Unit-32: Equality and diversity 1.1Define the meanings of equality and diversity in the UK context I will define equality and diversity separately in the context of the UK: Defining “equality” Normally what is understood by 'equality' is that it is 'treating everybody in the same way'. If I are to analyse this further I will come to know that this definition has flaws for example if I Ire to give out handouts to be completed by everyone in the same manner, it would be impossible because I will not be able to cater for a blind person. Similarly if I are to communicate to a group of learner in spoken English language, I may be ignoring those whom English is a second language. Neil Thompson (2009) puts forward the case that equality is actually about 'treating people fairly regardless of any differences between them'. I can elaborate this as treating people with the same degree of respect and consideration. Thompson's definition of equality is very useful as the emphasis is on the thought processes behind particular actions, rather than suggesting that a specific behaviour is useful for meeting all peoples' needs. Defining “diversity” Likewise there are many definitions of diversity but they all seem to have a common factor, which is to value the peoples' differences. When I talk about differences between people I could be talking about a variety of physical, cultural, political and religious differences. Therefore, what does 'valuing' difference mean? Clements (2008) suggests that it is partly about not creating a 'monoculture' in which one size 'fits all'. Differences between people can take many forms including skin colour, hair colour, accent, educational background, body shape and so on. However, some of these differences may be more relevant when it comes to thinking about diversity issues within the context of professional issues like employment, service delivery. In relation to policing practice there are six strands of diversity which are identified need more action, and these are: Race and ethnicity/Gender (including Transgender issues)/ Disability/Sexual Orientation/Age/Religion/faith and belief. These strands that I have mentioned relate to the current provision of equality legislation and reflect some of the key areas in which people are most likely to experience discrimination. Thompson, N. (2009) Promoting equality, valuing diversity. Lyme Regis: Russell House Publishing. Clements, P. (2008) Policing a Diverse Society. 2nd Ed. Oxford: Oxford University Press. 1.2 Analyse the benefits of promoting equality and diversity for individual learners I will analyse the benefits of promoting equality and diversity for individual learners in the following breakdown: Equality in education: I will make sure that every student is treated in the same way and their needs are met in various ways to ensure ‘equality’ is met. All learners have rights to education according to their needs and requirements, irrespective of any difference. As a teacher I must be aware of the different learning styles of each student and deliver accordingly. I must show patient to listen and help learners overcome their specific difficulties in learning. I must ensure to set challenges that should be appropriate to different pupils and promote equality through different teaching methods. I will need to be robust in addressing discrimination, bullying and other issues. Good behaviour in classroom has to be managed at all times. I will need to make available additional resources for learners with disabilities or difficulties. Diversity in education: Diversity is valuing individual differences in respect to age, sex, religion, race, nationality etc... I as a teacher have to recognise the differences in my learners and accept the reality that all students do not learn in the same way and style. I will need to monitor student progress, and respond to the students’ feedback in teaching a diverse group of students with individual needs. I will need to consider the cultural backgrounds, interpersonal relationships, sociability and expectations of every learner because each individual comes from diverse perspectives, various life styles, cultures and work experiences The benefits of promoting equality and diversity for individual learners will be the following: Allowing children of different abilities to work at different levels on different activities. Engage learners actively. Emphasize the value of social interaction. Relate academic content to student’s environment and experience. Offer opportunities to apply their learning. Equality and diversity in Business The promoting of equality and diversity relates to recognising and celebrating the diverse cultures and range of people which can be used to help and support the ‘Common good’. CBI (Confederation of British Industries) identifies the benefits of a diverse workforce in a business to be able to understand the wider pool of talent for recruitment and improve the productivity through staff feeling valued in their right. Also it will reduce absenteeism, staff turnover and increase creativity between members of a diverse workforce. As a teacher while teaching a group of children from different nationalities, I realised that I had to speak plain formal English as some children from different countries would not understand my accent. Likewise I had to look up relevant examples to those individuals to explain the topic for them to understand. There were also children from different races therefore had to be very particular in using certain words as not to discriminate anyone in the class. Likewise teaching religious issues I had to be cautious in not offending any ones belief and traditions as I had a mixed group of learners in regards to religion. Amongst one of the experiences I had a child who had brain tumour, therefore I had to make special arrangements to cater for his needs as well as prepare an individual action plan to assess and monitor his progress. Also, I have experienced a scenario where there was a child whose parents were separated. This caused an adverse affect on the childs’ progress as he had been neglected at home. The child suddenly lost interest in his studies. To cater for him, I had to ask for extra time for counselling the child and also gave him encouragement in class to bring him back to normality. It is my normal practise to differentiate the abilities in my learners and provide lessons and worksheets according to their potential. Normally there are 3 levels of learners, high achievers, low achievers and average achievers. Therefore, I ensure to cater for all levels which create an environment of equality for all to progress and cater for the diversities that are found in the class. 1.3 Define legislation, employment regulations, and codes of practice relevant to the promotion of equality and valuing of diversity One of the responsibilities as being a teacher is to be up to date and show a high level of understanding of new and current legislation. This is not only for my personal and professional development but will also be able to be in the position of clarifying the needs of the learners and potential learners. In recent times many new legislation have been stipulated by the government which can lead to prosecution and imprisonment. There are now legislations which govern equality, diversity, sexual discrimination and other equality acts. Below are some examples of relevant legislation: Equality Act 2010 The Equality Act 2010 legally protects people from discrimination in the workplace and in wider society. It replaced previous anti-discrimination laws with a single Act, making the law easier to understand and strengthening protection in some situations. It sets out the different ways in which it’s unlawful to treat someone. Key points The Equality Act 2010 provides a single, consolidated source of discrimination law. It simplifies the law and it extends protection from discrimination in some areas. As far as schools are concerned, for the most part, the effect of the current law is the same as it has been in the past – meaning that schools cannot unlawfully discriminate against pupils because of their sex, race, disability, religion or belief or sexual orientation. The exceptions to the discrimination provisions for schools are all replicated in the current act – such as the content of the curriculum, collective worship and admissions to single sex schools and schools of a religious character. Schools that were already complying with previous equality legislation should not find major differences in what they need to do. However, there are some changes that will have an impact on schools as follows: Above is an overview from Gov.co website of the Equality Act 2010 Children Act 2004 The Children Act 2004 provides the legal underpinning for the Every Child Matters: Change for Children programme. Well-being is the term used in the Act to define the five Every Child Matters outcomes: 1 be healthy; 2 stay safe; 3 enjoy and achieve; 4 make a positive contribution; 5 achieve economic well-being. Disability Discrimination Act 1995 (Amendment 2005) The Disability Discrimination Act 1995 (DDA) was passed to protect disabled people from discrimination. According to the DDA, a person has a disability if he or she has a physical or mental impairment, which has a substantial and long-term adverse effect on his/her ability to carry out normal day to day activities. Employment Equality (Age) Regulations 2006 The Employment Equality (Age) Regulations 2006 came into force on 1 October 2006.The Regulations (which do not affect the age at which people can claim their state pension) set out to: ban age discrimination in terms of recruitment, promotion and training; ban unjustified retirement ages of below 65; remove the current age limit for unfair dismissal and redundancy rights. a right for employees to request working beyond retirement age and a duty on employers to consider that request; a new requirement for employers to give at least six months’ notice to employees about their intended retirement date so that individuals can plan better for retirement, and be confident that retirement is not being used as cover for unfair dismissal. Employment Equality (Religion or Belief) Regulations 2003 The Employment Equality (Religion or Belief) Regulations 2003 are to protect workers, including those on vocational training programmes, from discriminatory employment practices based on actual or perceived religion, or similar belief defined as religion, religious belief or similar philosophical belief. The Regulations make illegal: direct discrimination – treating people less favourably than others on the grounds of their religion or belief; indirect discrimination – applying a provision, criterion or practice which disadvantages people of a particular religion or belief which is not justified as a proportionate means of achieving a legitimate aim; harassment – unwanted conduct that violates people’s dignity or creates an intimidating, hostile, degrading, humiliating or offensive environment; victimisation – treating people less favourably because of something they have done under, or in connection with, the Regulations, for example, made a formal complaint of discrimination or given evidence in a tribunal case. The legislation therefore means that schools and colleges: cannot refuse access to training, or to promotion, on the basis of religion or belief; must act to protect employees against bullying or harassment suffered on grounds of religion or belief. The perception of the person suffering the harassment is crucial; cannot deny workers benefits, facilities and services that they offer to other employees, for example, insurance schemes, travel concessions or social events on the basis of religion or belief; cannot give an unfair reference when someone leaves because of their religion Employment Equality (Sexual Orientation) Regulations 2003 The Employment Equality (Sexual Orientation) Regulations 2003 are to protect workers, including those on vocational training programmes, from discriminatory employment practices based on actual or perceived sexual orientation defined as heterosexual, gay, lesbian or bisexual. The Regulations make illegal: direct discrimination – treating people less favourably than others on grounds of their sexual orientation; indirect discrimination – applying a provision, criterion or practice which disadvantages people of a particular sexual orientation which is not justified as a proportionate means of achieving a legitimate aim; harassment – unwanted conduct that violates people’s dignity or creates an intimidating, hostile, degrading, humiliating or offensive environment; victimisation – treating people less favourably because of something they have done under, or in connection with, the Regulations, for example, made a formal complaint of discrimination or given evidence in a tribunal case. Equal Pay Act 1970 The Equal Pay Act 1970 was introduced to eliminate discrimination between men and women in terms of their pay and contracts of employment. This relates to: work that is the same or broadly similar; work rated as equivalent under a job evaluation study; Equality Act 2006 This Act has four main purposes. These are: to establish the Commission for Equality and Human Rights to cover England, Scotland and Wales; to make unlawful discrimination on the grounds of religion or belief in the provision of goods, facilities and services, premises, education, and the exercise of public functions; to create a duty on public authorities to promote equality of opportunity between women and men (the Gender Equality Duty), and to prohibit sex discrimination in the exercise of public functions; to allow regulations to be made prohibiting discrimination on grounds of sexual orientation in the provision of goods, facilities and services. Race Relations Act 1976 (Amendment Act 2000 and Amendment Regulations 2003) The Race Relations Act 1976 made it illegal to discriminate on the grounds of: colour; race; nationality (including citizenship); ethnic or national origin. Sex Discrimination Act 1975 (Amendment Regulations 2008) The Sex Discrimination Act 1975 made it illegal to discriminate on the grounds of sex in: employment and vocational training; education; housing; the provision of goods, facilities and services. It is also illegal to discriminate on the grounds of marriage in relation to employment provision. The Sex Discrimination (Gender Reassignment) Regulations 1999 and the Gender Recognition Act 2004 These Regulations extended the Sex Discrimination Act 1975 (SDA) to make it illegal to discriminate on the grounds of gender reassignment, but only in the areas of employment and vocational training. They do not cover the provision of goods, facilities or services. Gender reassignment is defined by the SDA as a process which is undertaken under medical supervision for the purposes of reassigning a person’s sex by changing physiological or other characteristics of sex, and includes any part of such a process. Special Educational Needs and Disability Act 2001 The Special Educational Needs and Disability Act (SENDA) 2001 is often referred to as Part Four of the Disability Discrimination Act (DDA) 1995. SENDA is the part of the DDA that relates to education. SENDA introduced the right for disabled learners not to be discriminated against in education, training and any services provided wholly or mainly for learners, and for those enrolled on programmes provided by responsible bodies, for example, further and higher education institutions and sixth-form colleges. Statutory Code of Practice on Racial Equality in Employment 2006 The Statutory Code of Practice on Racial Equality in Employment 2006 replaced the Statutory Code of Practice for the Elimination of Racial Discrimination and the Promotion of Equality of Opportunity in Employment, issued by the Commission for Racial Equality (CRE) in 1984 under the Race Relations Act (RRA) 1976. The above are those legislation and regulations that surround equality and diversity 2.1 Reflect on how the promotion of equality and diversity can protect learners from risk of harm As a teacher I must Foster a greater understanding between individuals and diverse groups and underpin what each can contribute to society. Greater understanding brings greater tolerance and reduces risks of harm between individual members and groups. In result I will be able to counter attack some of the issues which can bring harm to learners for example: inter-racial tensions; gang fights; religious fundamentalism; sexual and racial stereotyping. Mostly learners could be neglected if equality and diversity is not promoted in the class. Learners could end up with low esteem when they feel that are not catered for and left unidentified. This could lead to extreme results and severe consequences like committing suicide. Likewise when equality and diversity is not promoted in a classroom environment it can lead to individuals being demoralised and lose confidence in themselves. One of the most important issues is that this will tackle the problem of bullying. Sometimes in teaching I not be aware of certain differences that may offend or upset someone, therefore it is paramount to identify all forms of inequality to avoid any negative impact on my learners. Forms of inequality are more than those covered by the six strands of equality, and can be divided into two dimensions. Primary: Age /Attitude /Colour /Culture /Disability - Physical /Dress /Ethnicity/Gender /Language -accent, dialect/Sexuality Secondary: Ability and intelligence/skills/Criminal background/Disability – mental/Education/Family background and status/Financial status/Health/Home environment/Race/Religion or belief/Social position As a teacher I will need to be able to relate to the above in my teaching practise and be cautious about the secondary dimension as these are less visible. 2.2 Explain actions that can be taken to value individual learners I will firstly make my learners aware of the learning objectives through a detailed curriculum. Then I will take an initial assessment of the learner, to find out the learner’s needs and aspirations. This is important as it enables learners to express their desires, interests, motivations and support needs. If I take this during induction, then at this stage I can promote a greater understanding of the purpose of the programme and enable my learners to get to know each other. I will use formative and summative assessments during my teaching to identify and record progress made by the learners. I can use various ways to do formative assessments by a creative process with suggestions of video recordings, learner diaries, exhibitions as well as more traditional assignments and tests. Summative assessment may involve a learner or peer-group assessment, teacher’s record of assessment, and a whole range of artefacts as appropriate to the programme of study. As a teacher I can use my learner’s assessment to value individual learners. I would introduce a reward/merit system which will encourage the learner to progress and achieve his/her targets. I will also issue certificates upon attaining certain targets also and award them in front of other learners to develop self confidence in the learner as well as motivate others in the class. I can also make prefects in the class and give them designate roles to them to boost self esteem in the learners. Learners that have special needs or have learning difficulties, I will refer them to psychologists and work in line of their suggestions. Through the above staged process I will be able to value the individual learner and promote the learners needs and interests. 2.3 Explain good practice in providing individual learners with information To provide individual learners with information in regards to the institute is very important, so that the learner fully understands all the different standards and policies of the institute. The institute must ensure to comply with duty to act in the client’s best interest through good practice in the communication of providing all relevant information for each individual learner. The communication can be either oral communication whether it is one to one meeting or group communication e.g. team meetings; building training into induction programmes or written communication e.g. organisational equality and all policies displayed prominently; newsletters on notice boards highlighting; electronic communications as appropriate. The institute will also need to take in account of individual communication needs including communicating with clients who have a particular language difficulty that could be met by the use of an interpreter or have a learning difficulty e.g. dyslexia, or a visual or aural impairment. Most of this can be addressed in the induction and interview process and by having open days in which learner can be provided with all relevant information. Brochures and prospectuses can be provided and uploaded on the website of the institute. Details of curriculum with each term targets can provide an in-depth knowledge to the learners in regards to their attainments and certificates and their future development routes. Also health and safety policies and procedures for fire drills should be given to each learner as safety of each individual learner is paramount. 3.1 Use communication strategies to promote equality and diversity There are many communication strategies that can be used to promote equality and diversity in various types of learners. General Handouts When I give out any paper-based resources, the following handy hints are useful communication strategy: • I must leave lots of space and make sure that I do not pack too much text or information on to the page. • I must use a clear font. Arial, Gill, Sans, Times New Roman are better than most. Learners may have specific needs if they are dyslexic or have a visual impairment. • I must use point 14 for text and bigger if the learner requests it. I should not enlarge text by using the photocopier as this will distort the letters and make them difficult to read. • I must avoid using street language and be careful to use plain simple English. • I must explain all pictures and charts or symbols in text format so every learner can understand. • I can consider using colour paper as some learners find it easier to read from coloured paper than white. • I must avoid dark coloured or fluorescent paper which can be hard to read. • I can use pictures to aid understanding and meaning of text. As pictures are very useful for Deaf learners communicate visually. Communication strategy for learners who are deaf or partially hearing Some people may have been born deaf, while others may have become deaf either gradually or suddenly. I can use technology that can enhance deaf people’s access to language: Technology that can enhance deaf people’s access to language: • E-mail and text messaging on mobile phone or a Mincom • Hearing aids – help to amplify sound • Loops – these can be either a permanent fixture in a room or be a portable loop which can be set up in any suitable room I can use the following are practical tips which I should follow to allow maximum impact to learners who are deaf: • I must face the person at all times when speaking • I must speak clearly using clear language and encourage other learners to do the same • I must speak at a natural speed. Speaking slowly distorts lip patterns which become very difficult to read • I must avoid startling a deaf person who is working; approach them from the front or side • I must arrange lighting and seating so that everyone’s face is well lit • I must establish clear ground rules to ensure that all learners are included, for example only one person to speak at any one time • I must keep background noise to a minimum, a carpeted room absorbs sound • I must lip-reading is tiring: learners need to have periods of rest from lip-reading • I must hand-outs are very helpful in complementing spoken instructions and descriptions, but provide them in advance • I must use as much visual information as possible, pictures, diagrams and keywords • I must take care not to speak while writing on a board or chart Communication strategy for learners who are blind or partially sighted Some people are born blind or with partial sight, but the majority of people will have acquired a visual impairment later in life. The term ‘blind and partially sighted’ covers a range of impairments.. I can use a range of technologies that can be accessed via the computer, including different voice recognition software packages, Braille keyboard, and electronic note-taking devices amongst others. People who are partially sighted, their needs will vary depending upon the level of their problem. Communication strategy for learners with dyslexia and related difficulties Dyslexia is defined as a difficulty in processing written language. It affects around 10% of the population. There are a range of other difficulties that are associated with dyslexia: • Dysgraphia – handwriting difficulties • Dyspraxia – poor motor coordination or ‘clumsiness’ • Dyscalculia – difficulties with calculation/maths I must take in account the following characteristics of learning styles. The following styles ‘fit’ most learners who are dyslexic. Dyslexic learners often: • Think holistically (and feel difficulty in thinking step by step) • Need to see the whole picture, before they can acknowledge the details • They are good in remembering patterns but find difficulty in understanding sequences • They learn best from direct experience • They are often tactile learners • They need to make personal connections to remember things • They learn to read and write through having a personal interest in the subject matter • They learn better with the help of colour, humour, stories and image Communication strategy for learners with physical disabilities Learners with physical disabilities can have different forms of physical impairments. The disability can be temporary or permanent. The specific form of disability determines the way it affects learners and the how much it will impact on the learning. The effects of physical disability will have different impacts proportionate to the disability a person has. Some people may have difficulty in sitting for long periods of time. Others may have difficulties with using their hands; hence all types of handwriting will be hard for them. For some people physical disability can be caused by a neurological condition and may find difficulties in the way they perceive things. Such individuals may find it hard to move from left to right when reading. Some Considerations to be taken into account: • I will ensure that the learner has the opportunity to disclose their disability, so they can discuss what may be difficult for them • I will ensure that any preparatory work on access to the learning environment is undertaken before the learner starts • I will take certain simple adjustments that might make a lot of difference for the learner, for example seating at a different height, some kind of an arm rest, or thick books under a computer to raise its height. • I will ensure to consider the location where learning takes place in addition to any ongoing improvements to access needed • I will ensure to plan the arrangement of and adaptations to, furniture and learning resources • I will be aware of the classroom layout Learners with general learning difficulties Some learners have what is known as cognitive learning difficulties. Currently the definition used to describe learners with cognitive learning difficulties are: • ‘profound and complex learning difficulties’ • ‘severe learning difficulties’ • ‘moderate or mild learning difficulties’ These learners may also have difficulties with: • Memory and retaining information • Conceptualising and understanding abstract concepts • Sequencing • Concentrating • Transferring skills Non verbal communication strategies are also very effective in motivating or demoralising learners. Non verbal communications consist on eye contact, facial expressions and body language. I have to be very cautious and aware of the impact of non verbal communications. 3.2 Analyse how own behaviour can impact on an organisation's culture in relation to equality and diversity Firstly I will need to check myself and review my attitudes and behaviour against all the organisational policies and practices. I must ensure to implement the best practice in terms of promoting equality and valuing diversity across all parts of my teaching. The reflection of my practises in accordance to the policies will prove to be positive for myself and my learners. When learners experience good practises they become the prime promoters for the institute and subsequently this draws in more learners. The institute also becomes well known in the society with good acceptance. This raises the standard of the institute and brings in more learners as well as reputable teachers. Vice versa if my practise and behaviour does not reflect the policies and procedures it will have a detrimental effect on the learners. Furthermore current learners will convey the shortcomings to potential learners which will result in bad reputation as well as lose in the intake of new learner. Subsequently the institute will lose its acceptance and reputation in the community. Famously as it is said a rotten apple spoils the barrel and an unsatisfied customer will deter many others. 3.3 Explain how working with other agencies can promote diversity Working with different agencies has many positive factors in promoting diversity. It brings in the concept of inclusiveness of the society in large. There are many referral services that can be used in an education institute that can help in promoting diversity for example having workshops delivered by different agencies that provide help in certain areas which can help learners develop their skills and overcome their difficulties in learning. Another example is we can invite the police force deliver workshops and introduce current legislations and break the ice and uncover many misunderstanding that builds up in certain groups and individuals. They can also demonstrate how they are promoting diversity through their works. We can Educational Fairs which can elaborate on various routes that a learner can take for further education or further skill. Guest speakers from different professional backgrounds can be invited to deliver non biased issues to highlight political issues as well as issues within their industries. We can invite Citizens Advice Bureaux (CAB ) Law Centres, local authorities and councillors in explaining the delivery of legal services which may include working with organisations to promote diversity. 4.1 Describe actions by individuals that can undermine equality and diversity As a teacher I should be aware there are many actions that can cause discrimination between members of staff and also between learners. When any one informs of any bad practice, it should be addressed immediately. It must be brought to the attention of the individual or group perpetrating bad practice. It should be brought to the attention of senior management team and appropriate personal that should identify any training and development needs to tackle this relevant issues. Ultimate sanctions could be a disciplinary action but this should only be the “last resort”. Identifying and taking action when others’ behaviour undermines equality and diversity would include on a dayto-day basis being prepared to: recognise when equality and diversity is not being promoted and doing something about it recognise when someone is being discriminated against and doing something about it. The worker: a) recognises the importance of people’s rights and acts in accordance with legislation, policies and procedures b) acts in ways that: acknowledge and recognise people’s expressed beliefs, preferences and choices respect diversity value people as individuals c) takes account of own behaviour and its effect on others d) identifies and takes action when own or others’ behaviour undermines equality and diversity. Examples of application: Legislation, policies and procedures: age complaints and issue resolution (including harassment and bullying) employment equality dependents – people who have caring responsibilities and those who do not diversity – age, gender, marital status, political opinion, racial group, religious belief, sexuality disability gender human rights (including those of children) language marital status mental health mental incapacity political opinion racial group religious belief sexual orientation. People’s expressed beliefs, preferences and choices might relate to: food and drink, how they like to be addressed and spoken to, personal care – living or deceased privacy and dignity, the information they are given, the support they would like, their faith or belief. Identifying and taking action when others’ behaviour undermines equality and diversity would include on a dayto-day basis being prepared to: recognise when equality and diversity is not being promoted and doing something about it recognise when someone is being discriminated against and doing something about it. 4.2 Recommend modifications to systems and structures that do not promote equality and diversity There are many modifications can be made to current systems that do not promote equality and diversity. We as an institute could start of by preparing a policy in guide line with regulations stipulated by the government. This policy must be adhered to and matters that raise a cause of concern can be recorded in an appointed register. The policy must be reviewed annually. We can have external moderators to check the quality assurance of the policy and suggest further actions. We must ensure to provide information to all stakeholders regarding equality and diversity and should be included in induction sessions for both learners as well as teachers. We can invest in equipment that promotes equality and diversity be having hearing loops for clients on the telephone. Deficiencies should be identified and addressed as soon as practically possible. Continuous compliance with human rights and equality legislation should be monitored. Robust improvements are to be implemented. 5.1 Reflect on own strengths in promoting equality and valuing diversity I can always reflect on myself to promote equality and diversity by Self-reflection, in which I can take an account of my lesson plans and resources. I can also record my lessons and review them to see if there are any discrepancies in my delivering lessons. I can also request regular feedbacks from my colleagues to identify my strength and weakness’s. Annual appraisal from the senior management team will provide my a clearer picture in regards to my strengths. I can also evaluate my teaching be having the learners giving me a feedback from the lessons I have delivered. Finally I can implement any recommendations made, for myself development for e.g. adapting appropriate behaviour and approach which is necessary. Also I will use Communication skills and attitudes that promote equality and diversity. When I communicate with learners I must ensure to be polite and patient in understanding my students, as this is a very important tool in promoting equality and diversity. 5.2 Evaluate the impact of own practice in promoting equality and valuing diversity There are many practices I can implement promote equality and diversity. I would start of by following the policy provided by the institute which will be in line with regulations stipulated by the government. I will adhere to any issues that raise a cause of concern and will report it to the appointed personal. I will keep myself updated with the policy by annually reading it. I can request for internal and external moderators to check and analyse my teaching methods and suggest further actions. I must ensure to request any updates on the equality and diversity policy and provide information to all stakeholders. We can request equipment that promotes equality and diversity. I will ensure to identify any deficiencies addressed as soon as practically possible. I can evaluate myself through student feedback and receiving positive attitude from my learners. 5.3 Identify areas for further personal development in promoting equality and valuing diversity. I could suggest the senior management team to create internal performance systems to identify training and development needs for example have lesson observations regularly and providing feedback. Similarly have learning walks conducted by management team to pick up any irregularities by learners as well as teachers. After indentifying development needs the management can arrange for workshops internally and externally to address the needs in regards to equality and valuing diversity. The workshops can present different cultures and religious festivals in promoting valuing diversity. There are many e-learning programmes on equality and diversity that can be accessed via the website which I can complete at my own pace to further my personal development in regards to the above aspect.
