Document 5 Equality & Diversity Self-Assessment Tutor-Checklist and Action Plan. Part A Completed & Part B Blank Template
Equality and Diversity Self Assessment TUTOR Checklist and Action Plan (Based on WEA Observers Handbook version p19) To be
completed by Tutor in reference to previous practice and to set actions for BfE pilot within Spring 13 course. Version 2
Self Assessment Grade - 1 to 4 (outstanding to poor)
PART A – EXAMPLE OF COMPLETED TEMPLATE
Criteria
SA
Notes
Action Point (E
&D
improvement
action)
Who
When
Evidence
What & Where
Planning and course content – Support for tutors
Using initial assessment, have
you produced a group profile
(including each learner’s prior
knowledge, preferred learning
style, personal goals, additional
needs) so that you can check
that your planning addresses
individual learner’s needs?
1
Yes – this is done via a group
profile and an ILP for each
student. I try to have a one to
one discussion with all
students while others re
completing other worksheets
or tasks.
Training/practis
e on how to
elicit these
things from
students.
Initial assessments. IlPs,
group profile. Initial
assessments are held in
the office other
documents are in the
course file
In your planning do you ensure
that examples and illustrations to
be used are widely drawn rather
than being only from
white/British/middle class/nondisabled/heterosexual culture?
2
Yes – I search a range of
materials to use and devise
my own.
Would be good
to build up a
bank of E&D
materials
Yes – have started to do this
more regularly now
Build into
template for
SoW and lesson
Lesson plans.
For example in the
Olympics lesson I used a
video with Mo Farah and
Lionel Ritchie. The video
was for comic relief so
this led into discussion
about Paralympics and
disability.
SoW/ session plans
Do you record in your scheme of 1
work and session plans evidence
of your promotion of equality and
diversity?
plans
Do your resources reflect the
fact that the UK is a diverse
society by providing positive
images of older/ younger people,
minority ethnic groups, people
with disabilities, differing family
structures etc?
Do you design materials using
scenarios that challenge
stereotypes: e.g. 2 men going on
holiday together rather than a
family, wheelchair users playing
sports etc?
Do you provide hand outs in
advance for any learner that may
have difficulties coping with
reading material or following
verbal instructions in the
session?
1
Yes – definitely.
Create a resource file
on line
Recent work on how
people live gave a range
of family situations.
2
Yes – however I have to
admit I need to be bolder
especially about same sex
relationships.
Some training on
different case studies
and scenarios.
I did this for example in
discussing the
Paralympics in one of the
lessons.
2
Perhaps it would be
good to plan even
further in advance to
enable me to pass on
my own materials before
the lesson which uses
them.
Students have copies of
materials.
Do you consult with all learners
about room set up to ensure that
everyone is involved, including
those with physical or sensory
impairment?
1
Yes – I use the ESOL SfL
materials and give students a
copy of the relevant units at
the start of the section.
However I deviate from the
materials and use my own
quite regularly as the SfL
materials don’t always have
the detail of the equality
issues.
Yes. I’ve tried a range of set
ups to vary the student
positioning. I check for any
needs for the hearing loop.
The room is quite small and it
can be difficult to do different
set ups.
Not sure what else can
be done here. Perhaps
some work would be
good on how to enable
students with more
severe visual
impairments and using
IT to help with this.
Yes – these are negotiated
and each student has a copy.
I use the opportunity to
Perhaps develop a
video with ‘bad practice’
at meetings (maybe
Different sessions have
used different room
layouts – to check what
works best for students.
They like grouped tables
where they can have
group discussions and
talk about the work
together.
Course file.
During induction do you negotiate 1
ground rules with the group that
cover learners’ rights and
discuss valuing each other’s
cultural identity, gender, age,
sexuality, faith or disability.
responsibilities and do you have
a copy of the ground rules in your
course file?
Do you give your learners
2
opportunities at induction and on
course to disclose a disability and
do you make reasonable
adjustments to support additional
learning needs?
On a regular basis do you set up
small group and pair work
activities yourself in order to
facilitate differentiated learning
and to encourage learners to mix
with people from different
backgrounds?
Do you involve the existing
knowledge and experience of
learners from different
backgrounds and cultures and
make it clear that these
contributions are valued and that
learners do not feel patronised?
1
1
House of Commons!) to
show students and ask
them to comment and
transfer learning to
ground rules for the
classroom.
Yes this is usually done at
Perhaps would be a
initial assessment and during good idea to include an
the first session when
early lesson on disability
enrolling. There is a question in the UK and
about physical disabilities and encourage students to
learning difficulties on the
speak more about any
enrolment form which I take
experience (theirs or
time to explain to the group.
relatives or friends).
Yes almost every session we I would like to try more
do some group work and pair methods of ‘mixes’ – for
work. This is expressly done
example paralleling
to mix people with different
speed dating, or
backgrounds and abilities
carousel type activities,
though I don’t say that it’s
team competition etc
about mixing abilities.
Yes. I have information from
Develop fact sheets
‘One Leicester’ at the City
about a range of
Council which gives lots of
cultures
facts and figures about the
diversity of Leicester and this
is a good starting point for
discussions. I use the
material in a range of ways to
help students feel part of
Leicester/ our course and
valued, I have done specific
lessons on different cultures,
developed my own materials
and encouraged students to
present to others about their
own culture.
Enrolment forms
Have used groups and
pairs to peer teach,
assess and practice
speaking and listening.
I have done specific
lessons on different
cultures and encourage
students to present to
others about their own
culture.
Do you exploit naturally occurring 1
opportunities, for example, during
group discussions, to promote an
understanding of equality and
diversity issues?
Do you ensure that learners
listen to each other’s views, even
if they are different from their
own?
1
During whole group discussions
and activities do you make sure
that no one person dominates?
2
Do you challenge offensive or
inappropriate language or
behaviour?
1
Do you promote peer support,
2
team work, learner responsibility
and other skills that help create a
safe, supportive and collaborative
rather than competitive learning
environment?
Yes. I think I’m pretty good at
this – but the problem is that I
am prone to letting the lesson
go off at a tangent as the
students and I get so
immersed in the subject that
came up!
Yes. There can be big
differences in religious and
cultural perspectives. This is
covered in setting ground
rules and during the course.
Perhaps training for staff
using case studies
showing contingencies
for using E&D
Recent discussions on
democracy offered the
opportunity to talk about
BME representation and
population
Resources for teaching
listening, negotiating
and debating to be
developed and held
centrally.
Yes. This happens with
students who have higher
self-esteem, and very
motivated. By ensuring I
nominate where appropriate
and asking those who are
quiet to talk with a partner
and then express their views.
Yes. It is usually
unintentional as many ESOL
students haven’t learnt yet
what is and isn’t acceptable
in common language in
England.
Yes via pair and group work.
Training on a range of
techniques to include
everyone without putting
anyone on the spot or
making them feel
uncomfortable
If someone is talking and
others are not paying
attention I will say ‘please
can we all listen’ and ask
others to reflect back
what was said
By ensuring I nominate
where appropriate and
asking those who are
quiet for their views.
Training on how to
challenge effectively.
Recently challenged
students on the use of
stereotyping of
Pakistanis.
I could brush up on
materials for debating
and negotiating skills
and then adapt for
ESOL teaching.
Discussion recently on
the need for the queen
prompted some strong
opinions. Group work set
up as debate helped with
ensuring no-one was
isolated and there was
group support. Also
practiced skills of
debating with courtesy.
Do you ensure that assessment
of learning is adapted to suit
individual needs?
2
Via differentiated tasks which
are not ethnocentric and
taking note of the students
starting points. Exams are
matched to student levels
and not to the course as a
whole. However the exam
topics are either not
predictable or not related to
equality and diversity issues.
This means that the whole
course may have embraced
equality and diversity but the
students do not see this
reflected in the exams. This
can lead to anxiety about
whether they will pass if we
‘haven’t covered the ‘right’
topics.
Perhaps we could make
representations to the
exam boards to ask
them to include more up
to date and relevant
material on equality.
I try to set more difficult
tasks for higher levels and
expect more from them. I
match exam levels to
individual students and
not the group as a whole,
which can mean different
levels of teaching and
support. For example
level 1 writing students
have 3 tasks. Everyone
can try them at some
level but I will ask the
level 1 students to go
back through work and
check there are
compound and complex
sentences as well as
different tenses etc.
PART B BLANK SELF-ASSESSMENT TEMPLATE
Criteria
SA
Notes
Planning and course content – Support for tutors
Using initial assessment, have
you produced a group profile
(including each learner’s prior
knowledge, preferred learning
style, personal goals, additional
needs) so that you can check
that your planning addresses
individual learner’s needs?
In your planning do you ensure
that examples and illustrations to
be used are widely drawn rather
than being only from
white/British/middle class/nondisabled/heterosexual culture?
Do you record in your scheme of
work and session plans evidence
of your promotion of equality and
diversity?
Do your resources reflect the
fact that the UK is a diverse
society by providing positive
images of older/ younger people,
minority ethnic groups, people
with disabilities, differing family
structures etc?
Action Point (E & D
improvement action)
Who
When
Evidence
What & Where
Do you design materials using
scenarios that challenge
stereotypes: e.g. 2 men going on
holiday together rather than a
family, wheelchair users playing
sports etc?
Do you provide hand outs in
advance for any learner that may
have difficulties coping with
reading material or following
verbal instructions in the
session?
Do you consult with all learners
about room set up to ensure that
everyone is involved, including
those with physical or sensory
impairment?
During induction do you
negotiate ground rules with the
group that cover learners’ rights
and responsibilities and do you
have a copy of the ground rules
in your course file?
Do you give your learners
opportunities at induction and on
course to disclose a disability
and do you make reasonable
adjustments to support additional
learning needs?
On a regular basis do you set up
small group and pair work
activities yourself in order to
facilitate differentiated learning
and to encourage learners to mix
with people from different
backgrounds?
Do you involve the existing
knowledge and experience of
learners from different
backgrounds and cultures and
make it clear that these
contributions are valued and that
learners do not feel patronised?
Do you exploit naturally
occurring opportunities, for
example, during group
discussions, to promote an
understanding of equality and
diversity issues?
Do you ensure that learners
listen to each other’s views, even
if they are different from their
own?
During whole group discussions
and activities do you make sure
that no one person dominates?
Do you challenge offensive or
inappropriate language or
behaviour?
Do you promote peer support,
team work, learner responsibility
and other skills that help create a
safe, supportive and
collaborative rather than
competitive learning
environment?
Do you ensure that assessment
of learning is adapted to suit
individual needs?
NB: If WEA is clear about what observers are looking for to evidence outstanding E & D practice in the classroom – ie is above the preferred
WEA framework (, a specific CPD course for tutors could be designed to demonstrate how to achieve all of above.