Embedding equality in teaching and learning
Reflections for Delivery
Be ambitious, build competence and confidence
Inspire and prepare managers in a variety of roles to take
controversial issues forward, including conflicts between
characteristics.
Be present as myself
Encourage everyone to be role models, ‘Teach Different’.
Promote invisible and absent identities Consider the
perspectives of people not present, promote equality for
hidden identities.
Find and manage the balance
Where does freedom of speech end and hate crime begin?
Understand sector challenges
For example, the profile of managers is nowhere near the
diversity of learners.
Realistic expectations
Do I ask people to do things I would not, or could not, do
myself?
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Listen and appreciate
Wherever I stand, I need to appreciate where others come
from.
Recognise multiple identities
People can face a combined impact on multiple grounds,
for example disability and ethnicity.
People first
One size does not fit all, protected characteristics are only
part of a much wider picture.
Your content: Embedding equality in teaching
and learning
Reflections for Content Development
How prejudiced is my curriculum content?
Has it been designed by, and reflect, different perspectives,
backgrounds and needs of diverse individuals and groups?
Challenge the ‘equality hierarchy’ Areas receiving more
attention in recent years still require our focus, along with
strands that are new to our formal frameworks.
Avoid ‘equality in isolation’
Don’t just ‘do sexual orientation’ or ‘do age equality’.
Develop materials that encourage understanding of
difference, strength and disadvantage on the basis of many
aspects of identity.
Look beyond ‘the protected’
Behaviour and aspirations can be shaped by the
combination of a number of other factors; for example social
mobility, regional differences and body image.
Empower passion and perspective
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Encourage contributions from the people around you,
especially learners, to enrich content with unique
perspectives, knowledge and passion on equality strands.
Develop SMSC aspects
Promote personal, social, moral, cultural development to
foster environments with respect and opportunities for all to
contribute.
Address what matters to learners
Does the learner voice improve equalities and prepare them
for next steps? For example, where stigma from some groups
is experienced in the workplace.
A reminder – The ‘Protected characteristics’:
Age, Disability, Gender Reassignment, Marriage and Civil
Partnership, Pregnancy and Maternity, Race, Religion and
Belief, Sex, Sexual Orientation
Who is behind these guidelines?
AELP, (which is the lead for the Excellence in Leadership,
Management and Governance (ELMAG) partnership, for the
Education and Training Foundation) commissioned the
national network of (sector) equalities networks to create
these guidelines.
The network of networks is made up of the following groups
and organisations working in collaboration: fbfe - Equality
North East - FE Providers' Network - Forum for Sexual
Orientation and Gender Identity - Heart of Deafness - Mental
Health in Further Education Network - Network for Black and
Asian Professionals – NIACE - Signature - TeachDifferent - VIBE
- Women's Leadership Network.
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March 2015
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