Inclusion, equality and diversity

On to T3! As I said for the previous essay you may well have had this bundled in with T2 and be doing them both the same week. It pulls out from that question on legislation and codes of practice to focus closer on these particular and important issues. Check out the full list of Ptlls assignments if you need a different one.

Level 3 – Explain how you could promote inclusion, equality and diversity with your current/future learners. Identify other points of referral available to meet the potential needs of learners. Recommended word count 200-300 words.

Level 4 – Discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners. Recommended word count 300-400 words.

Juicy stuff to get in to here, not only about the heady trilogy of equality, diversity and inclusion but also pastoral issues. I love it, but there’s only 400 words maximum! (This post itself is over double that.)

I am going to break the question down along the lines of level 4 but there’s discussion below about the differences between 3 and 4.

Issues of equality and diversity

Even professionals in the field can find it hard to distinguish exactly between what is an equalities issue and what is a diversities issue. But that’s what makes it so interesting.

The Equality Act 2010 unifies previously piecemeal legislation and protects people from discrimination involving…

  • Race (including ethnic or national origins, colour and nationality)
  • Sex
  • Sexual orientation
  • Disability
  • Religion or belief (including lack of belief)
  • Gender reassignment (transsexuality)
  • Pregnancy and maternity
  • Marriage and civil partnership
  • Age

These are referred to as “protected characteristics” and the last two: age and marriage/civil partnership only really apply to employment. There’s also increased protection for people discriminated against “by association or perception” which is all very exciting stuff. Organisations may recognise additional equalities issues such as education background, economic background, preferred language, trade union membership and countless others which is very likely from an educational establishment. Wherever you are studying your course and wherever you intend to work will have equality and diversity policies in place.

These policies outline what that organisation does to tackle discrimination, how it protects equalities issues and celebrates diversity. Ofsted and HR organisations etc aren’t looking for diversities to be acknowledged or the dreaded “tolerated” – they need to be actively celebrated.

Promote inclusion with your learners

This really gets in to the learning environment, taking what might feel like abstract theories and tackling them head on. There is nothing abstract about discrimination or exclusion though and this is your chance to think about how you can really affect things for the better.

This is a huge topic so I’m just going to throw a few ideas out there

  • Have materials reflect diversity to increase the likelihood of people in the group finding something to identify with: look at the use of names and ages, who is shown in photographs
  • Go to the effort of finding examples of achievement that are less well known: Florence Nightingale was the de facto nursing example for years but now Mary Seacole is regaining prominence
  • Make sure you have provided for different types of learners in your lesson plan – differentiating for learning styles etc – and that everything is accessible in different formats without it having to be a big deal
  • Watch your language! Stuff like jokey stereotypes and casual homophobia is rife and does not help people feel safe. And have a plan on how you will challenge inappropriate conversations and remarks from your learners

This should be really standard stuff but it seems to very rarely be gotten right. And remember that your own class needs to be conducted like this – bring it up with your tutor if its not.

Other points of referral available to meet the potential needs of learners

Working in an FE institution in the Information Advice and Guidance side of things this part just tripped off my tongue. How we bemoan tutors not understanding our offerings! I would never be that kind of tutor, I vowed to myself. Chances are you have taken advantage of some of these types of services yourself.

We’re talking about probable organisation resources such as these, though they go under a multitude of names…

  • Student services / welfare / financial aid / student support
  • Careers services / advice and guidance
  • Learning mentors / teaching assistants
  • Learning difficulties and disabilities assessment and support
  • International office for overseas learners
  • Chaplaincy or medical services including sexual and mental health

And outside of a specific education organisation there are…

  • Local councils for housing issues, elected representatives etc
  • Jobcentre for benefit entitlement and issues etc
  • Next Step for adults and Connexions up to age 19
  • UK Border Agency / Visa Services / Home Office for nationality and immigration issues
  • Citizens Advice for any and all of the above

Tutors can become a point of contact for anything “official” in a learners world so it is important to have an idea of these services, make contact with people in your own organisation and be prepared to do a little research.

Level 3 and 4

The two questions are constructed differently, it’s not just a case of switching terms between the two. In level 3 inclusion, equality and diversity are presented as equals and they just require an explanation. You have to “identify” other points of referral in the second part of the question. However in level 4 equality and diversity are split off from inclusion and you have to “discuss issues”. Relate them back to your potential learners and talk about the effects of these issues. Promoting inclusion is a separate issue which shows the need to focus a little more on that. And then you have to review other points of referral and show you understand what might be needed when.

Okay, that was a big one. Hope it helped. Drop a comment if you have anything to add. The rest of the essays are on the Ptlls assignments page if you need another one.

15 Responses to Inclusion, equality and diversity
  1. Hazel Gallagher
    February 5, 2011 | 12:02

    I am on week 4 of a PTLLS course and am finding it difficult to stay within the recommended word count for all the assignments. Is the word count realistic and achievable for the size of the topic? Is there a penalty for exceeding this?

  2. Frances
    February 5, 2011 | 19:21

    The word counts are really tight, that’s for sure. I think they are low to make things less difficult and less intense (for us and the tutors). Coming under word count would definitely be a problem but as for going over you would need to check with your tutor or organisation – I can’t find a reference to a penalty for going over from City and Guilds but your institution may have their own policy. If there is a problem they should refer it back to you for editing.

  3. Neil Barnes
    March 31, 2011 | 12:34

    Word counts are very important, they make the student think about what is actually important and what are fillers. Identify salient points, describe them and their impact then move on.

    Read your assignment as if someone else had written it, does it make sense and does it actually answer the question, remember what does the marker need to know and what is nice to know. The nice to know stuff can usually be cut the need to know NEVER.

    Hope this helps

  4. Frances
    March 31, 2011 | 15:27

    Really good points, thanks Neil!

  5. Shaun
    February 6, 2012 | 11:09

    I’m currently doing the level 3 course. I have five essays to write all about 750 words so looks like they have increased the word count.

  6. jo
    February 12, 2012 | 20:42

    Im currently doing the course and have been told by our tutor that there is no word count now……… all change!!

  7. David
    February 21, 2012 | 15:30

    We have just finished this T3 assignment and our word count was 300!! So add the 10% and thats 330, I’m sure they’ll let me off with 350…… I hope :)
    Also this is a great website, has been immensly helpful throughout my course.
    Keep up the good work!

  8. Elise
    February 24, 2012 | 11:11

    Im in the middle of the course and we are doing the assignments not in particular order. There is a word count. I did a degree (albeit 15 years ago) and find it extremely difficult to keep below word count. However it is probably due to thinking too much and harping back to my degree days. The thing we have to try to remember if we move forward with this and go to do CTLLS etc then the assignments will get longer. At least we are heading in the right direction. Again

  9. Annie
    March 5, 2012 | 10:24

    I have found this website very helpful, and easy to use. It is an excellent resource. Have sent the link to the rest of my course. Thank you.

  10. Sandra
    April 15, 2012 | 15:35

    I’m also doing this course and have been told by my tutor that it’s around 1500 words for each assignment!!! Am now very confused as to which advice to follow….

  11. Frances
    April 15, 2012 | 21:09

    The updated version of the course does have different questions and word lengths. In any case, you should always follow the advice of your tutor. Good luck with the assignments!

  12. Sarah Hyde
    April 26, 2012 | 17:54

    I am also doing the PTTLS 6302 at Level 4 and have been told by my tutor that the word count is 1500 words, even though on the assignment details it says there is no word count. As the course has changed and there are fewer, but longer assignments now, I am really struggling to reduce the word count to less that 2000-2400 words. Does anyone know what the answer is, as my tutor is asking me to significantly reduce my word count?

  13. Frances
    April 26, 2012 | 21:15

    Hi Sarah. I would always go with what your tutor is saying about the word counts. Even the new assignment limits are brutal so you’ll have to be the same with your argument and cut ruthlessly. Best of luck.

  14. Tina
    September 3, 2012 | 20:31

    Hi…I am just about to embark on the journey to do the PTLLS COURSE…Had no idea at all about the course…contents…or assignments……
    Gosh! it does look a lot of hard work but this site looks really good and the responses given by these 13 people are very helpful….
    I’m quite scared as my course is only a five week course whereas other places are doing a twelve or fifteen week course…pray…I can do it to best of my ability!! Thanks the site has given me a good insite…
    By the way …do we have to pay for the site at all?
    Tina

  15. Jan Koene
    March 7, 2014 | 23:06

    The question of a word-count simply relates to which validating body you are following. Some have word counts for their assignments, others do not. The assignment brief or your tutor should specify.
    Where there is no formal word count, don’t go mad and hand in 1300 words! Your tutor will give it back to you and ask you to be more precise. At the same time, 200 words are unlikely to do your topic justice. Don’t panic. The answer is out there next door to common sense. Jan

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