1. Pradeep Passi profocus potential ltd

2.  To ensure that curriculum heads understand the practical implications of equality on curriculum design and are able to conduct equality impact assessments on programmes. profocus potential ltd

3.  In pairs spend 5 minutes providing a definition of equality and diversity. profocus potential ltd

4. Equality What we need to achieve and take account of in all that we do Race/ethnicity Physical/Mental Ability Gender Age Sexual Orientation Religion/ culture Family status Work style Education Class Income Job Etc profocus potential ltd

5.  Ethical  Business case  Legislation profocus potential ltd

6.  Girls outperform boys routinely at aged 5, at age 16 and at degree level throughout Britain  Students eligible for FSM are less than half as likely to achieve 5 good GCSEs including English and Maths.  In England, the best performing group are Chinese girls; even those on FSM outperform all other ethnic groups whether on FSM or not.  In England, 17% of children with Special Educational Needs (SEN) get five good GCSEs including English and Maths, compared to 61% of children without identified SEN.  Across Britain, disabled adults are three times as likely as others to have no qualifications profocus potential ltd

7.  Two-thirds of lesbian, gay and bisexual students in Britain and four-fifths of disabled young people in England report being bullied. Almost a quarter (23%) of young people questioned who practiced any religion in England reported being bullied because of their faith  In England, Asian children are excluded at a rate of 5 per 10,000 students compared to Black Caribbean children at 30 per 10,000 and Gypsies and Traveller children at 38 per 10,000. Equality and Human Rights Commission. (2010) How fair is Britain? The first Triennial review profocus potential ltd

8.  Consider some of the reasons why there is discrimination and inequalities in society profocus potential ltd

9.  Can you be sure that your programmes are accessible and that there are no inequalities in your area of work?  Are there any barriers in people accessing your programmes?  Are there any differential outcomes for students in your area?  Are you confidently able to challenge discrimination/harassment when you come across it?  Is their sufficient staff/student diversity in your area profocus potential ltd

10.  Equal opportunities? or  Equality of outcomes? profocus potential ltd

11. Things to think about with regard to diversity  How do you elicit contributions from all your students?  How do you draw on the diversity of your students to enhance the learning experience of the whole group?  Have you explored and do you understand your own views and attitudes towards diversity and diverse groups in general?  Do you make assumptions and stereotypes based on a person’s background or appearance?  Do you assume that there is a collective identity that people from a particular diverse group share or do you treat everyone as an individual?  Have you ever asked anyone to act as a spokesperson for their perceived ’group’ without their express permission in advance?  Do you agree expected standards of behaviour with students to avoid derogatory or stereotypical comments?  Do you make your expectations clear eg by confronting any derogatory or stereotypical comments that are made about individuals or groups to prevent a recurrence?  Do you recognise that some aspects of diversity may not be visible?

12.  Admissions criteria  Course structure  Course content  Learning materials  Assessment methods  Evaluations

13.  Equal Pay Act 1970  Sex Discrimination Act 1975  Race Relations Act 1976  Disability Discrimination Act 1995  Race Relations (Amendment Act) 2000  Special Educational Needs and Disability Act 2001  Equality ( Religion and Sexual Orientation) Regulations 2003  Gender Recognition Act 2004  Disability Discrimination Act 2005  Equality (Age) Regulations 2006  Equality Act 2006  Equality Act 2010 profocus potential ltd

14.  where a person treats another person less favourably because of……….. than he treats or would treat someone else profocus potential ltd

15.  Differential marking standards between different groups  Different quality of feedback provided to different groups  Using/ not challenging derogatory/abusive language linked to protected equality strands profocus potential ltd

16.  Where an apparently neutral provision, criterion or practice would put members of a given group at a particular disadvantage compared with other persons, unless it could be objectively justified. Such discrimination can be established by any means profocus potential ltd

17.  Admissions criteria which may have a differential impact  Not being able to produce materials in different formats  Assignments which are not culturally/ gender etc competent  Rooms that classes are held in profocus potential ltd

19. In small groups identify key areas where discrimination may creep in. You will be given one or two areas from the following list to consider: Marketing Course delivery Admissions Assessment methods Learning materialsCourse evaluation Answer the following questions:  What might discrimination or inequality look like in this area?  How might you check whether there is discriminatory practice in this area – what data, intelligence might assist?  How might you minimise the risk of discrimination if you find it in that area ? profocus potential ltd

20.  Equality impact assessments are a thorough and systematic analysis of whether there could be a differential impact on different groups in relation to policies and services profocus potential ltd

21.  The main purpose of conducting an equality impact assessment is to pre-empt the possibility that your proposed policy could affect some groups unfavourably profocus potential ltd

22.  It ensures that policies are developed in full recognition of the diverse needs of the whole community  Minimise the risk of the policies being unlawfully discriminatory  Improve quality of all policies  Legal requirement  If done properly could begin to challenge institutional discrimination profocus potential ltd

24. The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be seen or detected in processes, attitudes or behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantages ethnic minority people” (MacPherson (1999). profocus potential ltd

25.  Equality Act 2010 profocus potential ltd

26.  Age  Disability  Gender  Gender reassignment  Marriage and civil partnership  Maternity/pregnancy  Race  Religion  Sexual Orientation profocus potential ltd

27.  Programmes/ Courses ◦ Marketing ◦ Admissions ◦ Course delivery ◦ Learning materials ◦ Assessment methods ◦ Evaluation methods profocus potential ltd

28.  Equality Impact Assessment Toolkit profocus potential ltd

29.  The Impact  Positive, neutral, negative profocus potential ltd

30.  A number of relevant people been involved  The impact has been considered  Evidence has been used to arrive at conclusions  All equality strands have been considered equally  Actions have been generated where appropriate  Principles of proportionality have been utilised  How will the policy continue to be monitored  Does it feel ‘real’ profocus potential ltd

31.  Is Crucial to have data  Use Internal data  equality monitoring data such as ethnicity, disability etc  surveys and consultation  complaints and grievances  Student profile data, access, retention, outcomes  External Data  data collected by the National bodies  research undertaken by the Equality Commissions  research undertaken by Trades Unions  census data  labour force surveys. profocus potential ltd