Equality and Diversity Checklist for Learning and Teachin
Hertfordshire Adult and Family Learning Serviceg
What is good practice?
• • • • •
When resources are produced, consideration is taken to represent the diverse range of learners who access provision A variety of teaching methods are used following an assessment of different learning styles Assessment is fair and does not discriminate against any learner Language used by the tutor is non-discriminatory and appropriate Discussion and comments within the learning environment are managed to ensure learner language is appropriate and nondiscriminatory Materials and topics are presented in a way that are sensitive to equality and diversity Resources are adapted to ensure that learners can access information and to meet individual needs (large print, on tape, using symbols) Learners have the opportunity to fully evaluate the course in an open and anonymous way
• • •
What I need to think about as a tutor to ensure equality in my classroom practice? Planning
• • • Do the course documents take into consideration the individual needs of the learner? (Initial Assessment, Scheme of work, ILP) Is the learning environment conducive to learning? (layout, accessibility) Are there a variety of learning styles included in the teaching – auditory, visual and kinaesthetic? (Schemes of work, lesson plans)
Delivery
• • • • Is time allocated during learner’s induction for information and discussion on equality and diversity, including policies, etc? (Scheme of work, lesson plans, ILP, complaints procedure) Setting appropriate ground rules with learners (Lesson plan) Are appropriate assessment methods used for all learners? (Differentiation) Using appropriate and sensitive language and challenging inappropriate use of language
Diversity
• Is diversity included within teaching – making reference and using examples from a variety of cultures, religions, traditions, exploring stereotyping and other topics around equality? (Lesson plan, resources) How is prejudice and
What is good practice?
• • • • •
When resources are produced, consideration is taken to represent the diverse range of learners who access provision A variety of teaching methods are used following an assessment of different learning styles Assessment is fair and does not discriminate against any learner Language used by the tutor is non-discriminatory and appropriate Discussion and comments within the learning environment are managed to ensure learner language is appropriate and nondiscriminatory Materials and topics are presented in a way that are sensitive to equality and diversity Resources are adapted to ensure that learners can access information and to meet individual needs (large print, on tape, using symbols) Learners have the opportunity to fully evaluate the course in an open and anonymous way
• • •
What I need to think about as a tutor to ensure equality in my classroom practice? Planning
• • • Do the course documents take into consideration the individual needs of the learner? (Initial Assessment, Scheme of work, ILP) Is the learning environment conducive to learning? (layout, accessibility) Are there a variety of learning styles included in the teaching – auditory, visual and kinaesthetic? (Schemes of work, lesson plans)
Delivery
• • • • Is time allocated during learner’s induction for information and discussion on equality and diversity, including policies, etc? (Scheme of work, lesson plans, ILP, complaints procedure) Setting appropriate ground rules with learners (Lesson plan) Are appropriate assessment methods used for all learners? (Differentiation) Using appropriate and sensitive language and challenging inappropriate use of language
Diversity
• Is diversity included within teaching – making reference and using examples from a variety of cultures, religions, traditions, exploring stereotyping and other topics around equality? (Lesson plan, resources) How is prejudice and