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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, let’s 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-mémoire'

• 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-mémoire'

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 experience…they (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

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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?

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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 don’t have time for this (mindset of E&D as an ‘add on’, rather than an integral feature of effective TLA…)

2 ‘I can’t do this, I’m not an E&D expert, it’s too hard, I’m here to teach maths…

3 Complacency – I’m already doing all of this…

What’s our pitfall?

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Using ‘aide-mémoire’ 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

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Conclusions

• We have focused on plannng – don’t forget delivery and spontaneous opportunities

• We have focussed on the micro –don’t 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’ – it’s about integrating E&D to enrich and enhance the learner experience. Quality = Equality This isn’t just about your journey towards equality...

3. There is a bigger picture here….

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Thanks for listening!