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  • www.christinerose.org

    Integrating and Embedding Equality, Diversity and Inclusion into the curriculum A training workshop for teaching staff delivered by Dr Christine Rose

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    Objectives for today

    To understand Ofsted expectations for integrating E&D in classroom-based learning, in the context of planning

    To examine some sector challenges and reflect on your own practice

    To consider the benefits of integrating EDI within teaching, learning and assessment

    To take learning back and begin to implement some of the approaches provided

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    How to get the most out of this training

    Can we agree to: Maintain confidentiality Accept that we might hold different views but if we do, lets agree to respectfully listen to one another, and try to identify common ground Listen actively, and respect others when they are talking try not to interrupt Join in as much as you feel able, and be prepared to share your expertise Be open to change

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    Let's create a 9 + 5 aide-mmoire'

    The Equality Act 2010, in force from Oct 2010, protects 9 aspects of our identity from discrimination (called protected characteristics). What do you think these are?

    In addition to these, Ofsted also looks at five other groups of learners what do you think these are?

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    9 + 5 aide-mmoire'

    Protected characteristics

    1. Race 2. Disability 3. Gender 4. XXXXX 5. Age 6. Sexual orientation 7. XXXXX / XXXXX 8. XXXXX / XXXXX 9. Marriage /

    civil partnerships

    Ofsted also looks at:

    1. XXXXX 2. Carers 3. Ex-offenders 4. XXXXX 5. Gypsy, Roma and

    Traveller learners

    Fill in the 5 blanks

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    Embedding and integrating E&D in teaching, learning and assessment

    Quality of teaching, learning and assessment

    Grade descriptor for outstanding Equality and diversity are integrated fully into the learning experiencethey (staff) show great awareness of equality and diversity in teaching sessions

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    Outcomes from 2012 inspection framework

    The promotion of equality and diversity is consistently good and often outstanding. Within lessons teachers routinely improve students understanding of equality and diversity (Walsall College, grade one for QTLA and overall effectiveness)

    highly-effective promotion of equality and diversity learners develop their understanding of E&D as a result of the way staff thread this seamlessly through their work in the classroom (Blackpool and Fylde College, grade one for QTLA and overall effectiveness)

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    Outcomes from 2012 inspection framework

    Inconsistent promotion

    Opportunities not always exploited

    Concepts E&D not always explored

    To few opportunities

    Do not actively promote

    Opportunities not taken

    Understanding of E&D not linked sufficiently to the curriculum

    Do not extend learner understanding of E&D

    Promotion E&D in classroom too variable

    Opportunities not always exploited to develop, promote and reinforce understanding of E&D

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    Embedding E&D in teaching, learning and assessment

    At the macro level, this includes: o What is taught o Who teaches it o Where and when teaching

    takes place o Recruitment of learners o How learners with additional support

    needs are supported o Induction and E&D what do we say and do? o Embedding E&D in self-assessment and

    quality improvement activities, eg lesson observations, SAR, learner voice

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    At the micro level

    When Ofsted cite Missed opportunities

    Teaching and learning delivery

    Spontaneous opportunities

    Curriculum planning

    http://www.google.co.uk/url?sa=i&source=images&cd=&cad=rja&docid=93y7k4bu94k8iM&tbnid=mu7TWirP5HOGCM:&ved=0CAgQjRwwADgZ&url=http://www.anothercountry.com/products/stool-one&ei=IesAUuzML4btOpvdgbAD&psig=AFQjCNHOcMGwUWNmmJuVLN9CrYumTRlX6A&ust=1375878305816462

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    Embedding E&D within curriculum planning

    Consider CHAIRS Celebratory Holistic and

    preparatory Adversity Inclusive and

    personalised Responsive Sensitive

    Are there missed opportunities for embedding E&D when planning?

    http://www.google.co.uk/url?sa=i&source=images&cd=&cad=rja&docid=f1j6K6vr_1zQxM&tbnid=Wl6SPDD8I9XaSM:&ved=0CAgQjRwwAA&url=http://sweetclipart.com/simple-blue-question-mark-1146&ei=8PEAUrbsEYKkPYP1gPAE&psig=AFQjCNEAbPE_nNbqWPY3Qs64pt1Lhrj8sw&ust=1375880048348202

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    Embedding E&D within curriculum planning

    Sometimes embedding E&D during curriculum planning is simply having a mindset of E&D when planning using E&D to exploit natural opportunities to enhance and enrich delivery of a particular topic

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    Curriculum planning Challenges to consider

    Potential complacency for programme areas that have an E&D module within the curriculum

    Schemes of work that take a tick box approach to E&D

    Learner profiles populated by MIS rather than tutor knowledge, and / or not used to inform lesson planning

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    Pair and share

    Do our learner profiles contain detailed information about each learner, updated over time? How do we use learner

    profiles to inform lesson planning, to genuinely personalise our teaching and learning?

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    Further challenges to consider

    Three pitfalls to avoid:

    1 I dont have time for this (mindset of E&D as an add on, rather than an integral feature of effective TLA)

    2 I cant do this, Im not an E&D expert, its too hard, Im here to teach maths

    3 Complacency Im already doing all of this

    Whats our pitfall?

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    Using aide-mmoire of 9 + 5:

    Consider TABLES Teaching and learning methods Assessment Be a role model (tutor) Learning materials and resources Environment (classroom) management Social and Emotional Aspects to Learning

    For Schemes of work, consider CHAIRS Celebratory Holistic and preparatory Adversity Inclusive and personalised Responsive Sensitive

    For learner profiles, consider how aspects of students identity or under-representation impact on learning

    Use information from learner profiles to inform lesson planning

    Use spontaneous opps to tackle issues and raise understanding and awareness

    Curriculum planning

    Spontaneous opportunities

    Teaching and learning delivery

    http://www.google.co.uk/url?sa=i&source=images&cd=&cad=rja&docid=93y7k4bu94k8iM&tbnid=mu7TWirP5HOGCM:&ved=0CAgQjRwwADgZ&url=http://www.anothercountry.com/products/stool-one&ei=IesAUuzML4btOpvdgbAD&psig=AFQjCNHOcMGwUWNmmJuVLN9CrYumTRlX6A&ust=1375878305816462

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    Conclusions

    We have focused on plannng dont forget delivery and spontaneous opportunities

    We have focussed on the micro dont forget the macro

    We have much to celebrate

    But we still have a way to go on our journey towards equality there is no room for complacency

    If you remember nothing else from today

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    And finally

    1. Integrating E&D within the learning experience empowers, validates, improves self esteem

    2. This isn't about imposing E&D as an add-on its about integrating E&D to enrich and enhance the learner experience. Quality = Equality This isnt just about your journey towards equality...

    3. There is a bigger picture here.

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    Thanks for listening!

    Slide Number 1Objectives for todayHow to get the most out of this trainingLet's create a 9 + 5 aide-mmoire' 9 + 5 aide-mmoire' Embedding and integrating E&D in teaching, learning and assessmentOutcomes from 2012inspection frameworkOutcomes from 2012inspection frameworkEmbedding E&D in teaching, learning and assessmentAt the micro levelEmbedding E&D within curriculum planningEmbedding E&D within curriculum planning Curriculum planningChallenges to considerPair and shareFurther challenges to considerUsing aide-mmoire of 9 + 5:ConclusionsAnd finallySlide Number 19

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