Overview

Framework:
RQF
Level:
Entry Level 3
Unit No:
A/618/1290
Credits:
2
Guided learning hours:
10 hours

Aim

To give learners an understanding of equality and diversity, their value to society and ways in which equality and diversity can be promoted in different contexts.

Unit Learning Outcomes

1

Know about equality.

Definition: equality means treating everyone fairly. It means being fair to people from different groups, e.g. different sexes, races, religions.

Sometimes to be fair, we have to treat some groups slightly differently. We treat these groups differently to make sure they have the same opportunities as other people or so that we are not making things harder for them than for other people.

For example, it is fair to reserve some parking spaces for disabled people because they may find it more difficult to walk long distances. It is fair to give people with a special educational need (e.g. dyslexia) extra time in a History exam so that they have time to write down all their answers.

Assessment Criteria

  • 1.1

    Give a basic definition of equality. 

  • 1.2

    Recognise the difference between treating people in the same way and treating people fairly.


2

Know about diversity. 

Types of difference: e.g. gender, race, religion, sexual orientation, disability, age, different backgrounds and experiences, different politics, different family set-ups [learners do not need to relate these to the protected characteristics named in the Equality Act; they can also cover differences not relating to these characteristics]

Benefits of diverse groups: together they have a wider knowledge of the world; they may come up with a wider range of ideas because of their different experiences; individuals in a diverse group may be able to help others in the group understand different view points and learn new things (e.g. introduce the group to new music or new food, or teach some basic sign language) 

Assessment Criteria

  • 2.1

    Identify ways in which people can be different from one another.

  • 2.2

    Identify ways that groups can benefit from including people who are different from one another.


3

Know about discrimination and stereotyping.

Definition – discrimination is treating someone unfairly or badly because they belong to a particular group, e.g. women, Asian people, gay people, have an SEN

Recognising that discrimination is happening involves observing that:

A person or group is being treated less well than others, because of some aspect of difference

e.g. a school has rules about how girls can wear their hair, but none for boys; a job in a supermarket is being advertised for people under 50 only; members of a football team decide not to invite their only gay player for a drink after the game; a restaurant has no toilet with disability access; a student council does not include reps from the Foundation Learning dept.

Note: learners are not being asked to identify whether the discrimination is unlawful.

Definition – stereotyping is believing that all members of a particular group are the same in some way

e.g. black people are good dancers; men who like ballet are gay; all Muslims are terrorists; teenagers are stroppy; plumbing is a man’s job; lawyers are all rich; Americans are fat.

Stereotypes can be connected to many different characteristics, e.g. sex, sexual orientation, nationality, religion, age groups, jobs. 

Assessment Criteria

  • 3.1

    Give a basic definition of discrimination.

  • 3.2

    Recognise when discrimination is happening.

  • 3.3

    Give a basic definition of stereotyping.

  • 3.4

    Identify examples of stereotyping. 


4

Know about the law in relation to equality and diversity.

Everyone in the UK is protected by the Equality Act 2010. This is because everyone has one or more of the differences or ‘protected characteristics’ it covers – e.g. age, sex

It protects people from unfair treatment or discrimination.

Teachers could relate this protection to the examples of discrimination they covered in relation to learning outcome 3. For example, they might explain that the Equality Act 2010 stops employers from saying that a job is only open to people under the age of 50 as that is discrimination. They are breaking the law if they do this.

Assessment Criteria

  • 4.1

    State who is protected by the Equality Act 2010.

  • 4.2

    State what the Equality Act 2010 protects people from.


5

Know about promoting equality and diversity. 

Ways of promoting equality and diversity:

A college/place of learning can, for example:


  • Have rules for students and staff that prevent discriminatory behaviour
  • Teach/discuss with students what it means to be equal/fair
  • Offer a range of different types of food in its canteen/restaurant/café
  • Bring in speakers that challenge stereotypes (e.g. female plumbers; male nurses)
  • Run clubs and offer activities that bring people of different backgrounds together
  • Display posters and use teaching and learning resources that include people of different types
  • Have a student union or student reps covering students with different backgrounds
  • Employ staff with different backgrounds as role models and as a way of showing they value people of all types.

A community group can, for example:


  • Have rules for members that prevent discriminatory behaviour
  • Meet in a place where people of any religion or none feel comfortable, rather than in a church hall
  • Advertise in lots of different places where different people might see the advert (e.g. in schools, shops, day centres, doctor’s surgeries)
  • Say in any publicity materials that they welcome people from all backgrounds
  • Respect and celebrate different cultures, e.g. an art/craft group using Islamic patterns; a housing association group planning a residents’ party to celebrate Diwali
  • Make sure group leaders do not all come from the same background.

Possible instances of discrimination a learner might encounter and ways of challenging:

  • pointing out to others in a group when they recognise stereotyping or discrimination is happening
  • asking organisations to change rules or improve policies or access to be more inclusive
  • reporting racist or sexist language on social media via standard reporting channels
  • positively include an individual, discriminated against by others, in social activity
  • reporting discriminatory behaviour within a place of learning, society or community group to an appropriate official
  • making a formal complaint against a peer, colleague, member of staff who has been discriminatory towards them or others.

Assessment Criteria

  • 5.1

    Identify ways that learning settings (e.g. a college) or community groups can promote equality and diversity.

  • 5.2

    Identify instances when they themselves could challenge inequality or discrimination, suggesting appropriate actions they could take.