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
3
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
4
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.
5
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.
6
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?
7
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
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
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