1. “How to implement policy into practice”
EMBEDDING EQUALITY AND DIVERSITY
INTO THE CURRICULUM

2. EMBEDDING EQUALITY AND DIVERSITY INTO THE How?: Choose the right resources:
CURRICULUM Check resources for bias.
Aim to choose resources that do not stereotype, disadvantage or
poke fun at anyone based on their race, sexual orientation, religion
The purpose of this booklet is to help you further embed equality and or belief, age, disability, gender, where they live or any other
diversity into what we do and to answer the following questions: personal characteristic.
Use materials that promote good equality practice and community
●WHAT IS IT? ● WHY DO IT? ●HOW DO I DO IT?
cohesion.
What is embedding equality and diversity?
How?: Challenge racist, sexist and homophobic assumptions and
Meeting the needs of individual students by being sensitive to their attitudes:
culture and abilities
These assumptions and attitudes denigrate individuals and have
Promoting equality by providing positive messages and challenging serious consequences for all of us. Such assumptions and
all forms of prejudice and discrimination attitudes will have consequences when students progress to the
Promoting diversity by getting different groups to work together, “real world”.
encouraging respect, being inclusive and valuing differences.
How?: Promote respect for diversity:
Why focus on equality and diversity in the curriculum? Set clear ground rules
It is fundamental to our Statement of Purpose, Values and Vision. Signpost students to the college‟s equality policies.
It is part of understanding the needs of others and about social
Encourage students to share information about themselves by
justice.
using ice breakers to build good relationships, listening and
learning from each other.
Ensure that people from different groups are able to work together
and that issues of inequality in the learning environment are
challenged.
How?: In your lessons:
Provide a range of learning opportunities.
Challenge and avoid the use of negative or potentially offensive
Including equality and diversity issues within the curriculum helps stereotypes or assumptions.
to prepare students for the community in which they live, work and Encourage students to value similarities as well as differences.
socialise. It prepares them for the “real world”.
Challenge and actively discourage any language or behaviour
which is racist, sexist and homophobic or which demeans people
with disabilities from particular neighbourhoods, areas and so on.

3. EQUALITY AND DIVERSITY “Assessment is fair and delivered in a range of ways to take into
account language, disabilities etc.”
EMBEDDING EQUALITY AND DIVERSITY INTO THE “Language used by the teacher is non-discriminatory, appropriate
and relevant.”
CURRICULUM: MAKING THE IMPLICIT EXPLICIT
“Discussion and comments within the class are managed to ensure
Our Statement of Purpose, Vision and Values encourages us as teachers student attitudes, behaviour, banter and language are appropriate,
to promote respect for the diversity of the community and the wider inclusive and non-discriminatory.”
society of which we are part. Therefore promoting
equality and diversity should be and can be a “Materials and topics are presented in a way that is sensitive to the
feature of every lesson. This means equality and diverse needs, backgrounds and experiences of students.
diversity in its broadest sense: treating people fairly Examples used take into account the diversity of the College
and with respect, enabling them to achieve their full community and this class.”
potential. Promoting equality and diversity doesn‟t
mean having to do anything differently – it simply means being conscious “Resources are adapted to ensure that students can access
of these issues in lesson planning and lesson delivery. Consideration of information and to meet individual needs (e.g. large print).”
broad equality and diversity issues is a feature of good teaching
because it is about meeting the needs of the individual student.
GOOD PRACTICE
The following are features of good practice drawn from lesson
observations.
“Evidence that consideration has been given to the diverse needs
of students in the class (including ability, ethnicity, gender etc) in
planning the lesson and resources.”
“Teacher challenges inappropriate language and banter.”
“A variety of teaching methods are used to suit the learning styles
and (dis)abilities of the class.”

4. STARTING POINT FOR MANAGING EQUALITY AND SKILLS USED WITH STUDENTS Doing Recognise that I am Recognise that there
DIVERSITY IN THE LEARNING ENVIRONMENT well competent and can is more I might be
support students able to do
I listen when students make
As equality and diversity have a much higher profile in the new complaints about discrimination
and their experience of it
Ofsted inspection framework we need to consider our next step in
how we promote these issues both as a College and as individual I openly discuss issues of
inequality when they arise in my
teachers and tutors. subject/tutor group
I ensure that all students have
It is worth bearing in mind that equality and diversity is a much opportunities to contribute and to
broader subject than many people think: fundamentally it is about be listened to respectfully
treating all community members with fairness and respect. But I set ground rules to prevent racist,
don’t be threatened by terminology, these are things we all do sexist or other discriminatory
attitudes and behaviour in the
well. classroom
I manage the group and group
A personal audit of your skills, experiences and qualities will help you to discussions when prejudiced views
recognise where you are doing well and where there might be room for and stereotypes are introduced
development. The audit below provides a useful starting point. I utilise students‟ experiences,
cultures, background and
SKILLS USED WITH Doing Recognise that I am Recognise that there is knowledge where possible
COLLEAGUES well competent and can more I might be able to
support colleagues do I am aware of my own prejudices
I encourage open discussion about and use of stereotypes
equality and diversity
I challenge discrimination,
I express my own views openly harassment and victimisation with
competence
I seek more information when I need
it I induct students into equality and
diversity issues and explain the
I handle sensitive discussions within consequences of unacceptable
team meetings to avoid conflict behaviour
I express feelings about my I am aware of my own assumptions
colleagues‟ attitudes, language and about difference, cultures, customs
behaviour and abilities
I directly challenge jokes and
derogatory comments about
disability, sexuality, race, gender,
religion or belief, age and other areas
of discrimination

5. Things I would like to develop in relation to equality and diversity: Tasks that match the abilities of the students in the class.
DELIVERY
Consider:
Allocation of time to explore and debate equality and diversity
issues during subject‟s induction (rights and responsibilities,
appropriate language etc). Setting appropriate equality and
SUGGESTIONS FOR PROMOTING EQUALITY AND diversity ground rules with the class.
DIVERSITY IN CLASSROOM PRACTICE Rules on use of inappropriate, offensive and discriminatory
language, attitudes, behaviour etc and challenging inequality where
PLANNING and when it occurs.
Use of appropriate learning objectives and assessment methods
Consider: for all students (differentiation).
The individual students in the class. Examples of good practice:
The students‟ background, experiences and prior learning.
The learning environment (the need for it to be inclusive, fit for Establishing ground rules about appropriate language through
purpose and reflecting the needs of individual learners, such as whole class discussion.
layout, accessibility, visual features, auditory needs etc). Different forms of assessment to suit the individual needs/abilities
Lesson planning and delivery takes into account the need to break of students.
learning into “digestible chunks” and ensure differentiation. Including elements of diversity into teaching and learning – making
reference and using examples from a variety of cultures, religion,
Examples of good practice: traditions. Exploring stereotyping and other
topics around equality (lesson plan, resources
Use of examples that reflect the etc).
diversity of the College/class. Challenging prejudice and stereotyping in
Images that reflect diversity the classroom.
Classroom layout enabling all the Using diversity as an educational
class to participate and learn. resource. Using the experiences of students as
Activities that enable students of teaching and learning resources.
different groups to work together.

6. RESOURCES PRACTICAL SUGGESTIONS FOR HELPING YOU TO FURTHER
EMBED EQUALITY AND DIVERSITY INTO LESSONS OR TUTORIALS
Consider:
The following are practical suggestions that may help you to develop your
Ensuring teaching resources are accessible to all students. confidence and competence in how you further embed equality and
Ensuring that images of a diverse range of people are visible in diversity into what is most important in our college – teaching and
course materials and displays and that named examples reflect learning.
diversity.
CREATING A SAFE LEARNING ENVIRONMENT
Examples of good practice include:
However clear our messages about equality and diversity are, they will be
Posters/displays celebrating achievements of students. competing with:
Displays for themed weeks such as Black history.
Diverse images in handouts, booklets and displays. attitudes of friends and family members
strong media influences and views which are expressed every day.
the developing views of young people about equality and diversity.
If we are to work with these views, myths and
misconceptions, they need to be discussed
and explored as part of teaching and
learning. Each of us needs to consider how
ADDITIONAL SUPPORT best to create a safe and encouraging
learning environment and atmosphere that
Consider: allows students to participate and to
contribute fully in our lessons and tutorials.
Allowing students the opportunity to discuss additional support
needs at the beginning and throughout the course. Providing Tips for creating a safe and encouraging environment:
support that students like/need.
Always set clear ground rules.
Examples of good practice include:
Encourage students to identify their own ground rules.
Agree how you and students will tackle the breaking of ground
Class discussion leading to teacher providing additional support in
rules.
the form most appreciated by students.
Encourage students to take responsibility for reminding one
another about the ground rules.

7. Discuss with students what they think is not acceptable language, SETTING GROUND RULES
behaviour, attitudes and viewpoints.
You may want to consider making a list of unacceptable language, We all use ground rules in our teaching. They provide a framework to
behaviour, attitudes and viewpoints but this can be highly sensitive. ensure open, respectful dialogue, and maximum participation. Using
ground rules to build a safe and learning environment is especially
SELECTING LEARNING ACTIVITIES important in the fields of equality where many themes are strongly linked
to personal values and experiences. A completely safe learning
Issues relating to equality and diversity crop up in some subjects more environment provides support for the shifts in thinking and practice that
than other. However in class discussions, interactions or activities, new knowledge and skills often require:
equality and diversity issues will crop up in every subject at some stage.
Therefore, ground rules should be developed in order to:
Equality and diversity are dynamic issues meaning that the cultural,
political, social context and language we use to discuss them is constantly assist the teacher to explore and develop a framework within which
changing. The activities you select will be influenced by: to discuss equality and diversity themes.
help students to understand what is expected of them in terms of
students‟ backgrounds, cultures and identities attitudes, behaviour, language and so on.
students‟ ages clarify the rights and responsibilities of all concerned.
students‟ needs encourage discussion to define clear parameters for discussion
students‟ interests and classroom interaction.
local issues assist in making the learning environment safe for all to learn and
national issues express themselves.
how best to reflect the
realities, priorities and issues of Ground rules should be drawn to the attention of students before and
today‟s world during the course by:
length of the session
number of sessions including in induction packs and materials.
starting point of the students displaying them as a wall chart.
desired learning outcomes. displaying them as part of the subject induction.
disseminating them to everyone participating in the course and
Make use of local incidents, TV dramas and soaps, human interest asking students if they wish to add anything to the list.
stories, news events and whatever is happening in the world to raise and referring to them throughout lessons.
encourage on-going discussion, debate and personal reflection.
Learning always involves some risk. Creating a safe learning climate for
exploring sensitive issues is essential.

8. TIPS FOR INCLUSIVE LESSON/TUTORIAL DELIVERY develop clear and common ground rules
using everyday news to raise awareness and encourage ongoing
Inclusive practices include: discussion, debate and self reflection
challenging with respect.
meeting the individual requirements of all students
using inclusive language that does not cause offence
respecting differences
making every effort to be aware of culture, customs, religious
differences and special and specific needs as well as individuals‟
backgrounds.
Practical approaches to fostering inclusion include:
familiarising yourself with equality and diversity policies
producing resources and information in formats to meet the needs
of all students equally
developing resources to raise awareness of discriminatory
behaviour and demonstrate how to challenge and avoid it
raising awareness of equality issues
tackling inequality and discrimination and actively promoting CHALLENGING WITH CONFIDENCE: HANDLING STRONG
understanding and respect for all VIEWS AND EMOTIONS
respecting and providing for practices which support religious
beliefs Equality and diversity issues arise in some subjects more than others but
creating learning environments which welcome all groups in every subject or tutor group there will be times when they crop up.
providing students with guidelines on acceptable behaviour for People‟s feelings and views about equality and diversity can be difficult to
equality explore, particularly in a classroom situation. You will face students
sharing information on employment law and equality legislation dealing with issues such as:
when they crop up in a lesson (these explain the consequences of
not taking equality and diversity seriously). embarrassment
boredom
Tips for the successful delivery of inclusive learning include: defensiveness
lack of confidence
creating a learning environment that is „safe‟ and encourages lack of understanding
students to share their thoughts, feelings and concerns inability to make up their own minds or form their own opinions

9. „nothing to do with me‟ attitudes/behaviour HOW TO DEAL WITH PREJUDICE AND DISCRIMINATION
strong racist/sexist/homophobic views and opinions
variable attitudes towards difference Your option for dealing with such behaviour can include any combination
learned behaviour of the following:
entrenched family views
past experiences of bullying, discrimination, exclusion etc challenging it immediately in front of the class
challenging it in private at the earliest opportunity
The teacher/tutor‟s role in any of these sorts of scenarios is to remain concentrating on supporting the person targeted or victimised
calm, encourage students not to make personal comments or to take encouraging a spontaneous group discussion about the
comments personally, and focus on the task in hand. Many such incident
challenges can be turned to good use in a lesson. The power of the group referring to the organisation’s equality and race policies/code
should never be underestimated and learning points can be extracted of conduct
from the most difficult situations. building an appropriate anti-discrimination activity into future
sessions
IDENTIFYING PREJUDICED ATTITUDES AND DISCRIMINATION raising the issue at a departmental meeting with a view to
agreeing a collective or long term response.
Racism, homophobia and similar behaviour against other groups may take
the form of: FINAL TIPS
incitement of others to behave in a similarly discriminatory way
physical assault against a person or group because of their When challenging language or behaviour, aim to:
differences
derogatory name-calling, insults, jokes and language (eg “that‟s so avoid direct confrontation and aggression
gay”)
pro-discrimination graffiti respect the student‟s personal space however much you disagree
provocative behaviour such as wearing with their views
pro-discrimination badges or insignia
bringing pro-discrimination materials such as challenge the idea not the person
leaflets, comics, magazines or computer
software into the organisation repeat the comment to check your understanding of it
verbal abuse and threats
discriminatory comments during discussions ask the student to repeat themselves or what they mean
ridiculing individuals because of their differences.
refusal to co-operate with others because of their differences ALWAYS TAKE ACTION