Unit 1 Equality and Diversity

Identify the current legislation and code of practice relevant to the promotion of equality and valuing of diversity.

The higher socio – economic groups are normally more likely to arrange gatherings and events, to introduce the younger generations to the variety of cultures, beliefs and values and therefore embracing them into the very community that they will shape in years to come.

Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching.

Schools have obligation to uphold good relationships between people from different backgrounds. Schools now required to have a race equality policy in place. The legislation gave powers to tackle racism by making direct or indirect discrimination illegal.

In this essay I am going to explain how the Equality Act (2010) P4 and assess how the act promotes anti-discriminatory practice M2. I will also be evaluating how successful the Equality Act (2010) is in promoting anti-discriminatory practise.D1

As a member of the school team, the TA must share responsibility to ensure that anti-discriminatory practice is promoted. The TA must also recognise when discrimination is happening and show that inclusive practice is supported through words and actions.

Education is a very important part of society and weighs heavily on human development. It is presented to lay the foundation of knowledge and intellectual welfare for all people. However people being different physically, mentally, and emotionally brings in all types of groups. The diversity in society provides specific challenges for educators sworn to provide an equal effective educational opportunity for all they must have a plan of action to teach all students in their classroom. With more and more classes becoming inclusive educators are more likely than not to have at least one student who

Prevent discrimination: support equality – This sector of the act explains where discrimination is most likely to occur in the workplace and how to stop it happening

variations also contribute to the way people think and the choices that they make, for example what clothes they wear and what activities they do. It also is the types of shops that are available as people from different backgrounds have passion towards different things. An example of this would be that there are Chinese shops, Indian shops instead of just English shops. Shops also have a wider range of products so that everyone is able to buy what he or she want based on who they are.

Working as a lecturer in Plumbing at Oaklands College for further education requires me to have an understanding of many legislative requirements and codes of practice. Included within these are the Health and Safety at Work Act (1974), the Children Act (2004) Every Child Matters, the Protection of Children Act (1999), Control Of Substances Hazardous to Health ( COSHH) (2002) a Duty of Care and relevant College Codes of Practice.

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* An assessment of the influence of a recent national policy initiative promoting anti-discriminatory practice (M2)

The analysis of policy in regards to impacts on students, families and community, leads to a discussion of problems within our society and their influence on the very policies created to respond to these circumstances. Within the educational sphere, all polices contribute to the lives and educational experiences of every student and as a result, their families and the community. This case study looks at the Department of Education and Training [DET] Diversity and Equity policy and outlines a school-based scenario that analyses diversity and equity within the classroom. The case study analyses the policy and scenario to formulate discussion about how students, families and communities can be impacted by diversity and equity and

Equality- equality is ensuring that individuals are treated fairly and equally, specific to their needs including, gender, sexuality age, race, religion.

One action I will pursue to begin to seek familiarity with people with different backgrounds is by incorporating the knowledge I gained from the first four Ds during my interactions. I intend to begin striking up conversations with people of different backgrounds. I feel as though I can easily incorporate this into my daily life during lunch, when instead of sitting quietly and eating, I can speak to those sitting around me and enjoy the conversation that can ensue, keeping an open mind, as I enjoy my lunch. I feel as though I should naturally let the conversation flow, and let each encounter be unique, without using a preset script, or without trying to direct the conversation in a particular direction.