1

Building Equality and

Diversity into Design,

Planning and Delivery

Tutor Support Pack

The aim of this pack of the resources is to embed more inclusive practice into session planning and delivery of sessions. Whilst the focus is on removing barriers to delivering equality training for delegates, the planned outcome will be learning opportunities which are of a high quality and are more accessible to all.

2010

A Malach

EDUK

2010

2

Contents Design, Planning and Delivery 4

Inclusive practice 4

What is inclusive training? 4

Planning the session 5

Encouraging people to attend 5

Using different media to promote the training 5

Raising awareness about accessibility of sessions 5

Admission arrangements 6

Ensuring the venue is accessible 6

Sharing information about equality and diversity issues 7

Designing the session 8

Building equality and diversity into session plans 8

SMART targets 8

What the session plan should aim to include 9

Designing a programme that is accessible to all 10

Review your expectations 10

Training/facilitation methods 10

Equality issues in group work 11

Designing resources for use in the session 11

Equality consideration in designing presentations 11

Equality issues in designing handouts 12

Providing accessible handouts/course materials checklist 13

General considerations 14

Building equality and diversity issues into the curriculum 14

Raising awareness of different cultural perspectives 14

Ideas for IT 14

Ideas for arts 15

A word about critical readers 15

Ten steps to making your course inclusive 16

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Delivering the session 17

Suggestions for making sessions more inclusive 17

Presentations 17

Presenting to deaf or hard of hearing participants 17

Discussion 18

Small group work 18

Communicating with participants 19

Activities 20

Recruiting participants 21

Integrating equality and diversity issues into course content 22

What do you expect of participants? 23

Case studies 24

Assessing the extent to which diversity is embedded in course content 26

Assessing practice 30

Appendix 42

What do we mean by equality and diversity? 43

Equality 43

Diversity 43

Why are equality and diversity important? 43

Things you need to know 44

The new Equality Act: Protected characteristics 44

Session planning goals 45

Successful participants 45

Confident individuals 45

Responsible citizens 46

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Design, Planning and Delivery

Inclusive practice

The aim of this pack of the resources is to embed more inclusive practice into session

planning and delivery of sessions. Whilst the focus is on removing barriers to delivering

equality training for participants, the planned outcome will be learning opportunities

which are of a high quality and are more accessible to all.

Recent legislation and best practice encourage trainers to be proactive and anticipate

the requirements of participants rather than simply to be reactive to individual needs.

It is a good idea to ask the following question at the outset:

How would this learning approach, session plan, presentation, exercise, handout or

wording be experienced by:

• a participant who is a dyslexic or with learning/literacy difficulties

• a deaf participant who lip reads

• a blind/partially sighted participant

• a participant with high levels of anxiety/ADHD

• a participant with mobility difficulties

• a participant with Asperger’s syndrome

• a participant with English as a second language?

It can seem daunting initially, but eventually becomes an instinctive process.

What is inclusive training?

Inclusive training is all about weaving equality for all into your planning and design

culture in practical and observable ways.

It is important that you think about how your participants will access the information

that you present. We want you to think about approaches that are effective, make a

difference and work for a diverse range of participants.

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Planning the session

Encouraging people to attend

• Don’t discourage participants from joining your course because they differ from

the participants you traditionally recruit.

• Take religious/cultural differences into account in your planning (second

language, days of worship, need to pray and so on).

Using different media to promote the training

• It is a good idea to promote opportunities in more than one

way, for example both electronically and by posters, so that

potential participants can access the information in their

preferred way

• If you are using electronic media, make sure that your web pages/messages are

compatible with adaptive software such as screen reading software.

• If using posters, do not use only upper case lettering. Position posters at a height

that wheelchair users can access.

• Write publicity materials in clear, unambiguous language.

• Routinely include images of/quotes from a diverse range of staff amongst any

illustrations of programmes that are used.

Raising awareness about accessibility of sessions

• Encourage a diverse range of participants to attend by making it clear that the

venue is accessible, that it is safe to disclose disability and that adjustments will

have been/will be made to meet the requirements of participants who are disabled.

Appropriate wording might be:

All our sessions are held in accessible venues.

If you book for one of our sessions and you are deaf, disabled or have a specific

learning difficulty such as dyslexia, we would encourage you to disclose this on

your booking form in order that we can make the necessary adjustments.

It will then be possible for you to discuss with us in confidence any requirements

you might have and how they might be met.

• Ensure that maps and directions show accessible routes and adapted toilet

provision.

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Admission arrangements

Include clear information about how to apply and an option for application by email.

Use a simple tick box on the application form to ask:

• about their preferred format for receiving information, for example standard print,

community language, large print, Braille, audiotape, computer disk or email

• if they require a sign language interpreter or lip speaker

• if they have any specific dietary requirements

• if they have other access requirements.

Once you know this information, be sure to add equality issues arising from this to your

session planning.

Ensuring the venue is accessible

Ensure that the venue, its facilities and equipment are accessible.

• Are there tables which are at the right height for wheelchair users?

• Is there a loop system and microphone?

Do you know how to use it?

Do facilitators know how to use it?

• Can furniture be re-arranged to facilitate group discussions/exercises?

• Can participants easily tape the session?

• Is there seating that provides good back support?

• Is there good lighting?

• Is signage clear?

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Sharing information about equality and diversity issues

When a participant has disclosed a disability in advance of the session, make contact as

soon as possible so that any requirements can be discussed. Ask for permission to pass

on details of those requirements to facilitators. If possible, let facilitators know well in

advance of the session.

Check with the participant whether and/or how they would like the rest of the group to

know about their requirements if those requirements will have implications for the group

members – for example, a deaf participant working with an interpreter may want the

rest of the group to know the ground rules for working through an interpreter.

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Designing the session

Building equality and diversity into session plans

It is really useful to build equality and diversity into your session aims and outcomes

SMART targets

Specific

• Don’t be vague! Say exactly what equality outcomes you hope to achieve in as

much detail as possible.

Measurable

• Try to set equality and diversity goals that you can measure through your

evaluation process in some way. Good practice is finding a balance between data

and numbers (quantitative) and enjoyment, development or effectiveness

(qualitative).

Achievable

• Don’t set equality/diversity targets that are impossible to achieve. When working

with young people/adults and/ or in communities, it is important not to create

false hope or expectations.

Realistic

• Keep your feet on the ground - you will have equality resource, staffing, budget

and other limitations to consider.

Time limited

• Have a definite idea about which equality/diversity outcomes you want to achieve

by when. Even if you’ve done less than you’d hoped or anticipated, you will be able

to explore why in the evaluation period and make improvements for next time.

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What the session plan should aim to include

Outstanding equality/diversity session plans should include most of the following:

• Sessions show thorough planning and are clearly based on the Scheme of

Work (SOW), with all aspects of the session working together to achieve the

intended learning

• Key information about the group, additional needs support, level of course

qualification outcomes, equality and diversity issues, disability needs and so on;

all need to be present.

• A clearly planned structure to the session with clear indication of where

equality, diversity and inclusion fit into the session.

• Objectives/learning outcomes which are SMART and as per programme but

which might be adapted based on participants’ individual needs, language issues,

specific difficulties, challenging circumstances or issues of respect/inequalities that

are present.

• The trainer/facilitator session plans evidence where the participant

activities occur at each point in the lesson and extension activities are included.

• All practical, experiential activities including group work (mixing participants

to make groups more diverse) is consolidated via a plenary activity or activities

which draw out key learning points /equality issues (if appropriate) from

participants.

• Assessment strategies and monitoring techniques are in use and linked to

assessment activities either in or outside the session.

• Equality, diversity and inclusion are integral to the session and relevantly

linked to the subject matter and referenced to the relevant equality and diversity

legislation and provider duties (as appropriate).

• Equality and diversity are shown in planning, for example via planned

differentiation activities, use of resources (subtitled DVDs, use of coloured paper

for participants with dyslexia), timing of the session, timing within the session to

meet learning needs and so on.

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Designing a programme that is accessible to all

You may be delivering one session of a programme for participants or planning the

whole programme. Whatever your role, there is a need to think through the relevance

and accessibility of the programme to all participants.

Review your expectations

What expectations do you have of what the participants will be able to do during each

session?

For example, do you expect them to:

• make use of handouts and other print material

• watch videos

• follow a PowerPoint presentation

• use interactive technology

• work within small groups

• feed back in plenary

• work in pairs

• take notes

• contribute verbally within the whole group

• undertake further reading?

Training/facilitation methods

Plan for a mix of visual and oral presentations and exercises to allow for difference in

learning styles and ways of understanding.

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Equality issues in group work

These may need to be written into your session plans.

In relation to small group work:

• Plan small group activities so that everyone can be as fully involved as possible.

• Make part of the exercise the reading of the tasks involved, so that everyone will

have an understanding of what is required.

• Plan for alternative ways of accessing information, for example audio, buddy

relationships and so on.

• Plan for alternative ways for participants to feed back from small group work.

Offer choice.

• Plan for alternative ways for participants to access reading material – consider

easy read, blogs on iPods for participants with literacy issues and so on.

Designing resources for use in the session

Equality consideration in designing presentations

• If using PowerPoint or overheads, design slides with accessibility in mind. Colour,

contrast, amount of text, size and type of font all affect the legibility.

• Arial or Verdana with minimum font size of 30, mixed case and in bold rather than

underlining or italics work effectively.

• Ensure a contrast between text and background and avoid using colour alone to

convey meaning.

• End bullet points with full stops for ease of access through adaptive software.

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• The slides can still be inaccessible to some participants, however many guidelines

are followed. Making the slides available electronically beforehand allows a

participant to read the presentation using adaptive hardware/software.

• If you plan to use a video, check whether it is captioned to assess its accessibility

to deaf and hard of hearing participants and its soundtrack to assess whether it is

going to be useful to blind participants.

• Having deaf or blind participants in the group does not preclude the use of

videos. In fact, video can increase the accessibility of the session.

• Organise a glossary of any terms you will be using with which participants may be

unfamiliar. There may be no BSL sign for the term and deaf participants who lip

read may not recognise the word.

• Participants who are dyslexic will value seeing the spelling of the word – and

hearing it spoken in the session.

• It is best practice to give BSL/English interpreters a copy of any presentation,

outline of the session and handouts in advance so that they know what they are

interpreting.

Equality issues in designing handouts

You may need to consider the needs of the diverse range of participants when producing

and using handouts. You may wish to consider some or all of the following points:

Organise the availability of handouts in alternative formats such as large print, Braille, on

different colour papers and on disk. These can be made routinely available prior to or

during the session.

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Providing accessible handouts/course materials checklist

When you are producing any paper-based resources, the following handy hints are useful:

� Leave lots of space and make sure you do not pack too much text or information

onto the page.

� Use more paper and more space.

� Use a clear font – Arial, Verdana and Comic Sans are better than most. Participants

may have specific needs if they are dyslexic or have a visual impairment.

� Use 12–14 point for text and bigger if the participant requests it. Use 16 point or

above for large print information. It is not appropriate to enlarge using the

photocopier; this will distort the letters and make them hard to read.

� Avoid block capitals in handouts. To emphasise words, either enlarge the print or

put it in bold. Avoid underlining.

� Avoid using jargon and be careful to use plain, simple language.

� For participants with a visual impairment, any pictures, charts or symbols must be

explained in text format, so participants can access them through adaptive software.

� Some participants find it easier to read from coloured paper than white. Black on

lemon paper is particularly good. Cream paper is a preferred background colour for

some people who are dyslexic as it reduces glare. Check with the participant.

� Avoid dark coloured or fluorescent paper which can be hard to read.

� Use pictures to aid understanding and meaning of text. Pictures are especially

useful for deaf participants who think and communicate visually.

First and foremost, find out the individual needs of your participants. It is good practice

at the start of the course to tell participants:

If anyone needs handouts produced in a different

format, colour, font or font size, please let me know

and I will arrange this for you. I will be around at

break or at the end of the session if anyone wants to

come and see me.

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General considerations

Whatever form the resources you provide take:

• Avoid discriminatory language in the text you use.

• Avoid stereotyping people in case studies and other materials.

• Aim to eliminate sexist practice (using male terminology ‘he’, when referring to

individuals in general).

Building equality and diversity issues into the curriculum

Raising awareness of different cultural perspectives

Build into your session plans elements that require participants to understand and express perspectives that they may not agree with as this will help them to appreciate

why people behave in particular ways.

Participants have to learn how to understand perspectives from multiple sides and to articulate these. The task forces participants to appreciate the ways in which people’s backgrounds and their perspectives of issues influence them to think, act and behave in

particular ways.

Ideas for IT

It is crucial that you build into your sessions on IT the importance of acknowledging issues of diversity and inclusion in considering the relationship between people and technology.

Introduce participants to topics of equality and diversity through the use of third party materials. Allow participants to reflect on ideas about technological access in terms of gender and disability and provide opportunities to discuss these issues within their tutor

groups.

This approach builds equality and diversity issues into the curriculum by serving as an introduction to the way technology can impact on issues of gender and diversity – particularly in terms of identity (for example, online communication can mask gender, ethnicity, age and disability). It encourages participants to seek out examples of how technology helps to alleviate some physical disabilities – such as hearing/visual

impairments and so on. It is important to include discussion on ethical issues.

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Ideas for arts

Include the use of non-traditional source material and different voices to enrich

understanding of different topics.

Design the session so that various sections of the curriculum examine ‘non-western’ cultures such as those of West Africa, Egypt, India and China in a way that is informed by western constructs such as the Enlightenment, ‘enlightened’ Imperialism (Napoleon)

or Romantic Orientalism (for example, the Royal Pavilion at Brighton, Delacroix).

The use of slave narratives can help, to some extent, to redress this balance and to destabilise cultural viewpoints by reversing the normative westerner-‘other’/viewer-

object relationship and problematising issues of ‘voice’.

A word about critical readers

There will always be cost and time constraints when selecting critical readers. However, drawing on a sufficient quantity and diversity of critical readers can greatly enhance the quality of course materials, helping to make your course relevant to a more diverse audience. If participants can relate to and identify with materials, they are likely to

engage more fully in the learning process.

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Ten steps to making your course inclusive

This checklist is based on detailed guidance for course teams

Complete Date

Assess the level of diversity within the course team and the diversity knowledge of course team members.

Assess the accessibility of your course for participants with disabilities and plan adjustments as early as possible.

Provide the course team and any external contributors with guidance on language and image in teaching and learning.

Discuss and document opportunities for integrating diversity into the course to ensure it is relevant to diverse communities.

Ensure the guidance for external assessors includes a requirement to comment on diversity and accessibility in their reports.

Recruit critical readers with diverse backgrounds and experiences.

Ensure the guidance for critical readers asks them to comment on diversity and accessibility of the course.

Write the descriptions of the course for web, prospectus and campaigns so that it is free from bias, omission and complex or culturally exclusive language and ensure that information about course accessibility is accurate and comprehensive.

If your course is in a subject area where there is segregation or under-representation, decide how you will challenge participant assumptions about who the course is for (e.g. through course descriptions or through targeted campaigns).

Schedule demographic data analysis (participation, completions, attainment) to coincide with key post-launch review points for the course.

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Delivering the session

Suggestions for making sessions more inclusive

If you have been told in advance that there is a disabled participant, before you begin

the session check out with them tactfully that everything is in place to meet their

requirements. You may wish to consider how to build this into session plans sensitively.

Presentations

• Use a microphone when it is available as part of a loop system – however small

the group or room.

• Face the group when presenting so that there is a clear view of you. If using

PowerPoint, slides or notes, continue to face the group members. Try to maintain

that stance throughout so that your lips are visible.

• Avoid standing with light directly behind you.

• Use focused lighting if the room is darkened for a presentation.

• Use clear, unambiguous language. If you are going to use acronyms, explain what

they mean at the outset. If you are going to use or introduce terminology, write it

down and give a definition or ensure the group members know what it means.

• Speak clearly and deliberately to allow note-taking.

• Pause to allow clarification.

• Have short breaks for review of material, individual reactions, and questions.

• Describe diagrammatic materials or demonstrations.

Presenting to deaf or hard of hearing participants

• If working with a BSL/interpreter, allow time for them to translate your words.

• Lip reading is an exhausting activity; interpreters have recommended lengths of

time for effective interpreting; people with short-term memory difficulties would

find long presentations challenging. Vary activities and have pauses between them.

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Discussion

Establish with the group members respect/equality ground rules for discussion that will

allow as full participation as possible by all group members. Equality ground rules are

essential elements for discussion of a range of subjects and should be considered when

session planning.

Small group work

• Make the task clear both in writing and orally.

• Talk through with groups any practical difficulties that might arise from having a

diverse group and ways of addressing those difficulties.

• If reporting back is part of the exercise, giving the option of reporting back orally,

in writing or using other appropriate methods would allow the use of oral skills for

people with dyslexia as this is often stronger than their writing. Their contribution

to a group discussion will be much greater if they do not feel pressured to

produce a written account of the discussion. It should also be recognised that

those with a speech impediment or whose first language is not English may be

happier expressing themselves in writing.

• Offer to take notes of the plenary and distribute them through electronic white

board or other electronic means.

• If flipcharts are used as one medium for feeding back, make sure you feed back

orally.

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Communicating with participants

Use this checklist to help you to be sure that you are applying good equal opportunities

practice in the way you communicate with your participants.

• Avoid use of discriminatory language (racist, sexist, disabilist, ageist, homophobic,

transphobic and so on).

• Discourage and challenge participants from using such language.

• Consult each individual participant on how safe they feel in the group.

• Encourage participation from participants in a minority group (for example women

in male-dominated groups/men in female-dominated groups).

• Take cultural and religious differences into consideration.

• Avoid showing prejudice, for or against any participant/participant group.

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Active

Learning

and

Stimulating

Resources

21

Recruiting participants

Delegate activity

Please answer the questions below – then discuss the outcomes with a partner. Record issues/outcomes.

For some subject areas there is significant segregation or under-representation for some groups. The information that you provide to describe your course can have

an impact on the choices made by learners.

Is your course within a subject area where there is under-representation for particular groups, e.g. women, men, Black learners, younger learners?

� No � Yes

If yes, please say which groups may not be attracted and what action you propose to take to challenge learner assumptions about who the course is for.

Will the course descriptions for prospectuses, course websites and specific marketing and communication campaigns be checked to ensure they are inclusive and that information about course accessibility is be comprehensive.

� No � Yes Who will be responsible for this?

When will this happen?

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Integrating equality and diversity issues into course content

Delegate activity

Please state the ways that it will be possible to integrate issues of diversity within the content of the course (Tick all that apply).

� The course will use some literature, case studies or artefacts to highlight diversity

� The course will directly discuss issues of diversity relevant to the study topic

� The course will discuss stereotypical or prejudicial perspectives

� The course will have some discrete modules on one or more diversity issues

� The course will draw on different perspectives from different authors

� The course will draw on perspectives from non-Western authors and/or will have an international dimension

� The course will create opportunities for participants to engage in critical analysis of different perspectives/norms

� Other, please state:

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What do you expect of participants?

Delegate activity

Think about what expectations you have of what the participants will be able to do

during each session.

Discuss in your group what you can do to anticipate how some of these activities

might pose difficulties for some participants and what adjustments could be made.

15 minute activity – record key discussion points/actions you can take and then prepare to feed back.

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Case studies

Delegate activity

1. Read the four case studies on the next page.

2. As a group, discuss each case study:

a. What are the training issues in each study?

b. How can these issues be anticipated/pre-empted and/or tackled

effectively as part of session planning/delivery?

c. Which strategies/resources that have been provided today can be

used to support the participant experience and trainer/facilitator

delivery more effectively?

3. Produce a checklist of active equality learning approaches and strategies which could/should be used in each case study. Identify resources that could

be used to support each case study.

4. Prepare a brief (10 mins max) presentation on effective session

design/planning/delivery to share your table’s response to the task with the

whole group.

Your presentation should include a summary of your answers to questions in

Step 2 above, detailed information about your programme and examples of,

or suggestions for, managing conflict and resourcing the session.

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Case Studies

1. During the session one of the participants arrives late. He slowly walks into the session and says in a loud voice, “All still alive then, not died from the boredom

of the equality and diversity thought police presentation?” He proceeds to sit

down and when asked to introduce himself and to say why he is here he says,

“I have been told to come/made to come. I want to know why black people

play the race card and what I can do about it.”

2. During the session on managing equality and diversity issues you are discussing

issues faced by travellers and show the DVD Helena. The group you are

delivering to is a professional team of tutors in the college. After the DVD one

participant says that no matter what anyone says, all travellers are scum. He

goes on to tell a story about travellers that moved in close to where he lives. He

uses a number of derogatory terms and offensive language in his dialogue. One

group member begins to cry and says that as a member of a travelling

community over the years, she has experienced this type of prejudices all of her

life.

3. In a session with some police officers (chief inspectors) you are going around

the group asking people what their prejudices are. You get lots of feedback

from those present (for example women drivers, men that don’t cook and so

on). One officer says “Nigerians”; the rest of the group are deeply shocked and

a huge row ensues. Looking around the group you would say that it was very

diverse with officers from culturally diverse backgrounds. He then goes on to

give an example of how he avoided being served by a “Nigerian” in a phone

shop because he believes they are all fraudsters.

4. A young woman on your course lives in a deprived area in Bristol. This area is

portrayed by the media as an area where theft, burglary and robbery are rife.

She attends an in-house equality course where she raises this as an issue

because in work she receives a lot of banter about where she lives and about

her personally. One member of the group says in response, “Yeah, I was just

wondering if that new top you have on was nicked”. Everyone laughs and there

is more banter and a few stories about that area from other participants. The

young woman is not impressed about this behaviour and sits quietly for the

reminder of the session.

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Assessing the extent to which diversity is embedded in course

content

Delegate activity

This tool has been created to support members of course teams and critical readers

to assess the extent to which diversity has been embedded in the content of the

course. It can be used for new courses in development as well as courses being

revised.

Diversity may include a wide range of identity and cultural characteristics, including

but not limited to age, disability, gender, transgender, language, race, religion and

sexual orientation.

The following mnemonic represents some ways of embedding diversity into your

course content. It will not be appropriate or relevant in every case to use all of

these methods. They are intended as a guide to some of the ways that it is

possible to embed diversity. The template overleaf includes fifteen questions which

help to explain and expand these brief descriptions.

W – Writing with the audience in mind

O – Opportunities for exchange of experiences

R – Representation through different lenses

D – Drawing on different participant experiences

D – Diversity as the subject matter

Filling in the template

Opportunity – use the headings and questions in this section to guide your

thinking.

Good practice identified – use this section to record details of where diversity has

been successfully embedded in the content.

Issues for consideration – use this section to record issues of concern and

opportunities that have not yet been fully exploited.

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Date: Course details: Person completing:

Opportunity Good practice identified Issues for consideration

Writing with the

audience in mind

• Have idioms,

colloquialisms and

other culturally

specific references

been avoided?

• Is the use of English language appropriate

to the level of study?

• Have assumptions

about the lived

experience of

participants been

avoided?

• Has a wide range of case studies been

used to portray the

diversity of the

audience?

• Do case studies avoid limiting assumptions

or stereotypes?

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Opportunity Good practice identified Issues for consideration

Opportunities for

exchange of

experiences

• Are there opportunities to bring

participants together

to share ideas and

experiences and to

enrich the

understanding of

other participants?

• Are there opportunities to

create respect and

appreciation of the

value of difference?

Representation

through different

lenses

• Are there authors with different

viewpoints?

• Are there experiences from

other countries,

including outside of

Europe?

• Are there experiences from

different UK contexts

where appropriate?

• Do authors acknowledge their

standpoint and its

limitations?

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Opportunity Good practice identified Issues for consideration

Drawing on different

participant

experiences

• Are there exercises or activities that

bring the participant

experience to the

forefront?

• Are participants made aware of how

their experience and

viewpoints are

shaped by their

cultural, historical,

geographical,

economic and other

contexts?

Diversity as the

subject matter

• Are there opportunities for

direct discussion of

age, culture,

disability, gender,

transgender,

language, race,

religion, sexual

orientation or other

aspects of identity?

• Are there opportunities for

direct discussion of

racism, sexism,

ageism,

heterosexism,

religious intolerance,

and so on?

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Assessing my practice

Delegate activity

Use the following assessment grid to reflect on your practice.

15 minutes

KEY

I still need to do work on this area and to identify initial priorities

I haven’t done much on this yet, but know what needs to be done

and how to go about it

I am very confident about this: work has already been done in this

area and is ongoing

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Good Practice

Indicators

Design/planning EVIDENCE

TASKS AND

PRIORITIES

ACTION BY

WHOM

DATE FOR

REVIEW OUTCOME

Positive images are

promoted in training

resources, materials

etc.

Text books and

other resources

reflect local, national

and global diversity

Text/other

resources and case

studies depict

gender, race,

disability, sexual

orientation, age,

religion/belief and

transgender in non-

stereotypical roles

and challenge

preconceptions

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Good Practice

Indicators

PLANNING EVIDENCE

TASKS AND

PRIORITIES

ACTION BY

WHOM

DATE FOR

REVIEW OUTCOME

A specific

learning/ground

rules contract

spells out

inappropriate

language and

behaviour in the

learning

environment

Negative remarks

and

generalisations

about whole

groups of people

are consistently

challenged in/out

of training sessions

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Good Practice

Indicators

PLANNING EVIDENCE

TASKS AND

PRIORITIES

ACTION BY

WHOM

DATE FOR

REVIEW OUTCOME

Programmes are

based on

participants’

diverse

backgrounds,

experiences and

cultural

perspectives

Resources

highlight global

issues, experiences

and concerns

Inequalities and

social injustice are

challenged and

debated

Training and

delivery cater for a

range of learning

styles to meet the

needs of individual

participants

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Good Practice

Indicators

PRINTED

MATERIALS

EVIDENCE TASKS AND

PRIORITIES

ACTION BY

WHOM

DATE FOR

REVIEW OUTCOME

Layout of printed

materials is simple

and uncluttered

with headings

text,, illustrations

etc. clearly

separated (easy

read as

appropriate)

A clear title is

given at the top of

documents and

text is broken up

into sub-headings

12 or 14-point

sans serif fonts

(e.g. Arial) in black

or blue are used

for text and only a

few other colours

(avoiding red and

green) are used

35

Good Practice

Indicators

PRINTED

MATERIALS

EVIDENCE TASKS AND

PRIORITIES

ACTION BY

WHOM

DATE FOR

REVIEW OUTCOME

The use of italics,

underlining and

large blocks of

capital letters is

avoided and bold

or large type is

used to emphasise

important points or

headings

1.5 spacing or

more is used in

passages of text

Centred text

(except for

headings) is

avoided (left-

aligned is best)

Overlong lines of

text are avoided,

as is hyphenation

at the ends of lines

of text

36

Good Practice

Indicators

PRINTED

MATERIALS

EVIDENCE TASKS AND

PRIORITIES

ACTION BY

WHOM

DATE FOR

REVIEW OUTCOME

Space is left after

paragraphs, and

long paragraphs

are avoided

There is good

contrast between

the text and the

background on

which it is printed

Matt paper is used

as glossy paper

can cause glare

As much as

possible, handouts

are available in

advance of use/

events, either in

printed form or in

a format tailored

to individual need

(e.g. Braille)

37

Good Practice

Indicators

ELECTRONIC

DISSEMINATION

EVIDENCE

TASKS AND

PRIORITIES

ACTION BY

WHOM

DATE FOR

REVIEW OUTCOME

Arrangements are

made to make

paper-based and

visual materials

available in

electronic format

using intranet and

email

When VLEs (Virtual

Learning

Environments) are

used, text

alternatives or sub-

titles have been

generated for

sound clips

38

Good Practice

Indicators

ELECTRONIC

DISSEMINATION

EVIDENCE

TASKS AND

PRIORITIES

ACTION BY

WHOM

DATE FOR

REVIEW OUTCOME

Arrangements have

been made for

those who are

users of assistive

technologies to

ensure that

electronic format

material is

readable via screen

enlargement

software, text-to-

voice output, etc.

39

Section Two: Checklist for Observing Good Practice

Good Practice

Indicators

TEACHING AND

LEARNING

(GUIDANCE FOR

LESSON

OBSERVATION)

EVIDENCE TASKS AND

PRIORITIES

ACTION BY

WHOM

DATE FOR

REVIEW OUTCOME

The trainer/

facilitator draws

on the

experience of a

diverse range of

group members

The trainer/

facilitator directs

their questions to

and seeks

responses from a

range of different

participants

40

Good Practice

Indicators

TEACHING AND

LEARNING

(GUIDANCE FOR

LESSON

OBSERVATION)

EVIDENCE

TASKS AND PRIORITIES

ACTION BY WHOM

DATE FOR REVIEW

OUTCOME

The trainer/

facilitator

encourages

harmonious

relationships

between different

groups of

participants

The trainer/

facilitator

challenges use of

inappropriate

language, poor

attitudes, name

calling,

inappropriate/

offensive banter

by participants

41

Good Practice

Indicators

TEACHING AND

LEARNING

(GUIDANCE FOR

LESSON

OBSERVATION)

EVIDENCE

TASKS AND PRIORITIES

ACTION BY WHOM

DATE FOR REVIEW

OUTCOME

Participants are

encouraged to

work with others

from different

backgrounds

through the way

groups are split

and group work is

organised

Sessions are

participative with

participants

actively engaged

in the session

Assessment

methods are both

valid and varied

42

APPENDIX

43

What do we mean by equality and diversity?

Equality

This is about making sure participants are treated fairly and given fair chances.

Equality is not about treating every participant in the same way, but it recognises

that their needs are met in different ways.

Equality focuses on those areas currently covered by the law, namely the key areas

of race, gender, disability, religion or belief, sexual orientation, gender

reassignment and age. In addition to the legislation which seeks to prevent

discrimination in all these areas, colleges have a public duty to promote equality

and remove discrimination in race, gender and disability. (Provisions of the

Equality Act 2010 due to come into force in April 2011 will extend this to include

age, sexual orientation and religion or belief. It will also include pregnancy and

maternity and gender identity.)

People must not be discriminated against unfairly because of any of these

protected characteristics and we must all contribute to creating a positive

working/learning environment where discriminatory practices and discrimination no

longer happen.

Diversity

Diversity is about valuing individual participants’ differences. So 'diversity' is much

more than just a new word for equality. A diversity approach aims to recognise

value and manage difference to enable all participants to contribute and realise

their full potential. Diversity challenges us to recognise and value all sorts of

differences in order to make any teaching organisation a better place for everyone

to learn.

Why are equality and diversity important?

Diversity is also about recognising that our participants come from different

backgrounds. If we welcome diversity as colleagues, value each other and treat

each other fairly, we will work better together. In doing so, we will provide a better

service to our participants and service users.

As trainers/facilitators, it will help our communities to approach us and use our

services if we have a diverse participant group that feels comfortable with and

understands their different needs. So diversity will also contribute to improving the

learning we provide.

44

Things you need to know

The new Equality Act: Protected characteristics

All the areas of equality below are covered by specific legislation, and as college

staff/managers you all have rights and responsibilities under this legislation.

Protected equality characteristics

• Age

• Disability

• Gender reassignment

• Marriage and civil partnership

• Pregnancy and maternity

• Race

• Religion or belief

• Sex

• Sexual orientation

45

Session planning goals

Session goals must focus on developing the qualities and skills participants need for

success in further education and work. The session should enable all participants to

work towards becoming successful participants, confident individuals and

responsible citizens.

Successful participants

• have the essential learning skills of literacy, numeracy, and information and

communication technology

• are creative, resourceful and able to identify and solve problems

• have enquiring minds and think for themselves to process information,

reason, question and evaluate

• communicate well in a range of ways

• understand how they learn and learn from their mistakes

• are able to learn independently and with others

• know about big ideas and events that shape our world

• enjoy learning and are motivated to achieve the best they can, now and in

the future.

Confident individuals

• have a sense of self-worth and personal identity

• relate well to others and form good relationships

• are self-aware and deal well with their emotions

• have secure values and beliefs, and have the principles to distinguish right

from wrong

• become increasingly independent and are able to take the initiative and

organise themselves

• make healthy lifestyle choices

• are physically competent and confident

• take managed risks and stay safe

• recognise their talents and have ambitions

• are willing to try new things and make the most of opportunities

• are open to the excitement and inspiration offered by the natural world and

human achievements.

46

Responsible citizens

• are well prepared for life and work

• are enterprising

• are able to work co-operatively with others

• respect others and act with integrity

• understand their own and others’ cultures and traditions, within the context

of British heritage, and have a strong sense of their own place in the world

• appreciate the benefits of diversity

• challenge injustice, are committed to human rights and strive to live

peaceably with others

• sustain and improve the environment, locally and globally

• take account of the needs of present future generations in the choices they

make

• can change things for the better

• are able to handle the conflicting values they encounter in society.

Source: http://www.qcda.gov.uk/qualifications/3716.aspx