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Equality and DiversityOne to One Support Services believes equality and diversity in teaching, learning and assessment is important. Here is the staff guidance booklet on that.
Staff guidance booklet
The college has 3 key values which celebrate and promote equality and diversity:
- Customer First
For every learner, equality and diversity should be a part of their learning journey.
These are a few acts that have been established and improved over a number of years however in 2010 the various Acts were updated and extended to produce one Equality Act.
The purpose of the Equality Act is to protect people from discrimination.
The Equality Act 2010 has 9 protected characteristics:
Age: Where this is referred to, it refers to a person belonging to a particular age (e.g. 32 year olds) or range of ages (e.g. 18 - 30 year olds).
Disability: A person has a disability if she/he has a physical or mental impairment which has a substantial and long-term adverse effect on that person's ability to carry out normal day-to-day activities.
Marriage and civil partnership: Marriage is defined as a 'union between a man and a woman'. Same-sex couples can have their relationships legally recognised as 'civil partnerships'. Civil partners must be treated the same as married couples on a wide range of legal matters.
Pregnancy and maternity: Pregnancy is the condition of being pregnant or expecting a baby. Maternity refers to the period after the birth, and is linked to maternity leave in the employment context. In the non-work context, protection against maternity discrimination is for 26 weeks after giving birth, and this includes treating a woman unfavourably because she is breastfeeding.
Race: Refers to the protected characteristic of Race. It refers to a group of people defined by their race, colour, nationality (including citizenship), and ethnic or national origins.
Religion and belief: Religion has the meaning usually given to it but belief includes religious and philosophical beliefs including lack of belief (e.g. Atheism). Generally, a belief should affect your life choices or the way you live for it to be included in the definition.
Sex/Gender: A man or a woman.
There is no hierarchy to the protected characteristics, each have equal value.
Visit the Equality and Human Rights website for further information, guidance, advice and a variety of publications.
The Equality Act is legislation to protect against discrimination. Everyone is required, by law, to adhere to the requirements of the Act. In addition, as part of the Equality Act, the public sector has additional duties:
A public authority must, in the exercise of its functions, have due regard to the need to—
(a) Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act;
(b) Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;
(c) Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.
The college equality scheme outlines planning to promote, advance and celebrate equality and diversity. http://www.wnc.ac.uk/About-us/Policies-and-procedures.aspx please read the equality scheme to ensure you are aware of your responsibilities when working with learners of the college.
The ‘Common Inspection Framework’ and equality and diversity
Judgements are made in relation to:
Outcomes for learners; teaching, learning and assessment; and management and leadership.
Within each section there are expectations relating to equality and diversity, these are outlined below:
Outcomes for learners
- Achievement gaps are narrowing between different groups of learners
- Consider the 9 protected characteristics of the Equality Act 2010
- Be aware of the under-represented groups enrolled and recognise their needs, provide support to reduce any achievement gaps Raise aspirations for all learners giving consideration to socio and economic backgrounds
- Quality of teaching, learning and assessment
- Equality and diversity are promoted through teaching and learning.
- Use induction and learner sign-up to promote equality, diversity, respect and responsibility - tackle discrimination, victimisation, harassment,
- stereotyping or bullying
- Plan the scheme of work/assessment plan to embed equality and diversity relevant to topics
Create an on-going group profile to recognise and plan for individual learning needs - staff are aware of and plan for individual needs in teaching sessions
Effectiveness of leadership and management
Leaders’ and managers’ activity promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap
- Understand the requirements of the college equality scheme
- Set challenging targets for curriculum, groups and individuals to succeed, and monitor these carefully with an aim to narrowing achievement gaps
- Monitor the quality and effectiveness of equality and diversity through course reviews
- Understand the needs of all individual learners and support them to succeed, consider potential barriers to success and make adjustments to provide equality of opportunity
•Use learner feedback to evaluate the effectiveness of equality and diversity
- Ideas and activities
Each activity includes a brief description of how it can be used and each should be adapted to meet the individual needs of your learners.
- Information and guidance to embed equality and diversity
- The learner’s journey
- Do’s and don’ts
- Outstanding judgements from the Common Inspection Framework 2012
- Self evaluation checklist and planning
- A-Z of equality and diversity
- Independent and/ or group activities
- A series of independent study activities
- The protected characteristics
- Discussion topics
The learner’s journey
Top tip: consider the learner journey and embed, promote and celebrate equality and diversity at every point.
Initial advice and guidance should ensure the learner is correctly informed and supported to access an appropriate course of study that will enable them to achieve their career goals.
The nine protected characteristics of the Equality Act 2010 should be considered and support should be established as necessary to ensure there are no barriers to learning.
Induction should promote a positive understanding of equal opportunities, legislation and the rights and responsibilities of all learners.
Top tip: remember equality of opportunity should be embedded throughout the learner journey.
Considering the individual learning requirements and supporting progress and achievement will only be successful if equality of opportunity is embedded effectively.
Include equality and diversity in the scheme of work, clearly evidencing where and how equality and diversity is going to be linked to the curriculum topics.
Explore ways to link topics to the promotion of diversity and the world at work.
Learning materials should promote positive images of equality and diversity and support individualised learning.
Provide differentiated learning opportunities within all classroom activities.
Embrace opportunities to promote equality and diversity within classroom discussions using non-stereotypical language and discussions to challenge assumptions and prejudice.
Embrace naturally occurring opportunities to address issues as they arise, e.g. prejudice and stereotypical views.
Top tip: Use the tutorial entitlement activities to link to topics that will enhance the learner journey and raise aspirations.
Broaden horizons with outstanding trips, visits and guest speakers and support individual needs through regular progress checks and target-setting.
Identify the individual learning requirements of all learners in your groups.
Communicate with the student support team to maximize the effectiveness of ALS in the classroom.
Create and include tutorial activity in addition to support that will raise aspirations and broaden horizons along with developing awareness of topical issues.
Encourage learners to take part in wider learning activities such as volunteering and citizenship projects.
Identify and constantly monitor progression and support learners to achieve. Remove any potential barriers to success.
How to….promote positive equality and diversity
- Use positive diversity images in marketing
- Use stereotypical images
- Create an individualised learner profile and use it to inform the learning plan
- Plan generic delivery for all
- Use induction to promote equality and diversity
- Use a tick box induction to say equality and diversity is covered
- Use case studies to support learning and embed equality and diversity scenarios
- Ask a basic question such as, “Is everything ok for equality and diversity?”
- Provide opportunities in professional discussions to link equality and diversity with curriculum topic
- Use only the study units for equality and diversity and say it is covered
- Create a learner centred learning plan to meet their individual needs
- Complete the ILP just to fill the form in
- Complete learner centred progress reviews establishing the individualised journey and setting specific and negotiated learning targets to challenge the learner and support achievement
Complete the progress review paperwork in a generic fashion, asking the same questions and recording the same responses
Provide and plan wider learning opportunities such as information for conference events or volunteering activity, working groups or mentor systems
Use learning materials to support individualised learning and promote positive use of images and non-stereotypical language
Use a standard issue pack without individualising the use of all learning materials
Record individual support requirements and do nothing about it because you say there is no support available
Provide a variety of study activities that not only support individualised learning but promote and celebrate equality and diversity through use of language, images and interesting facts
Plan and use the same learning activities for all learners regardless of their individual learning plan
Fill the ILP in just to tick the box and say it is complete
Outstanding Provision for equality and diversity
This includes the Common Inspection Framework outstanding judgements in relation to equality and diversity.
The success rates of most groups of learners are likely to be at least in line with similar groups of learners nationally, with the majority well above the norm. In exceptional circumstances, where success rates of any group of learners are below those of all learners nationally, the gap is closing rapidly, as shown by a wide range of success indicators.
Quality of teaching, learning and assessment
Equality and diversity are integrated fully into the learning experience. Staff manage learners’ behaviour skilfully; they show great awareness of equality and diversity in teaching sessions.
Advice, guidance and support motivate learners to secure the best possible opportunities for success in their learning and progression.
Advice, guidance and support provide good opportunities for learners to be motivated and make the necessary connection between learning and successful progression.
Advice, guidance and support help to motivate learners to succeed in their learning and progress.
Staff show insufficient understanding and insufficiently promote equality and diversity in teaching sessions.
Effectiveness of management and leadership
Equality and diversity are promoted actively, resulting in a learning environment where bullying and discrimination are not tolerated. There are likely to be no achievement gaps between different groups of learners.
Self-evaluation and planning
Plan Yes No
- Using the course specification/guidance, identify topics within the curriculum that provide opportunities to promote equality and diversity
- Write the scheme of work and identify where equality and diversity will be promoted
- Plan all sessions to address stereotypical views, use images and learning materials to promote positive equality and diversity
- Plan specific sessions from the scheme of work where opportunities to promote equality and diversity are applicable to the topic
- Prepare the learning environment to promote positive images to include - role models within the profession, diversity and equality
- Prepare the learning environment to ensure easy access for all learners
- Create a group profile to recognise individual learning needs and strategies to support learners. Understand potential barriers to learning and remove them
- Inspire all learners and support them to achieve their full potential
- Provide learning activities and materials to promote independent learning
- Motivate and engage ALL learners
- Promote learners’ spiritual, moral and cultural development
- Promote equality of opportunity, raising aspirations and widening horizons Raise awareness of cultural and linguistic diversity
- Widen participation
- Raise aspirations and widen horizons through inspirational curriculum delivery, wider learning and guest speakers
- Provide opportunities for learners to engage in activities beyond their previous experiences and explore employment opportunities that will broaden their aspirations
- Widen Participation
- A-Z of equality and diversity
Advice should support individual needs and allow for progression throughout the learning journey.
H. Help and support Always provide the correct help and support for every individual. Guide the learners to appropriate support services as necessary. Never refer a learner on to a support service without following this up to check that the learner is receiving the appropriate support. This will ensure that the learner can continue with their study without barriers to learning.
M. Methods of learning Provide a variety of learning methods in all sessions based on the individual learning needs of each learner. Recognise how individual learning works well and support this with the appropriate learning activity.
Embrace equality and diversity and at every opportunity promote equality and diversity.
Independent and group activities
Each activity can be used in its original form or adapted to meet the learner requirements.
Equality, diversity and me
2. How do you think equality and diversity is relevant to you now?
3. What could be the impact of equality and diversity in the future for you?
4. Is an awareness and respect for equality and diversity important to you? Yes or No
Include as many key facts for each question as possible. Record your source of information.
Equality Act 2010 – Protected characteristics
6. What is the purpose of this Act?
7. Who does the Act protect? List and briefly explain the 9 protected characteristics.
8. What should a person do if they are represented by a protected characteristic and feel that they are being discriminated against?
9. What does diversity mean to you?
10. In what positive ways can diversity impact on your life?
11. Can you state at least 3 ways that we celebrate diversity?
Use this wheel to promote discussion within groups or with individuals.
Discussion points include a) How are each protected from discrimination b) Provide a definition for each characteristic c) How would you get advice if discrimination occurred? d) What ways can you improve your understanding and respect?
1. Ask your learner to think of their own A-Z of equality and diversity. They may relate this to their work place and employment activities.
• What can someone do if they are discriminated against?
• Where could they get advice and support?
Equality and diversity is an essential part of learning and the learner’s experience. Throughout this booklet there are a number of topics identified and activities to promote discussion and develop the learner’s knowledge along with guidance on expectations from Ofsted and legislation relative to the public sector.
Please use the information and activities to ensure equality and diversity is a key feature within your provision.
Equality and diversity in the lifelong learning sector. Ann Gravells and Susan Simpson 2009 Learning Matters Ltd.