Session Plan 2013/14: Celebrating differences, an exploration of LGBT in the classroom
A staff development training session for Cross college Academic Staff – 2 hour session
Learning Outcomes:
1. Identify the 9 protected characteristics of the Equality Act 201
2. Understand legal and institutional framework for LGBT
integration
3. Identify teaching resources which embed LGBT within
designated curriculum area
4. Reflect on own practice of LGBT integration
5. Identify strategies to challenge discrimination (homophobia ,
biphobia and transphobia)
6. Reflect on own practice of challenging discrimination
Resources needed:
For this session you will need:
 Flip chart paper and pens
 Post it notes
 Sets of cards from the quiz (activity) ( one set for 4 participants)
 PowerPoint presentation
 Quote hand out
 Glossary
 Evaluation forms (enough for each participants)
Setting up for the session:
Room lay out
Post it notes and flip chart paper in tables
NB: This session targets teachers who are familiar with the acronym LGBT; if not familiar the trainer may want to use additional activities to
familiarise participants with the acronym or hand out the glossary.
Timing
( in
minutes)
Content
10
Introductions
Trainer and Participants Activities
Differentiation
Assessment
Methods
Resources
Introductions
Ground rules
and objectives
of the session
LO 1-6
Outline of objectives and ground rules
Trainer asks whether participants would like to make
any additions to agenda for the session or require
clarification
Trainer to clarify and ensure participants understand
LGBT as an acronym and / or use glossary if needed.
10
Equality Act
2010 Quiz
Identify the 9
protected
characteristics
of the Equality
Act 2010
LO1 (Learning
Outcome 1)
Trainer hands out one set of cards for each table.
Participants work in small groups of 3 or 4.
Slide 5 shows the 2 headings under which the 16
cards have to be categorised.
Is a characteristic under the Equality Act 2010
Is not a characteristic under the Equality Act 2010
Only 9 of the 16 cards are protected characteristics
under the law.
Whole class feedback (slides 6 and 7)
Did all the participants get all the 9 protected
characteristics? Were any others that they felt ought
to be included in the Equality Act 2010?
Print out of the slides
Q&A from trainer
Powerpoint slides 1
and 2
Differentiation strategies to
be used depending on
participants’ needs as they
emerge from
Early completers can be
encouraged to either
reflect on the 7
characteristics which are
not protected
characteristics or go and
see whether their answers
differ from other groups.
needs.
Quiz
Self and peer
assessment
Protected
characteristics quiz
PowerPoint slides
3-5
10
Roles and
responsibilities
LO2
Quote hand out
Trainer asks participants to discuss (small groups or
pairs) the quotes on the slides
*example of other curriculum areas can be used
PowerPoint slide 6
quotes from peers
5 - 10
Why embed
LGBT
LO2
Whole group discussion on why tutors have to
embed LGBT?
Self and peer
assessment
Q&A from trainer
+ Additional things to consider + Ofsted
recommendation
PowerPoint slides
7-9
Use slides 7-9 to generate discussion
5 - 10
Examples of
LGBT lessons
LO3
Participants are presented with examples of lessons
which are inclusive of LGBT lives and issues
The examples are on the slides
Trainer need to select examples relevant to
participants respective curriculum areas ( ESOL,
Languages, dance, etc depending on participants
PowerPoint slide
to 10 to 17
Are the participants familiar with these?
15
Reflection on
own practice
LO4
Pair or group discussion
Draw a circle in the middle of the flip chart paper in
which you write LGBT
Using your board pen draw a speech bubble to write
down examples of how you have included LGBT lives
and or themes within your respective curriculum
areas, consider how you do it at induction, when
teaching, during tutorial.
If you have not yet done so, consider how you might
do it in the future.
On your flip chart paper write down examples of how
you have embedded LGBT within your sessions
Whole group feedback sharing examples from their
speech bubbles
NB speech bubbles can be collected for further
training sessions
Speech bubbles allow
people to work at their
own pace
Grouping to be decided by
either grouping same
curriculum area together
or separately
Observation
Q&A from trainer
Class activity mind
mapping - Speech
bubbles
Flip chart paper
and pen
PowerPoint slide
18 - 19
5
Dealing with
discrimination
15
Dealing with
discrimination
10
Dealing with
discrimination
Examples of
how to
challenge
discrimination
LO
Awareness
raising and
opportunities
10
10
Conclusion
5
Evaluation
LO 1 to 6
Slide 20 enables participants to reflect on the huge
amount of derogatory language which labels the
LGBT community
Delegates are asked to think about the 2 columns on
slide 20
Slide 21 expands from language to get participants to
think about the different forms of discriminatory
behaviour experienced by the LGBT community
Reflect on own practice slide 22 encourages people
to feedback in small groups or pairs about how they
challenge discriminatory behaviour in the classroom
Can be recorded on flip chart paper
Slide 20 & 21
Slide 22
Optional flip char
paper
Slide 23
Slide 23 is an example of objectifying the issue and
give participants an example of how homophobia can
be challenged in the classroom
Slide 24 and 25 offer additional strategies from the
linguistic point of view
As practitioners we dealing with discrimination is an
opportunity to develop our students ability to think
critically
Slide 26
Participants reflect and share with the group what
they have gained from the session
Refer back to objectives and complete evaluation
form
Slide 24 - 25
Slide 26
Reflection
Self assessment
Slide 27
Trainer hands out evaluation forms
EVALUATION OF LESSON (To what extent were the learning outcomes achieved? What aspects of the session were successful? Was there anything
that was unsatisfactory? Would you make any changes next time you teach it?