The grade exemplar for outstanding quality of teaching,
learning and assessment in the 2012 inspection
framework makes clear that E&D must be integrated
fully into the learning experience, including learners on
employer-responsive provision. For many providers,
apprenticeships are a growth area, yet they are often
‘behind’ in embedding E&D in the curriculum compared
to learner-responsive provision.
Equality and Diversity Training
Stefan Fusenich
Integrating Equality and Diversity in all aspects of provision
Aims and Objectives of the day

To understand the importance of equality and diversity, how it
fits within the Common Inspection Framework and how to
embed within curriculum and the organisation overall

Overall Objectives

By the end of the event delegates will:
Be able to explain equality and diversity and its importance
Have explored what Grades 1-4 look like in relation to E &
D and the Common Inspection Framework
Know how to intergrate equality and diversity throughout
DART
Have reflected on how to promote E & D and tackle
discrimination
1.
2.
3.
4.
Activity 1
Defining what equality and
diversity means?
Equality and Diversity
What is Equality?



Everyone has equal human
rights and therefore
employment and services
should be available to all.
Equality is the framework
that enables this
opportunity.
Everyone has individual
needs and the right to have
those needs respected.
What is Diversity?

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You need to acknowledge that
prejudice and stereotyping
can be a part of everything we
do and say.
Diversity is the
acknowledgement of this and
that differences within and
between groups of people
should be respected.
By recognising personal
views, you can prevent
discrimination happening
both personally and by
challenging others
Group Questions
Tutors:What does the
Observer look for in
relation to E&D?
Managers: What do
Ofsted look for in
relation to E&D?
Support Staff: What is
the role of support staff
in promoting E&D?
Discussion Points



How do you embed E&D in apprenticeship programmes
when the learner spends most or all of their time in the
place of employment?
How do you avoid a ‘tick box approach’ to E&D for
progress reviews or assessment visits?
How can you genuinely and meaningfully raise awareness
of E&D with learners and with employers?
Equality and diversity as a concept and
in practice means:
actively promoting positive relationships and respect for
human rights
understanding and respecting differences
taking positive actions to tackle unlawful and unfair
discrimination, inequality and unfairness
adopting practices that make best use of the differing skills
and talents of individuals
focusing on improving outcomes that raise standards and
improve lives
Key areas for thought



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The equality profile of your work force and learners
The drivers of change
The moral, legal and business cases for embracing equality
and diversity
The dangers of institutional discrimination.
Effective ways of using learner profiles to promote and support equality and diversity
During lesson observations how to evaluate E&D practice in teaching , learning and
assessment

1.
2.
3.
4.
Suggestions to teachers as to what an observer may look for
embedded within a lesson:
Ground rules very evident regarding students:
Respect for others, i.e. equal opportunities to express own
opinions; not talking when others are speaking; tolerance of
others
The language used and manner by which all communicate
within the classroom is inclusive, appropriate and acceptable
Time-keeping, i.e. punctual to lesson; late students do not
disrupt the lesson when entering the classroom, etc.
5. Teacher is consistent and fair in the way all students are
treated and given opportunity to participate
6. Resources used give opportunities to broaden the learner’s
experience of: gender, age, race, culture, sexuality – avoiding
stereotyping and prejudices
7. Teaching techniques, eg. Q&A, consider all learners equally
and use a variety of assessment methods which ensure that
all students are able to reflect on and review their learning
8. Student disabilities are accommodated so that all aspects of
the lesson are inclusive and accessible and adaptive
equipment is available
9. The teacher uses a wide range of examples and anecdotes
which demonstrate a wide range of cultures, etc. and enable
students to bring their life experiences to the classroom
What is equality and diversity and what
does it mean for me?

It isn’t treating everyone the same!
Why this is so important – Drivers for
Change


Remember you may not in your area be part of a
particularly multi-cultural community, but you need to
prepare learners for living and working in a multi-cultural
community elsewhere – many of them will do.
You need to translate these issues into how learners will
deal with colleagues and customers in their future
working lives with equally diverse backgrounds
Activity 2
E&D WHAT YOU DO?
 What do you do at the moment for E&D make a list
e.g Induction ground rules discuss discrimination and
racism.
Activity 3
What E&D issues do you face at your establishment?

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Homophobia?
Racism?*
Bullying*?
Lack of understanding of others?
Integration of students with learning difficulties?
Identify what problems you think exist. There must be
something….
*At chesterfield college we have a racism problem but this is not noticeable due to the low number of Black/ Asian students at the college. Bullying was seen by staff as not
being an issue but after taking to student there seems to be a large number of problem in relation to bullying on facebook etc.
What do Ofsted look at in terms of E&D
When Ofsted refers to equality and diversity, it includes
the equality strands used by the Equality and Human
Rights Commission as well as social aspects such as
poverty and deprivation.
The 9 protected characteristics are:
1.
age
2.
disability
3.
gender
4.
faith and religious belief
5.
race
6.
sexual orientation
7.
gender reassignment
8.
pregnancy and maternity
9.
civil partnerships and marriage

Discrimination
“One aspect of E&D is tackling discrimination”
Activity 3
Look at the descriptions on your sheet what type of
discrimination are they? Use the list below
Type of discrimination
Type of discrimination
Direct
Disablity
Associative
Harassment by third party
Perception
Vicitmisation
Indirect
Harassment
Inspecting Equality
Activity 4


Where is the data that signifies success drawn from?
Why is E&D so important in the CIF?
The areas of information

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Evidence contributing to the grade will be gathered when
inspecting the five key outcomes for learners – enjoy and
achieve, achieve economic and social well-being, feel safe, be
healthy, make a positive contribution.
Evidence will also be drawn from inspection of:
Teaching and learning
Meeting needs and interests of learners
Partnerships, and their impact for learners
Care, guidance and support
Leadership and management
The equality and diversity grade will contribute to and may limit the
grade for overall effectiveness.
The key question:
The two operating principles for inspection of equality and diversity
are:
how effectively a provider is narrowing any achievement gap
between groups of learners (EDIMS Data)
how effectively a provider actively promotes equality and
diversity and tackles discrimination
The Effect of E&D on Inspection grades


Where equality and diversity is inadequate: It is most unlikely that
overall effectiveness will be better than satisfactory:- Overall
effectiveness is likely to be inadequate
Where equality and diversity is satisfactory: Most unlikely overall
effectiveness will be better than good
What do Grades 1- 4 look like?
Activity 4
Activity 5

What makes an outstanding provider?
What role does equality play in the
workplace?

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i.e. just as health and safety in the workplace is
identical to health and safety in the classroom
(including proactive promotion)
Equality and diversity is just the same in the classroom
as it is in the workplace. Plus – this point in itself needs
to be communicated to learners.
They need to understand that their understanding of
equality and diversity is absolutely essential if they are to
be successful in their personal and professional lives.
Moreover, this isn’t just about us and our students
remaining within the law – it’s good for business!
What have students done before?


Learners will be coming to training providers prepared
for equality and diversity discussion; it will have been part
of their Personal, Social and Health Education (PSHE)
curriculum since they were 4 or 5.
Our challenge is to provide a seamless transition in their
understanding. To enable this it is useful to have an
understanding of what and how young people have been
studying.
What have students done before
Key Stage
Input
Key Stage 1 (infants):
There are different types of teasing and
bullying; bullying is wrong;
how to get help with bullying
• Key Stage 2 (junior):
Realise the nature and consequences of
anti-social and aggressive
behaviours, such as bullying and racism;
recognise and challenge stereotypes
• Key Stage 3 (11 to 14):
The effects of all types of stereotyping,
prejudice, bullying and
racism; how to challenge them assertively
• Key Stage 4 (14+):
How to challenge offending behaviour,
prejudice, bullying, racism and
discrimination assertively and take the initiative
in giving and receiving support
Workshop 1

What are your problems with E&D what session do you
struggle to fit E&D into.
Activity 1
 Give us some examples please use the post its and place
them on the wall
Activity 2
 Collect 5 post-its in your group and identify what you feel
they could do to embed E&D
Workshop 2
Activity
Embedding E&D in to lesson planning how to
demonstrate it??

Please complete a lesson plan for your next session and
identify how and where E&D can be embedded.
Be prepared to share.
Contact Details
Stefan Fusenich
 Stefan.fusenich@furtheringeducation.org
 www.furtheringeducation.org
 Tel 07763220880
