It is important to note that this special emphasis is not to the detriment of others, but is crucial in the aim of retaining and developing those who, historically, would have struggled to remain engaged. Effective strategies and policies in relation to equality, diversity and inclusion are based on meaningful dialogue with learners; ‘Know your learners’ is a key principle to follow. (Gold dust website, 2009). The statutory inclusion statement sets out three principles for developing an inclusive curriculum which all schools have a responsibility to provide. This provides all learners with relevant and challenging learning.
Certain curriculum goals of anti-bias curriculum are to foster each child's: *building of a well-informed, confident self-identity; *comfortable, empathic interaction with people from diverse backgrounds; *critical thinking about bias; * capability to stand up for themselves and for others in the face of unfairness. A belief in the importance of human diversity and the fair treatment of all people is a must for doing anti-bias work. When teachers become dedicated to learning how to implement anti-bias courses in their settings, they seem to go through four identifiable stages. ESTABLISHING THE ENVIRONMENT Stage one includes teachers raising their own consciousness of anti-bias matters related to themselves, their program, and the children in their care. A support group is vital for this method.
How important is Engagement with the Pastoral Curriculum for a Teacher to Fulfil Their Role as a 'professional'? Introduction Education is any experience that helps to develop a person’s mind, character or physical ability. It is the process by which knowledge and skills can be passed from one person to another. Schools aim to provide the best education for all of its attending students in order to provide a more skilful society in which the school is based. In order to improve the area and society in which a school is based, is subject knowledge key to improvement of crime, economic welfare and wellbeing or are morels, values and communication skills a necessity.
• Be healthy • Stay Safe • Enjoy and Achieve • Make a positive contribution • Achieve Economic well being. Rules builds up trust, a common standard for children and young people and I feel it is essential for young people to learn respect for others , self-control and social interaction with others. All schools have policies and they are not stand alone as they have to relate to Local Authority and national guidelines. e.g The Children's Act 2004. The reason for these policies are to promote positive behaviour and all schools have policies on : • Behaviour • Bullying • Child Protection • Equal Opportunities As a TA it is our responsibility to find out about the role of staff, rewards and sanctions and training.
1.2 Analyse own responsibilities of promoting equality and valuing diversity “The vision of the Learning and Skills Council is to create ‘a learning society in which everyone has the opportunity to go as far as their talents and efforts will take them’.” LSC (2001) Remit Letter from the Secretary of State The equality and diversity ‘topography’ is multifaceted. It changes and matures on a regular basis. So in definition Equality (fostering and promoting the right to be different, to be free from discrimination) and Diversity (valuing variety and individual differences) are a broad two pronged rule that trainers/teachers must consider when formulating any learning subject matter. So all duties and variants should be tailored to learners as individuals this is why when reviewing and setting up subject material looking at how to ascertain an individual’s learning needs is of paramount importance, valuing diversity my chosen method of distinguishing this portion of the outcome is to use the VARK method and I feel that a training needs analysis prior to lessons is the best way to achieve this aim. With regards to equality finding out an individual’s ‘Special needs’ if any (such as dyslexia, dyscalculia etc) in a discreet manner is also extremely important.
Explorations into the needs and goals of each individual learner are at the forefront of anysuccessful strategy for achieving inclusivity, equality and diversity in a training situation.From this they should understand the equal value of themselves and others as individuals,that access to your course should be open to all, irrespective of sex, race, age, religion,sexual orientation, mental aptitude or physical impairment.Identification of a student’s personal assets (things that will help them succeed such assupportive peers / family, being well motivated, having library and computer access, prior knowledge of the subject and their best learning styles) and barriers (things that will preventsuccess like physical access difficulties, disruptive or unsupportive peers / family, lack of motivation, financial difficulties, poor core skills, tiredness, fear and a lack of confidence)should be made when they make initial contact with the training provider. This means thateven before they start training, both positive and negative issues can be addressed, and if necessary passed to other areas of the institution for financial, health, access and learningsupport. The needs and goals of the learner should be continually examined during their time with the provider through direct and indirect feedback through testing, themselves, their peers, you and any other departments involved in their welfare. This should lead to theindividual feeling supported and valued which in turn should provide a happy and inclusivetraining environment.If training sessions use adequate amounts of differentiation, the accommodation of differentlearning styles and ability levels, their very structure, should create natural inclusivity andpoints of referral, using the spectrum of visual, aural, oral and kinaesthetic learning andtechniques such as buddying up, snowballing, group work, team learning, peer
the Protection of Children Act) has been drafted as a direct response to a need to protect vulnerable individuals. Other examples, such as the Health and Safety at Work Act, Equality Act or the Data Protection Act can be applied equally across a number of sectors (including Lifelong learning). Taking just one as an example, the Equality Act, it is imperative that a teacher takes responsibility for and ensures that their students are offered the same learning opportunities and are not discriminated against (directly or indirectly) as a result of any disability, gender, sexual orientation or colour. If this balance is achieved, this will go some way to reassuring students and engendering a safe and supportive learning environment. Francis and Gould note that “generally, we learn best when we are relaxed and feel comfortable with what we are experiencing in the teaching environment – when we feel secure and largely free from anxiety” (Francis and Gould, 2013, p.15).
(DES, 1978) For inclusion to be in action needs inclusive lesson planning that focuses on diversity and ﬂexibility, two characteristics that can easily overwhelm a teacher. However, with active and strategic planning processes inclusive lesson planning can be both effective and manageable. A teacher, by using inclusive lesson plan, supports inclusion, an approach to educating students with special educational needs. As a result of inclusion, students with special needs spend most or all of their time with non-disabled students. Inclusion involves knowing and responding to each student as an individual.
Effective teachers strive to motivate and engage all their students in learning, believing every student is capable of achieving success at school and they do all they can to find ways of making each student successful. They personalize the learning for their students and uses techniques that have each student working on tasks that engage and challenge them to achieve their personal best. Teachers have a repertoire of effective teaching strategies and use them to implement well designed teaching programs and lessons. (AITSL (a), 2012). Planning influences what student will learn, because planning can transform the available time and curriculum materials into activities, assignments and tasks for students so time is the essence of planning.
The roles and responsibilities of a tutor in the Lifelong Sector include promoting positive behaviour, diversity and inclusion throughout the teaching and learning process (Gravells, 2012). The author concurs with Gravells et al (2012) that, a tutor should also challenge prejudice, discrimination and stereotyping as it occurs. This can be achieved by incorporating activities in learning based around equality and diversity so it helps students in their understanding. Francis and Gould (2013) state that the role of a tutor in the lifelong learning sector is not confined to imparting knowledge and skills, but covers a multiplicity or different tasks. These roles are accompanied by responsibilities and these contribute to the adoption of a professional approach to work in the lifelong learning sector.