{"id":1952,"date":"2026-03-26T10:20:25","date_gmt":"2026-03-26T10:20:25","guid":{"rendered":"https:\/\/www.extraklass.lu\/?post_type=partner&p=1952"},"modified":"2026-07-06T14:00:45","modified_gmt":"2026-07-06T14:00:45","slug":"chmenki-equall","status":"publish","type":"partner","link":"https:\/\/extraklass.webdev.lu\/en\/partner\/chmenki-equall","title":{"rendered":"Chmenki an Equall"},"content":{"rendered":"

ChmenKi!<\/strong><\/span><\/p>\n

In accordance with Article 19 of the United Nations Convention on the Rights of the Child, every child has the right to be protected from all forms of violence.<\/strong> In this context, it is important to enable pupils to develop self-determination skills, to understand their rights, to recognise their emotions, to set boundaries and to ask for help.<\/p>\n

Primary school plays a vital role in empowering pupils and raising their awareness from a very young age. Carried out regularly and in a structured way, this exercise enables pupils to define their own physical boundaries, express their feelings and understand that they have the right to ask for help when a situation makes them feel uncomfortable. In this context, a positive approach is the most effective means of preventing physical, psychological and sexual violence.<\/p>\n

The \u2018I\u2019m in charge of my own body!\u2019 project aims to strengthen pupils\u2019 self-determination skills in a way that is appropriate for their age. Through fun activities, stories, games and creative exercises, pupils gradually learn to recognise their feelings, set boundaries and identify trusted adults around them.<\/p>\n

The educational approach prioritises active and participatory methods that enable pupils to explore these topics in a safe and supportive environment. The activities on offer encourage the expression of emotions, group discussion and personal reflection.<\/p>\n

The programme is structured around six principles <\/strong>of empowerment<\/strong>:<\/p>\n

    \n
  1. My body belongs to me!<\/li>\n
  2. I can tell the difference between pleasant, unpleasant and strange touch<\/li>\n
  3. I trust my feelings.<\/li>\n
  4. I have the right to say NO!<\/li>\n
  5. I can tell the difference between good and bad secrets.<\/li>\n
  6. I have the right to ask for help if I need it.<\/li>\n<\/ol>\n

    EQUALL<\/strong><\/span><\/p>\n

    From a very young age, pupils are confronted with ideas and expectations about what girls and boys are supposed to like, do or become. These perceptions, known as gender stereotypes<\/strong>, can influence the way pupils see themselves, interact with others and envisage their future possibilities.<\/p>\n

    The thematic module \u2018EQUALL \u2013 alles sinn, alles ginn\u2019 aims to raise pupils\u2019 awareness<\/strong> of these perceptions and show them that activities, emotions, interests, colours, games and careers are not limited by gender. Through games, stories, images, discussions, role-plays and creative activities, pupils gradually discover that everyone is free to develop their own talents, tastes and personal aspirations.<\/p>\n

    The teaching approach prioritises active, participatory and cooperative methods that encourage observation, the expression of ideas, dialogue and collective reflection within a safe and supportive environment. Pupils learn to recognise certain preconceptions present in their everyday environment and gradually develop a critical perspective on the stereotypical representations conveyed in the media, stories, games, toys and society.<\/p>\n

    The programme is structured around three educational pillars<\/strong>:<\/p>\n

      \n
    1. Exposing stereotypes<\/li>\n
    2. Deconstructing stereotypes<\/li>\n
    3. Gender stereotypes in the workplace<\/li>\n<\/ol>\n

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