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Equality & Diversity at Barnet & Southgate College A Guide for Teachers
The aim of this guide is to inform teachers and managers of the key elements that inform the current legislation on Equality and Diversity. In particular, it aims to illustrate what equality and diversity means in relation to teaching practice. The guide also identifies aspects of the inspection process which have implications for Equality and Diversity.
The key ideas Equality and Diversity permeates all aspects of college life; its focus is to remove prejudice and discrimination for all employees and learners at the college so that all are able to achieve their full potential.
Equality of Opportunity – is about ensuring that everyone has the chance through learning to progress in their lives, work and careers. Certain groups experience discrimination on a daily basis, others may not be aware of opportunities available to them. Equal opportunities legislation is designed to remove these barriers so that these groups can participate fully in society. For learners it means removing the barriers to help them participate fully in lessons in the wider life of the college and within their communities.
Equality of Treatment – this doesn’t mean treating everyone the same! For example disabled learners may require ‘reasonable adjustments’ in order to help them participate fully, e.g. availability of ramps for wheel chairs or appropriate desks in classrooms and labs. Partially sighted learners may require handouts with different layouts and sizes of fonts. To achieve equality of treatment can mean treating people differently from one another. Equality of treatment is underpinned by strong, clear anti-bullying, anti-discrimination polices and processes.
Equality of Achievement Outcome – some groups based on ethnicity or gender etc. may achieve markedly different success rates, qualifications or employment from the norm. It is important that teachers use data on performance to change the way things are done in order to minimise any performance gap and make improvements. This may mean some groups are treated differently in order that they can achieve equally. It is important that any actions or changes are evaluated.
Preparation
Equality of Representation – this means trying to ensure that the profile of staff and learners within the college reflects that of the community it serves (simply achieving this is considered to be a limited aspiration).
Inclusion – is about all those in learning being able to have full access to learning.
Documentation Needed The following documents are required:
Tutorial Scheme of Work Tutorial Record of Work Book Lesson Plan for learner and tutor Subject Profiles/Review with details of attendance and punctuality Register Up to date e-ILP Group Representative Enrichment/wider activities
Widening Participation – has meant increasing the numbers of learners within education so that all sections of the community are able to participate in learning. It has in particular focused on those groups who are underrepresented in the sector or who believe that learning and education are not for them.
Diversity – in practice this means recognising, respecting and valuing difference within all the currently identified groups that have ‘protected characteristics’:
Sex (Gender) Race Disability Age Pregnancy and Maternity Marriage and Civil Partnerships Sexual Orientation Gender Reassignment Religion and belief
Positive Action – refers to
the methods and procedures used to counteract the effects of past discrimination and to help abolish stereotyping. The current legislation enables employers to favour underrepresented groups during the recruitment process – providing the candidates are of equal suitability – to increase the diversity of the organisation. Positive discrimination, is unlawful, it generally means employing someone because they come from a deprived group in spite of whether they have the relevant skills and qualifications.
Harassment
Definitions of Discrimination
potentially liable for harassment of their staff by people they don’t employ.
Direct Discrimination –
Victimisation – someone is
someone is treated less favourably than another person because of a protected characteristic.
treated badly because they have made / supported a complaint or grievance under the new single equalities act.
Harassment by a third party – employers are
Associative Discrimination - direct discrimination against someone because they associate with another person who possesses a protected characteristic.
Discrimination by Perception - direct discrimination by perception because the others think they possess a particular protected characteristic.
– employees can now complain of behaviour they find offensive even if it is not directed at them.
Learning providers have a legal duty to promote equal opportunities and good relations in the areas of race, disability, gender and for all groups having the protected characteristics listed. Organisations should ensure they have policies in place which are designed to prevent discrimination, both to stay within the law and to widen participation in their learning offers.
Setting the Climate
can occur when a rule or policy in an organisation applying to everyone disadvantages a particular group with a protected characteristic.
Is the meeting place and time appropriate? Is there a clear structure or agenda for the discussion? Are learners encouraged to start their review by sharing evidence of achievements? Does the tutor provide positive affirmation to the learner?
The Dialogue
Indirect Discrimination –
Have both the tutor and learner prepared for the tutorial? Is the data collected by the tutor up to date and relevant? (e.g. eILPs, attendance, punctuality and progress) Have students engaged in selfassessment in preparation for the tutorial?
Does the tutor ‘actively’ listen? Are open questions used effectively? What’s the balance of tutor to learner talk? Do learners respond to effective questioning? Do learners identify areas for development?
Useful Links
Almost all methods and approaches employed in teaching and learning within the classroom provide an opportunity to develop Equality and Diversity in practice.
Scaffolding activities, prompts, appropriate handouts (colour/font type/size) and the use of assistive technology can help learners with learning impairments.
Co-operative Learning & Group Work
Ensure learning outcomes can be met through a variety of methods, e.g. a dyslexic learner may prefer to utilise more images, an older learner may want to develop and practice their ICT skills
Motivational Dialogue Active Listening Emotional Intelligence 1 Emotional Intelligence 2
Helps to promote cross-cultural understanding, barriers are broken down when learns work together.
Questioning Techniques 1 Questioning Techniques 2 Managing Challenging Behaviour
Helps to develop team working skills which necessarily means working with a diverse group of individuals. Active listening skills can help to develop an atmosphere of mutual respect All contributions within the team are equally valued
Assessment for Learning (Formative Assessment) Ensuring a variety of assessments methods are used provides the learner with the opportunity to reflect on many aspects of their learning. It allows the tutor to continually identify learning needs relating to anything from a disability to cultural history
How the group performs in terms of individual and group accountability enables learners to further their understanding of equality and diversity
Peer review of work helps to cultivate mutual respect between learners Instant feedback techniques ensures that no learner is left out or becomes invisible
Differentiation
Use of computer-based learning, e.g. quizzes in Moodle, with inbuilt feedback allows learners to reflect on their learning at various stages (individually or in a group)
Effective differentiation requires tutors to address the diversity of individual learners, their backgrounds, their learning needs so that all learners can achieve. Regular assessment for learning is crucial for this to occur. Ensure materials such as handouts and images used reflect the diversity of the group. Use a variety of differentiated questions to allow learners to work at various levels of complexity. Differentiated questions can help learners for whom English is a second language and for those that may need more time to process information. Individual project work means that learning is personalised and allows learners to learn according to the style or level most appropriate for them.
Use of mini whiteboards, post-its and anonymous voting systems ensure that all students participate in the lesson and are not embarrassed by incorrect responses
E-learning and Technology Effective use of e-learning means that all learners have the opportunity to access learning at any time and from any location. Some learners may experience difficulties using technology e.g. learners with epilepsy or attention deficit hyperactivity and may need regular breaks from the computer screen.
Good initial/diagnostic assessments and learning styles information at the start of the course will help you plan appropriate support. Learners can be included in the learning process in a variety of ways: Smart/mobile phones, digital cameras, mp3 recorders and smartboards provide alternative methods for sharing and presenting information in an accessible way Smart/mobile phones and video recorders can capture sound bites from learners, documenting their views and personalising their journey as learners. Using the internet not only for researching and accessing information but to contact people/groups with similar experiences and challenges using blogs or through advice forums
Embedding language, literacy and numeracy An inability to take command of literacy, language and numeracy (LLN) can be a key source of inequality. It can potentially stigmatise learners creating further barriers to learning by making them feel embarrassed. Ensuring that a learner’s LLN needs are assessed may reveal additional needs such as dyslexia or dyspraxia. Ensuring that LLN is taught within the context of a learner’s main subject or vocation as the key focus can increase learner motivation Develop materials and resources for learners in a context that is relevant to them. Embedding LLN in the main curriculum area can help learners whose first language is not English. Learners will not feel singled out by having to attend discrete support sessions.
Useful Websites: www.lsis.org.uk www.ofsted.gov.uk www.teachersmedia.co.uk
www.excellencegateway.org.uk http://www.insted.co.uk/links.html http://www.new2teaching.org.uk/
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Modeling Useful Links
By modeling the behaviours and language that promote inclusivity helps to embed quality and diversity in teaching and learning. Using people from a diverse range of backgrounds in talks or in demonstrations to learners helps to promote positive role models within lessons. Using positive non-verbal communication and active listening skills can help to build an atmosphere of mutual trust and make each learner feel valued.
Motivational Dialogue Active Listening Emotional Intelligence 1
Use of role plays and simulations can help develop behaviour that challenges stereotypes.
Emotional Intelligence 2
Relating Theory and Practice Learner’s own experiences from life outside college can be used to promote and reflect on equality and diversity – assess learner’s skills and knowledge to ensure this is planned so that learners are not overwhelmed or discouraged from participating. Theory to practice: Explore principles of equality and diversity together with the college policy and identify how this impacts on real life. Practice to theory: Learners conduct surveys and interviews linked to the implementation of the equality and diversity policy in the college. Results can then be judged against key statements from the policy
Questioning Techniques 1 Role play, videos and case studies can be used to help learners experience what it feels like to face a barrier or encounter discrimination. Encourage learners to reflect on their emotional response and how others might feel.
Questioning Techniques 2 Managing Challenging Behaviour
Involve learners in exploring whole organisation strategies to overcoming barriers. Engage learners by using flowcharts, mind-mapping or action plans to suit their needs.
Do you*:
Employ multi-sensory teaching and learning approaches (visual, auditory, kinaesthetic, tactile)? Adapt the classroom to suit the needs of individuals: sitting a student with ADHD away from distractions; having quiet work areas for those who need it; sitting a student with visual impairment where they can clearly see the interactive whiteboard; having necessary resources available for students with SEN; ensuring wheelchair access, where appropriate? Plan an accessible curriculum for all (are learning objectives achievable for all? Is the work relevant, contextualised and meaningful to students? Is work effectively differentiated so that all students can achieve their potential?). Differentiate - adapting resources to support learning: large print on written resources for students with visual impairment; visual clues and bilingual texts to support tasks for ESOL students; clear routines and timetables for the day for students with Asperger Syndrome; books and resources to support and motivate both genders; extension activities for able and weak students? Give consideration for the emotional well-being of learners (remember that teachers are in the business of educating the ‘whole’ student, and a happy and motivated learner will achieve more in the classroom)? Manage disabilities (find out what the nature of the disability is. What are their specific needs likely to be? How might you support or facilitate the child’s learning?)? In conclusion, equality and diversity in the classroom involves careful planning, by all professionals concerned, to ensure effective learning opportunities for all students.
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