Excellence for All:- equality, diversity and inclusion in the curriculum

1. Excellence for All:- equality, diversity and inclusion in the curriculum Suzanne Marshall Advisor-Equalities

2. What do I want to achieve? • Raise awareness • Get you thinking • Tips, suggestions, signposts • Increase confidence

3. How will it add value? • Part of the process of continuous professional learning and development • Aligns with CfE • Aligns with internal & external quality frameworks • Responds to legislation

4. Your strategy for learning • Offer opportunity & choice, equality of access, while recognizing rural issues • Build a curriculum which supports and reflects the economic and cultural priorities of area, celebrates diversity and meets the needs and aspirations of all • Develop innovative approaches to learning & teaching in line with principles of CfE

5. Learning and Teaching Equality Diversity Inclusion

6. How do we demonstrate this? Guidance & support • Anticipating, identifying & responding to learners’ needs • Promote equal access • Individual/personal learning and support plans • Social, geographical & cultural diversity

7. How do we demonstrate this? Planning and preparing the learning experience • Engaging, inclusive & creative learning opportunities • Diverse attitudes to learning • Promotion of positive and respectful behaviour & attitudes • Appropriate use of technology • Principles & entitlements of CfE

8. How do we demonstrate this? Facilitating learning • Create a safe environment • Develop an ethos of mutual respect • Model respect, inclusion, acceptance of diversity • Methods for dealing with inappropriate behaviour • Management & delivery of L&T activities

9. How do we demonstrate this? Facilitating learning • Barriers:- institutional, cultural, technological, geographical, individual • Factors:- social, cultural, environmental • Appropriate use of ICT, emerging & assistive technologies • Strategies to promote equality and diversity (resources, materials, classroom interaction, relationships, alternative perspectives)

10. How do we demonstrate this? Assessment • Peer & self, formal, informal, continuous, internal, external • Methods:- assignment, case study, performance, portfolio, practical activity, project • Alternative assessment arrangements • Timing of and conditions for assessment • Feedback

11. How do we demonstrate this? Quality, self-evaluation & reflection • Quality assurance, improvement and enhancement • Role as individuals and as team members • Reflective practitioners • Strengths & weaknesses • Share best practice • Sources of evidence

12. How do we demonstrate this? Professional practice and development • Values • Roles, rights & responsibilities • Promotion of equality • Promotion of good relationships • Ability and confidence • Sharing is the key

13. What does equality, diversity & inclusion mean for learners? • Getting the ethos right • Whole college approach • Developing the right institutional “body language” • Physical environment

14. Equality & diversity in the classroom • Direct equality and diversity issues are embedded in the subject matter • Equality and diversity examples/case studies are used to enhance learning • The course encourages or incorporates awareness of different perspectives • The management of classroom interactions promotes an ethos of respect for equality and diversity

15. “We are what we repeatedly do. Excellence then is not an act but a habit”. (Aristotle)

16. Values and Principles • Respect, • Non-discrimination • Welcome, • Equality • Diversity • Inclusion Totality of the Curriculum • Ethos and life of the college as a community • Curriculum areas and subjects • The environment for learning • The choice of learning and teaching approaches • The ways in which learning is organised Curricular Goals • Raising standards • Improving knowledge • Developing skills for learning, life and work • Literacy • Numeracy • Health and Wellbeing Responsible Citizen Confident Individual A Culture of Continuous Improvement • How good are we now? • How good can we be? • Self-evaluation • Professional dialogue • Peer review • Mentoring Curriculum Content • Varied, informed by different social and cultural perspectives • Build on learners’ educational interests, experiences and aspirations • Introduce diverse role models, guests • Dealing with controversial issues Successful Learner Effective Contributor Contributor Activities, Materials and Resources • Accessibility for people with different learning requirements • Sourcing materials and resources • Case studies, topics, diverse images • Involve the learner Methodology and Delivery • Learner focus • Personalise learning to make it relevant • Active learning • Making connections • Support for learning • Use of technology Assessment • Clear and transparent communication of assessment requirements • Flexibility of approach and procedures • Recognition of wider achievement • Reflective learning • Feedback and dialogue, support

17. Contact Details Tel: 01786 892046 suzanne.marshall@collegedevelopmentnetwork.ac.uk www.collegedevelopmentnetwork.ac.uk