Can they find an example of sexism on the media?What was the stereotype / prejudice on display?What was the impact of the sexism?To extend the lesson further, each spectrum debate topic could becomethe motion for mini debates in groups of four, where two students are toargue for the motion and two against. Feedback can then be gatheredrelating to the best arguments for and against each motion. As an extension task, students could be tasked with interviewing womenfrom their families about sexism in their experience. This could be doneacross generations and experiences shared with the class. 37FEMALE VOICES: AN EDUCATIONAL RESOURCE
The Married Women Property Act1882Married women are given the right toown their share of the family home.Representation of the People Act1918Women over 30 who meet certainproperty qualifications are given theright to vote. The Sex Disqualification Act1919Women are given equal employmentstatus to men. The Equal Franchise Act1928Women over 21 are given the right tovote. The Life Peerages Act1958Women are admitted to the House ofLords. The Equal Pay Act1970Women workers fight for and are givenequal pay. The Sex Discrimination Act1975Women fight for equal treatment inwork and society. The Equality Act2010Women receive legal status as equals tomen. T I M E L I N ELesson One - What is Sexism?Sexism is the word used to describeprejudice or discrimination based onsex or gender, especially against womenand girls. It can be the belief that onesex or gender is superior to another. O T H E R U S E F U LT E R M I N O L O G YStereotype - a fixed, oversimplified, and oftenbiased belief about a group of people, e.g.women do not make good leaders. Prejudice - an unreasonable dislike of aparticular group of people or its members, e.g.not wanting to fly when the pilot is female. Discrimination - the practice of treating oneperson or group of people less fairly or lesswell than others, e.g. promoting a less-qualified man into a management positionover a woman. T H E S H O U L D E R SO F G I A N T SThe law changes in the timeline did not just happen.They were fought for by amazing women and menwho believed in equality. You might know some oftheir stories. If not, this would be a good thing toresearch. You may also wish to consider whatqualities they share in common that helped them toachieve change. Gender Pay Gap Information Regulations2017Employers are legally required todeclare their annual gender pay gap. EmmelinePankhurstJayabenDesaiDagenhamWorkersLauraBates38FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 11“Female voice meansgiving women andgirls an equalplatform to speakout about issues thataffect them andtackling theunderlying misogynyin society.”FEMALE VOICESMeet the Project TeamCaoimheMcGoveran39FEMALE VOICES: AN EDUCATIONAL RESOURCE
TimeActivityLesson Title: Sexism in SocietySuggested ActivitiesLearning Intentions:Lesson Two - Sexism in SocietyResources Required5 minutes Review of Home LearningAsk students to share their findings of sexism in the media. Use follow-up questions to identify the root cause of eachact of sexism, the stereotypes or prejudices thatunderpinned it. It would be useful for you as the teacher to share anexample that you have noticed in the recent media. 25 minutes(total 30)Jigsaw Group TasksPlace students into groups of 4, giving each member anumber between 1 and 4. This becomes their home group.Then ask all students with the number 1 to gather together,the same with 2, 3 and 4. This becomes their expert group.Allocate topic 1 to group 1 and the same for 2, 3 and 4. Give expert groups 10 minutes to research their given topicand fill in the answer template. Students should then return to their home group and taketurns presenting their findings, while the others in theirgroup fill in the template page. Topics to research: The gender pay gap 1. The ‘pink tax’ 2. Representation in public bodies 3. Sexism in the media 4.PresentationA class copy of the lessonhandoutsAccess to class laptops oriPads for research purposesBy the end of this lesson, students should be able to: Work as part of a team to research a sexism-basedtopic. 1. Present as an expert to a group of peers. 2. Take down accurate notes from the presentations ofothers. 3.40FEMALE VOICES: AN EDUCATIONAL RESOURCE
Lesson Two - Sexism in SocietyGroup 1 - The Gender Pay Gap Group 4 - Sexism in the Media Group 3 - Representation in Public BodiesGroup 2 - The ‘Pink Tax’ 41FEMALE VOICES: AN EDUCATIONAL RESOURCE
Lesson Two - Sexism in SocietyExplain what is meant by theterm gender pay gap and how itis calculated. Look up the current UK genderpay gap.Research how this has changedover time. Make a list of which jobs have thebiggest and smallest pay gaps.Suggest reasons why the genderpay gap exists. Do you think the law forcingemployers to publish theirgender pay gap statistics willhave a positive impact? Explain what is meant by theterm ‘pink tax’. Give examples of items which aremore expensive which aredesigned for women. Give statistics on the estimatedcost of the ‘pink tax’. Research campaigns which aimto end the practice. Research:how many female MPs arecurrently electedhow many women are in theHouse of Lordshow many female MLAs arecurrently electedhow many High Court judges arefemaleSuggest reasons why there is notequality in these areas and whatcan be done to change it. Research:how many front page articles arewritten by womenhow many of this year’s top paidactors are womenhow many women have won theBooker Prize (out of 51 winners)how many women have won theNobel Prize for Literature (out of50 winners)Research the Bechdel Test; explainwhat it is and apply it to somefamous TV shows and movies. 42FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 12FEMALE VOICESMeet the Project TeamJenaMcKeown“This projectgives voice toamazing women.It willrevolutionise howwomen are seenin the curriculum.We will bevisible.”43FEMALE VOICES: AN EDUCATIONAL RESOURCE
TimeActivityLesson Title: SolutionsResources RequiredSuggested ActivitiesLearning Intentions:Lesson Three - Solutions15 minutes Sexism and SchoolsStarter question: do schools do enough to eradicatesexism?Get students to think individually, discuss in small groupsand then share with a whole class discussion. In the same small groups, each group should discuss andnote ideas about one of the following areas in whichschools can tackle sexism: The curriculum1. Student voice / council 2. Relationship and Sexuality Education (RSE)3. Uniform4. Period poverty5.Sexism and SocietyUse the presentation to share the strategic outcomes ofthe Northern Ireland Executive Office’s strategy, EndingViolence Against Women and Girls. What steps would students like to see made to addresseach outcome. NB. a video interview of Jane McCarthy and Naomi Sosafrom the Ending Violence Against Women and GirlsDirectorate is available at knock.co.uk 15 minutes(total 30)Invite for interview or write a letter to a local MLA or political representative about theissue of sexism. Research the work of the Feminism in Schools network and the Secondary StudentsUnion around the issues raised in this lesson. Suggested Development Tasks PresentationA class copy of the lessonhandoutsAccess to class laptops oriPads for research purposesBy the end of this lesson, students should be able to: Discuss how sexism impacts schools. 1. Suggest potential solutions to the problem of sexism inschools. 2. Evaluate the approach of the Northern IrelandExecutive’s strategy, Ending Violence Against Womenand Girls. 3.44FEMALE VOICES: AN EDUCATIONAL RESOURCE
Lesson Three - SolutionsOutcome 1Changed Attitudes, Behaviours and Socials Norms Everyone in society understands what violence against womenand girls is, including its root causes, and plays an active role inpreventing itOutcome 2Healthy, Respectful RelationshipsEveryone in society is equipped and empowered to enjoyhealthy, respectful relationshipsOutcome 3Women and girls are safe and feel safe everywhereOrganisations and institutions across government and societyembed the prevention of violence against women and girls inall that they do so that women and girls are safe and feel safeeverywhereIn 2021, the Northern Ireland Executive directed that a Strategy to End Violence Against Women and Girls be developed. The directorate spent 2022 working with a wide and diverse range of over 50 organisations to co-design the strategy. The overallaim of the strategy is to ensure a changed society where women and girls are free from allforms of gender-based violence, abuse and harm including the attitudes, systems andstructural inequalities that cause them. Below are the six intended outcomes of thestrategy. 45FEMALE VOICES: AN EDUCATIONAL RESOURCE
Lesson Three - SolutionsOutcome 4Quality frontline services, protection and provision forvictims and survivors of violence against women andgirlsProvision of high quality services for women and girls who arevictims and survivors of violence against women and girls(funded, available, accessible, responsive)Outcome 5A justice system which has the confidence of victims,survivors and the public in its ability to addressviolence against women and girlsIn the context of violence against women and girls, a justice systemthat considers and addresses the needs of people who come intocontact with it, holds perpetrators to account, while challenging andsupporting them to change, gives victims and survivors a voice anda place in the process, and has the confidence of the publicOutcome 6All of government and society working better togetherto end violence against women and girlsA whole system approach with collaboration and cooperationby default across government departments and with, within,and between the community, voluntary and other sectorsGo Further:To read the strategy document in full and for all other related resources, visithttps://www.executiveoffice-ni.gov.uk/topics/ending-violence-against-women-and-girls 46FEMALE VOICES: AN EDUCATIONAL RESOURCE
Year 11“Female voice islistening to,learning fromand supportingone another.”FEMALE VOICESMeet the Project TeamCaraMcCullough47FEMALE VOICES: AN EDUCATIONAL RESOURCE
TimeActivityName the Sports Star (see Appendix 1.)Students should be shown the 6 sports stars from thepresentation (round 1) and work in teams to name asmany as they can.The facilitator should then go through the answers and ascore recorded by each group (out of 6).Teams should then be shown the 6 sports stars for round 2,answers given and score awarded out of 6.Students should identify which round they scored higher inand discuss why there may be a difference.Bonus round - see can the students identify Lionel Messifrom just a photo of his eye. The facilitator should then share research findings aboutfamous face recognition and gender equality. Workshop Title - Becoming Anti-misogynist Intended for Resources RequiredFlipchart board andpagesMarkersProjector / screen (withaudio)Padlet (optional)Suggested ActivitiesLearning Intentions:Workshop - Becoming Anti-misogynistThis workshop is designed to be delivered to Year 10studentsIdeally, students would be placed in groups of 4-6The workshop is designed to last 90 minutes Define misogyny and investigate its impact on society1.Provide a framework & shared language to challengemisogyny2.Develop pathways in schools to ensure equality 3.10 minutes10 minutes(total - 20)Defining the Issue at HandStudents should suggest definitions of the terms sexism,misogyny and patriarchy.You may wish to use flipcharts, post-its or an onlineplatform such as Padlet to record responses. Share definitions and examples from PowerPoint.If time allows, ask students to add more examples of eachword. 48FEMALE VOICES: AN EDUCATIONAL RESOURCE
TimeActivityWorkshop Title - Becoming Anti-misogynist Suggested ActivitiesWorkshop - Becoming Anti-misogynist5 minutes(total - 25)The Scope and Scale of the ProblemShare statistics from presentationTake some feedback from students if appropriate and timeallows What statistic surprises you most and why?15 minutes(total - 40)Human ExperiencePlay the video from the presentation (or search ‘Have aWord’ from Mayor of London on YouTube). Questions for discussion: How are misogynistic attitudes shown in the video?1. What thoughts do you think the woman is feeling?2. What conflicting thoughts are going through Jacob’smind?3. How do you think you would act in this situation? 4.20 minutes(total - 60)Carousel Activity – Challenging Misogyny Students should suggest ways to challenge misogyny bycontributing to a mind map which carousels aroundgroups. Students can build on or challenge ideassuggested by previous groups. Topics may include ‘Challenging misogyny...In schoolIn the workplaceIn public spaces (e.g. on the street or public transport) In sports teams The facilitator should collect feedback and collate bestideas centrally.They should then share the model of individual, group andsocietal responsibility from the presentation. 49FEMALE VOICES: AN EDUCATIONAL RESOURCE
TimeActivityWorkshop Title - Becoming Anti-misogynist Suggested ActivitiesWorkshop - Becoming Anti-misogynist10 minutes(total - 70)ACS School Egham - A Case StudyShare the example of ACS School from presentation.You may also wish to share the article profiling the school’swork (see Appendix 2).Discuss the advantages and disadvantages of such anapproach.Encourage students to share their experiences of whatapproaches they have witnessed that have been effective. 10 minutes(total - 80)Boys and Misogyny Present statistics from presentation about how patriarchalattitudes affect boys and men. Show video clip from presentation looking at men takingresponsibility for misogyny. Group discussion about how boys and men can play acrucial role in the eradication of misogyny in all parts ofsociety. 10 minutes(total - 90)Ending Violence Against Women and Girls StrategyYou may wish to end the session by looking forward. Wesuggest sharing the NI Executive’s EVAWG strategy (see‘Lesson 3 - Solutions’ for a summary). A group discussion may look at its aims and objectives.What are the best approaches to each? Is anythingmissing?A short video is available on the presentation from theDirectorate discussing the strategy. 50FEMALE VOICES: AN EDUCATIONAL RESOURCE
Appendix 1 - Can You Name the Sports Stars?Workshop - Becoming Anti-misogynistRound 1 - Male AthletesRound 2 - Female AthletesBonus Round - Zoomed Image Novak Djokovic - is a Serbian tennis player and a record men’s singlesGrand Slam winner with 24 titles. He has been the world number 1 rankedplayer for a record 426 weeks across 13 different years. 1. Tiger Woods - is an American professional golfer. He is tied for first in PGATour wins, ranks second in men's major championships, and holdsnumerous golf records. Woods is an inductee in the World Golf Hall of Fame.2. Sir Mo Farah - is a Somali-British runner. His four Olympic and six Worldgold medals make him the most successful male track distance runnerever, and he is the most successful British track athlete in modern history.3. Conor McGregor - is an Irish professional MMA fighter, boxer and actor. Hewas the first UFC fighter to hold world titles at two weight classessimultaneously. McGregor was the highest paid athlete of 2021. 4. LeBron James - is an American professional basketball player for the LosAngeles Lakers. He has won 4 NBA titles, 2 Olympic gold medals and is theall-time leading point scorer in NBA history. 5. Christiano Ronaldo - is a Portguese professional footballer. He has won 5Ballon d’Or awards and holds a host of records in European and worldfootball relating to appearances, goals and assists. 6.All statistics correct as of May 2024 Serena Williams - is an American former professional tennis player. Shewon 23 Grand Slam singles titles and is the only player to accomplish aGolden Slam in both singles and doubles.1. Simone Biles - is an American artistic gymnast. With a total of 37 Olympicand World Championship medals, she is the most decorated gymnast inhistory, and is widely considered one of the greatest gymnasts of all time.2. Katie Taylor - is an Irish professional boxer. She is the world lightweightchampion since 2019, and the World Super Lightweight Champion since2023. She has won 5 world championships and an Olympic gold medal. 3. Katie McCabe - is an Irish professional footballer who plays for Arsenal.She also captains the Republic of Ireland national team, where in 2023 sheled them to their first ever time participating in the World Cup. 4. Jessica Ennis-Hill DBE - is a retired British track and field athlete, whospecialised in the heptathlon. She is an Olympic gold medalist, a three-time world champion. She was awarded a DBE for services to athletics. 5. Ronda Rousey - is an American wrestler and MMA fighter. She won anOlympic bronze in judo before becoming the inaugural UFC Women’sBantamweight Champion. She is the first female in the UFC Hall of Fame. 6.Lionel Messi - recognisable from just one eye, Messi is widely regarded as thegreatest footballer of all time having led Argentina to World Cup victory in2022.51FEMALE VOICES: AN EDUCATIONAL RESOURCE
Appendix 2 - Case Study: ACS School, EghamWorkshop - Becoming Anti-misogynistA pupil-led approach to tackling sexism and misogynySummary of an article written by Lauren Kelley (26/02/24)While all schools in the UK have strict racism and homophobia policies in place, few had the same in place for sexism incidents. Sadly, this behaviour has been happening ineducational settings for a long time. Because the attitude that “boys will be boys” has alwaysbeen widely accepted, many students often haven’t felt comfortable speaking out.However, this is not the case for ACS International School Egham. Here, the student voice ischampioned, the students themselves have driven the need for change by pointing teacherstowards what is currently happening among their peers. In response to our student concerns, we established a staff-led Council in 2020 with the main aimof listening to and responding to our students’ needs and potential worries.Let Girls PlayMost of what the council does is driven primarily by our students and what they are telling us. Forexample, we recently began to notice an overall drop in female student participation in sports atACS Egham. To encourage them to talk to us, we launched an anonymous survey and theresponse was telling: more girls felt comfortable playing sports when no boys were watching, andmainly due to the recent uprise in Andrew Tate-influenced attitudes.“More girls felt comfortable playing sports when no boys were watching.”As a result, we signed up for Barclays and the FA’s Let Girls Play; the largest all-girls footballsession to take place across the UK, giving girls equal access to football at school. Around 200female students aged 4 – 18 were invited to take part and our gender diverse students were givenoptions as to how and if they would like to participate, which resulted in a powerful sense ofcamaraderie throughout the day.Let Boys TalkOn the same day as Let Girls Play, we hosted “Let Boys Talk” sessions for all male-identifyingstudents at the school, where students were encouraged to discuss their feelings and thecommon masculine stereotypes they face in today’s society.We gave careful consideration to splitting up the students by gender, but ultimately decided to doso based on student survey feedback. These male-only sessions were designed in the spirit ofaddressing inequality. Our head of school and other male members of staff led the sessions andthe conversations encouraged the male students to reflect on and openly discuss genderequality. They were able to address the common societal stereotypes that men face, for examplebeing unable to talk about their feelings, as well as the difference in the roles that boys and girlsplay, and what it means to be male.These sessions signalled the start of an entire review of our school curriculum, where we areconsidering how to address crucial questions such as, what to do when we come across genderinequalities or discrimination?Fighting misogynyInitiatives like these are also beginning to pave the way towards a more open dialogue betweenstudents and teachers at ACS Egham. Last year, it was our students who flagged to us theirconcerns about a rise in misogynistic beliefs among their peers following the rise of Andrew Tate.We recognised that this is a huge step for them to take, and so we listened to them and knew thatwe had to respond.In solidarity with our students’ concerns, we partnered with gender equality organisation, ActionBreaks Silence to deliver dedicated workshops to our Grade 8 students (aged 13-14) as part of ourPSHE curriculum. The sessions aimed to raise awareness of gender-based violence and misogyny. 52FEMALE VOICES: AN EDUCATIONAL RESOURCE
THE PROJECT TEAM
Female VoicesEmilie Louise BraniffMaeve BurkeEllie ClarkeVriteikaa DaasKathryn DicksonAbbie GalloAlice GreeneJashvita KattaSarah KernohanElin MackeyLois MackeyCara McCulloughCaoimhe McGoveranIsabelle McKeeJena McKeownMaria MullanAna O’HaganRena O’HaganHannah ThompsonThe Project TeamThe Project Team would like to thank the OLSPCK PTA for their generous support in funding the printing of this resource.