“How to implement policy into practice”

EMBEDDING EQUALITY AND DIVERSITY INTO THE CURRICULUM

EMBEDDING EQUALITY AND DIVERSITY INTO THE CURRICULUM

The purpose of this booklet is to help you further embed equality and diversity into what we do and to answer the following questions:

●WHAT IS IT? ● WHY DO IT? ●HOW DO I DO IT?

What is embedding equality and diversity? Meeting the needs of individual students by being sensitive to their

culture and abilities Promoting equality by providing positive messages and challenging

all forms of prejudice and discrimination Promoting diversity by getting different groups to work together,

encouraging respect, being inclusive and valuing differences.

Why focus on equality and diversity in the curriculum? It is fundamental to our Statement of Purpose, Values and Vision.

It is part of understanding the needs of others and about social justice.

Including equality and diversity issues within the curriculum helpsto prepare students for the community in which they live, work andsocialise. It prepares them for the “real world”.

How?: Choose the right resources: Check resources for bias. Aim to choose resources that do not stereotype, disadvantage or

poke fun at anyone based on their race, sexual orientation, religion

or belief, age, disability, gender, where they live or any other personal characteristic.

Use materials that promote good equality practice and community cohesion.

How?: Challenge racist, sexist and homophobic assumptions and attitudes: These assumptions and attitudes denigrate individuals and have

serious consequences for all of us. Such assumptions and attitudes will have consequences when students progress to the “real world”.

How?: Promote respect for diversity: Set clear ground rules Signpost students to the college’s equality policies. Encourage students to share information about themselves by

using ice breakers to build good relationships, listening and learning from each other.

Ensure that people from different groups are able to work together and that issues of inequality in the learning environment are challenged.

How?: In your lessons: Provide a range of learning opportunities. Challenge and avoid the use of negative or potentially offensive

stereotypes or assumptions. Encourage students to value similarities as well as differences. Challenge and actively discourage any language or behaviour

which is racist, sexist and homophobic or which demeans people with disabilities from particular neighbourhoods, areas and so on.

EMBEDDING EQUALITY AND DIVERSITY INTO THE CURRICULUM: MAKING THE IMPLICIT EXPLICIT

EQUALITY AND DIVERSITY

Our Statement of Purpose, Vision and Values encourages us as teachers to promote respect for the diversity of the community and the wider society of which we are part. Therefore promoting

equality and diversity should be and can be a feature of every lesson. This means equality and

diversity in its broadest sense: treating people fairly and with respect, enabling them to achieve their full

potential. Promoting equality and diversity doesn’t mean having to do anything differently – it simply means being conscious of these issues in lesson planning and lesson delivery. Consideration of broad equality and diversity issues is a feature of good teaching because it is about meeting the needs of the individual student.

GOOD PRACTICE

The following are features of good practice drawn from lesson observations.

“Evidence that consideration has been given to the diverse needs of students in the class (including ability, ethnicity, gender etc) in planning the lesson and resources.”

“Teacher challenges inappropriate language and banter.”

“A variety of teaching methods are used to suit the learning styles and (dis)abilities of the class.”

“Assessment is fair and delivered in a range of ways to take into account language, disabilities etc.”

“Language used by the teacher is non-discriminatory, appropriate and relevant.”

“Discussion and comments within the class are managed to ensure student attitudes, behaviour, banter and language are appropriate, inclusive and non-discriminatory.”

“Materials and topics are presented in a way that is sensitive to the diverse needs, backgrounds and experiences of students. Examples used take into account the diversity of the College community and this class.”

“Resources are adapted to ensure that students can access information and to meet individual needs (e.g. large print).”

STARTING POINT FOR MANAGING EQUALITY AND DIVERSITY IN THE LEARNING ENVIRONMENT

As equality and diversity have a much higher profile in the new Ofsted inspection framework we need to consider our next step in how we promote these issues both as a College and as individual teachers and tutors.

It is worth bearing in mind that equality and diversity is a much broader subject than many people think: fundamentally it is about treating all community members with fairness and respect. But

don’t be threatened by terminology, these are things we all do well.

A personal audit of your skills, experiences and qualities will help you to recognise where you are doing well and where there might be room for development. The audit below provides a useful starting point.

SKILLS USED WITH COLLEAGUES

Doing well

Recognise that I am competent and can support colleagues

Recognise that there is more I might be able to do

I encourage open discussion about equality and diversity

I express my own views openly

I seek more information when I need it

I handle sensitive discussions within team meetings to avoid conflict

I express feelings about my colleagues’ attitudes, language and behaviourI directly challenge jokes and derogatory comments about disability, sexuality, race, gender, religion or belief, age and other areas of discrimination

SKILLS USED WITH STUDENTS Doing well

Recognise that I am competent and can support students

Recognise that there is more I might be able to do

I listen when students make complaints about discrimination and their experience of it

I openly discuss issues of inequality when they arise in my subject/tutor group

I ensure that all students have opportunities to contribute and to be listened to respectfully

I set ground rules to prevent racist, sexist or other discriminatory attitudes and behaviour in the classroom

I manage the group and group discussions when prejudiced views and stereotypes are introduced

I utilise students’ experiences, cultures, background and knowledge where possible

I am aware of my own prejudices and use of stereotypes

I challenge discrimination, harassment and victimisation with competence

I induct students into equality and diversity issues and explain the consequences of unacceptable behaviour

I am aware of my own assumptions about difference, cultures, customs and abilities

Things I would like to develop in relation to equality and diversity:

SUGGESTIONS FOR PROMOTING EQUALITY AND DIVERSITY IN CLASSROOM PRACTICE

PLANNING

Consider:

The individual students in the class. The students’ background, experiences and prior learning. The learning environment (the need for it to be inclusive, fit for

purpose and reflecting the needs of individual learners, such as layout, accessibility, visual features, auditory needs etc).

Lesson planning and delivery takes into account the need to break learning into “digestible chunks” and ensure differentiation.

Examples of good practice:

Use of examples that reflect the diversity of the College/class.

Images that reflect diversity Classroom layout enabling all the

class to participate and learn. Activities that enable students of

different groups to work together.

Tasks that match the abilities of the students in the class.

DELIVERY

Consider:

Allocation of time to explore and debate equality and diversity issues during subject’s induction (rights and responsibilities, appropriate language etc). Setting appropriate equality and diversity ground rules with the class.

Rules on use of inappropriate, offensive and discriminatory language, attitudes, behaviour etc and challenging inequality where and when it occurs.

Use of appropriate learning objectives and assessment methods for all students (differentiation).

Examples of good practice:

Establishing ground rules about appropriate language through whole class discussion.

Different forms of assessment to suit the individual needs/abilities of students.

Including elements of diversity into teaching and learning – making reference and using examples from a variety of cultures, religion, traditions. Exploring stereotyping and other topics around equality

(lesson plan, resources etc). Challenging prejudice and stereotyping in the

classroom. Using diversity as an educational resource.

Using the experiences of students as teaching and learning resources.

RESOURCES

Consider:

Ensuring teaching resources are accessible to all students. Ensuring that images of a diverse range of people are visible in

course materials and displays and that named examples reflect diversity.

Examples of good practice include:

Posters/displays celebrating achievements of students. Displays for themed weeks such as Black history.

Diverse images in handouts, booklets and displays.

ADDITIONAL SUPPORT

Consider:

Allowing students the opportunity to discuss additional support needs at the beginning and throughout the course. Providing support that students like/need.

Examples of good practice include:

Class discussion leading to teacher providing additional support in the form most appreciated by students.

PRACTICAL SUGGESTIONS FOR HELPING YOU TO FURTHER EMBED EQUALITY AND DIVERSITY INTO LESSONS OR TUTORIALS

The following are practical suggestions that may help you to develop your confidence and competence in how you further embed equality and diversity into what is most important in our college – teaching and learning.

CREATING A SAFE LEARNING ENVIRONMENT

However clear our messages about equality and diversity are, they will be competing with:

attitudes of friends and family members strong media influences and views which are expressed every day. the developing views of young people about equality and diversity.

Tips for creating a safe and encouraging environment:

Always set clear ground rules.

Encourage students to identify their own ground rules. Agree how you and students will tackle the breaking of ground

rules. Encourage students to take responsibility for reminding one

another about the ground rules. Discuss with students what they think is not acceptable language,

behaviour, attitudes and viewpoints. You may want to consider making a list of unacceptable language,

behaviour, attitudes and viewpoints but this can be highly sensitive.

SELECTING LEARNING ACTIVITIES

Issues relating to equality and diversity crop up in some subjects more than other. However in class discussions, interactions or activities, equality and diversity issues will crop up in every subject at some stage.

Equality and diversity are dynamic issues meaning that the cultural, political, social context and language we use to discuss them is constantly

changing. The activities you select will be influenced by:

students’ backgrounds, cultures and identities students’ ages students’ needs

If we are to work with these views, myths and misconceptions, they need to be discussed and explored as part of teaching and learning. Each of us needs to consider how best to create a safe and encouraging learning environment and atmosphere that allows students to participate and to contribute fully in our lessons and tutorials.

students’ interests local issues national issues how best to reflect the realities, priorities and issues of today’s

world length of the session number of sessions starting point of the students desired learning outcomes.

Make use of local incidents, TV dramas and soaps, human interest stories, news events and whatever is happening in the world to raise and encourage on-going discussion, debate and personal reflection.

SETTING GROUND RULES

We all use ground rules in our teaching. They provide a framework to ensure open, respectful dialogue, and maximum participation. Using ground rules to build a safe and learning environment is especially important in the fields of equality where many themes are strongly linked to personal values and experiences. A completely safe learning environment provides support for the shifts in thinking and practice that new knowledge and skills often require:

Therefore, ground rules should be developed in order to:

assist the teacher to explore and develop a framework within which to discuss equality and diversity themes.

help students to understand what is expected of them in terms of attitudes, behaviour, language and so on.

clarify the rights and responsibilities of all concerned. encourage discussion to define clear parameters for discussion

and classroom interaction. assist in making the learning environment safe for all to learn and

express themselves.

Ground rules should be drawn to the attention of students before and during the course by:

including in induction packs and materials. displaying them as a wall chart. displaying them as part of the subject induction. disseminating them to everyone participating in the course and

asking students if they wish to add anything to the list. referring to them throughout lessons.

Learning always involves some risk. Creating a safe learning climate for exploring sensitive issues is essential.TIPS FOR INCLUSIVE LESSON/TUTORIAL DELIVERY

Inclusive practices include:

meeting the individual requirements of all students using inclusive language that does not cause offence respecting differences making every effort to be aware of culture, customs, religious

differences and special and specific needs as well as individuals’ backgrounds.

Practical approaches to fostering inclusion include:

familiarising yourself with equality and diversity policies producing resources and information in formats to meet the needs

of all students equally developing resources to raise awareness of discriminatory

behaviour and demonstrate how to challenge and avoid it raising awareness of equality issues tackling inequality and discrimination and actively promoting

understanding and respect for all respecting and providing for practices which support religious

beliefs creating learning environments which welcome all groups

providing students with guidelines on acceptable behaviour for equality

sharing information on employment law and equality legislation when they crop up in a lesson (these explain the consequences of not taking equality and diversity seriously).

Tips for the successful delivery of inclusive learning include:

creating a learning environment that is ‘safe’ and encourages students to share their thoughts, feelings and concerns

develop clear and common ground rules using everyday news to raise awareness and encourage ongoing

discussion, debate and self reflection challenging with respect.

CHALLENGING WITH CONFIDENCE: HANDLING STRONG VIEWS AND EMOTIONS

Equality and diversity issues arise in some subjects more than others but in every subject or tutor group there will be times when they crop up. People’s feelings and views about equality and diversity can be difficult to

explore, particularly in a classroom situation. You will face students dealing with issues such as:

embarrassment boredom defensiveness lack of confidence lack of understanding inability to make up their own minds or form their own opinions ‘nothing to do with me’ attitudes/behaviour strong racist/sexist/homophobic views and opinions variable attitudes towards difference learned behaviour entrenched family views past experiences of bullying, discrimination, exclusion etc

The teacher/tutor’s role in any of these sorts of scenarios is to remain calm, encourage students not to make personal comments or to take comments personally, and focus on the task in hand. Many such challenges can be turned to good use in a lesson. The power of the group should never be underestimated and learning points can be extracted from the most difficult situations.

IDENTIFYING PREJUDICED ATTITUDES AND DISCRIMINATION

Racism, homophobia and similar behaviour against other groups may take the form of: incitement of others to behave in a similarly discriminatory way physical assault against a person or group because of their

differences derogatory name-calling, insults, jokes and language (eg “that’s so

gay”) pro-discrimination graffiti provocative behaviour such as wearing

pro-discrimination badges or insignia bringing pro-discrimination materials such as

leaflets, comics, magazines or computer

software into the organisation verbal abuse and threats discriminatory comments during discussions ridiculing individuals because of their differences. refusal to co-operate with others because of their differencesHOW TO DEAL WITH PREJUDICE AND DISCRIMINATION

Your option for dealing with such behaviour can include any combination of the following:

challenging it immediately in front of the class challenging it in private at the earliest opportunity concentrating on supporting the person targeted or victimised encouraging a spontaneous group discussion about the

incident referring to the organisation’s equality and race policies/code

of conduct building an appropriate anti-discrimination activity into future

sessions raising the issue at a departmental meeting with a view to

agreeing a collective or long term response.

FINAL TIPS

When challenging language or behaviour, aim to:

avoid direct confrontation and aggression

respect the student’s personal space however much you disagree with their views

challenge the idea not the person

repeat the comment to check your understanding of it

ask the student to repeat themselves or what they mean

ALWAYS TAKE ACTION