Level 3 in Education and Training Unit 1 Lesson 2

'Making adjustments to the curriculum, teaching methods, and learning environment to ensure that all learners can access and participate in education effectively.' is known as?... Equality Diversity Inclusion Entitlement

'Describes a learner’s right to be treated fairly, showcase their diverse perspective and feel integrated into the learning process' is known as?... Equality Diversity Inclusion Entitlement

The concept of 'unconscious bias' is where... A presumption of meaning that we have full control over An implicit preference that we are unaware of and happens outside of our control A non-judgemental approach

For the following scenario use your knowledge of equality, diversity and inclusion to identify opportunities and/or risks to the teaching and learning cycle

A teacher is given a class of year 8 students in a school (12-13 year old,) they are a low ability group and are made up of students from various different feeder schools. The teacher is relatively new to the profession and is asked to plan and deliver lessons to them for a term when a different teacher will then take over.

Being new to the profession might mean that the teacher relies too heavily on the planned structure and may not utilise opportunities to go 'off plan.' Furthermore more, as the teacher is told they are low ability they should work to not assume that they are and provide assessment opportunities to generate the evidence that would show their abilities; similarly the teacher shouldn't assume any skill gaps but work to scaffold all possibilities. The teacher should stick to the plan and get the required learning done, assuming their low ability will mean that the learners will require low level activities and assessment that are basic.

For the scenario below use your knowledge of equality, diversity and inclusion to identify opportunities and/or risks to the teaching and learning cycle

A leader of a forest school is planning their delivery of camping skills and fire safety, learning how to camp safely and start a fire. Those attending this session will be the parents or carers of children with neurodiverse needs and the planned delivery time is 2 hours.

A more standardized approach might see the learning environment set up with a primary focus on content delivery, with less emphasis on deeply probing the diverse individual needs that learners bring. Tasks might be presented in a singular format, anticipating a consistent level of prior knowledge across the group, which could mean some learners naturally find their stride more readily than others. It will be important to know, as much as possible, the range of needs in the learners in order to plan for careful scaffolding to achieve the learning objectives safely. Different modes of the same task should be created to help all learners feel included, and careful consideration needed of setting up and monitoring group dynamics throughout the session.

For the scenario below use your knowledge of equality, diversity and inclusion to identify opportunities and/or risks to the teaching and learning cycle

A trainer is delivering a 3 day first aid course to a group of 12 people, the age range of the group is 19-64 years old and it is already identified that there are no additional learning needs that would need to be accounted for when planning and delivering.

It would be important for the group to contribute to the setting of ground rules, and due to the broad age range, skills and knowledge should not be assumed and all tasks or learning should be scaffolded starting from basic knowledge/difficulty; utilise the different voices in the group to contribute to each others learning journey. A fixed framework would predetermine all group expectations, with the broad age range assumed to possess a uniform base of skills and knowledge, leading to a standardized starting point for all tasks without initial differentiation. Learning activities might then proceed with less structured opportunities for individuals to leverage their unique perspectives to support their peers' developmental paths.

For the scenario below use your knowledge of equality, diversity and inclusion to identify opportunities and/or risks to the teaching and learning cycle

An A-level teacher is preparing to teach a lesson in the coming weeks about the link between racial discrimination and poor mental health, they have been teaching the same group for nearly 2 years and the students come from a diverse background.

Due to the potentially sensitive nature of the lesson it will be important to remind and keep to ground rules to allow for other learner's experiences to be used to broaden group knowledge. As the focus of the session is broad and could be emotive, staying close to the structure of lesson plan can support all learners achieving the learning objectives. Keep the lesson plan loose and let it naturally evolve; this may mean that some contributions focus on isolated perspectives but you are placing a value on open dialogue. A baseline level of knowledge of the topics will be assumed so that the lesson has a feeling of pace.

Being able to make more informed decisions about teaching strategies, materials, and assessments, leading to more effective teaching and learning outcomes is a benefit of?... Addressing knowledge or skills gaps Recognising prior achievements Access to learning

Learners feeling valued, supported and belonging can boost learners' confidence and motivation is an outcome of identifying and meeting?... Addressing knowledge or skills gap Access to learning Recognising prior achievements

Meeting the evolving needs of the UK job market by providing targeted training and support to bridge disparities in access to opportunities is the outcome of?... Access to learning Recognising prior achievements Addressing knowledge or skills gap

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Level 3 in Education & Training

Unit 1 Lesson 2