Equality and Diversity - Building a Culture of ... - Equality Authority

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5. Classroom 2: Timetable for the class, maybe one or two textbooks, copy of internal exam timetable, homework notebook... 6. Choices for Students: List of subjects taught in school, copy of letter to students regarding subject choices, copy of notices about extra-curricular activities or extracts from school newsletter, school or class year book... Activity Set up six stations around the classroom- one area for each of the 6 headings above. Each station should have the appropriate sheet of flip chart paper and the envelope with the additional ‘props’. Divide the class into six groups, and give a set of markers to each group. (If each group has its own colour markers, you will be able to track the groups’ contribution to each sheet). Explain to the students that you are asking them to carry out an investigation into how inclusive the school is. They are to work like detectives and to base their findings on evidence that can be verified. Note: Remind the students of their class charter and of the principle of respect for others. Set one additional ground rule for this activity – that they should not name any individual in their comments. This is an investigation of the institution, not of any individual. Assign one group to each of the six stations. This is their starting point. Explain that they will have 10 minutes at their home station to look at what is there and answer the questions. They will write their answers and any additional comments on the sheet of flip chart paper before moving on to the next station. Give the groups about 5-8 minutes at subsequent stations. There they will read what the previous group(s) have written and add additional comments or elaborate on answers. They continue this process until each group has been to each station. Then each group should move back to their home station and look at the comments and notes made by the other groups and see how they compare to their views and opinions. Are they similar or different? Have the other groups added good insights? Finish this part of the activity by asking for volunteers to give feedback on the following questions What did you learn from the activity? Was there anything that was especially surprising, interesting, shocking? Did all the groups agree with each other or were there different viewpoints? Then ask each group to write a brief report on their area, collating the comments and suggestions. They should select 1-2 examples of where they think the school is doing really well in terms of equality and inclusion, and similarly select 1-2 examples of where things need to be improved. Take feedback from the groups on the areas which are doing really well and those which need to be improved and record them on the board. Conclude the lesson by asking the students to vote on how inclusive they think the school is, on a scale of 1-10, with 10 being a highly inclusive school which promotes equality, and 1 being an exclusive school which does not accept diversity or promote equality. (If you notice a big difference between the score given by ‘majority’ students and those given by ‘minority’ students, this is something you might consider looking in to at a later date and in a sensitive way.) Keep all the flip charts sheet as records of the students’ work and for use as a basis for potential action in the future (See Grounds for Action – Action 8). 48 SECTION 3 EXPLORING EQUALITY
PHOTOCOPY AND CUT CARDS Equality in Our School Cards Students Who can come to your school? Can students from various backgrounds, faiths, abilities attend your school? Are there any conditions that might disadvantage any students wishing to attend the school? Do you know what your school admissions policy is? Are all students treated the same in your school? Think about: boys and girls, students of differing abilities, students with a disability, members of different cultural or religious backgrounds, academic and less academic students, students who are good or not so good at sports. Does it seem fair to treat some students differently? Is it ever necessary to treat some students differently in order to be fair? Student Council Is there a Student Council in the school? Is it elected in a democratic way? Does the Student Council represent the diversity among students? Is the Council consulted by management when big decisions are being made in the school? How much real influence does the Student Council have on what happens in the school? sECTION 3 EXPLORING Equality 49
Page 1 and 2: Equality & Diversity Building a Cul
Page 3 and 4: Contents Introduction 7 Section 1 E
Page 5 and 6: Introduction This resource is inten
Page 7 and 8: What Do We Mean By Equality Equalit
Page 9 and 10: Section one Exploring Diversity sEC
Page 11 and 12: PHOTOCOPY AND CUT CARDS Diversity I
Page 13 and 14: Activity two Diversity: Visible and
Page 15 and 16: Lesson 3 The Value of Diversity - H
Page 17 and 18: PHOTOCOPY AND CUT CARDS Although we
Page 19 and 20: PHOTOCOPY this page Reflection Shee
Page 21 and 22: PHOTOCOPY this page Exploring Diver
Page 23 and 24: PHOTOCOPY this page 3. RELIGIOUS AN
Page 25 and 26: PHOTOCOPY this page 5. Ability, dis
Page 27 and 28: Section two Exploring Perceptions &
Page 29 and 30: Notes on the Images and the Learnin
Page 31 and 32: PHOTOCOPY this page Perceptions Ref
Page 33 and 34: B. Stereotyping Lessons 7 Travellin
Page 35 and 36: PHOTOCOPY this page Why Did I Choos
Page 37 and 38: PHOTOCOPY this page Inequality & th
Page 39 and 40: Lessons 9 We are More than a Single
Page 41 and 42: PHOTOCOPY this page Perceptions, St
Page 43 and 44: Lesson 11 How equal is our society?
Page 45 and 46: PHOTOCOPY AND CUT CARDS Identity Ca
Page 47: Lessons 13 - 14 Equality in our Sch
Page 51 and 52: PHOTOCOPY AND CUT CARDS The Classro
Page 53 and 54: When they have finished, ask them t
Page 55 and 56: Lessons 16 Exploring Equality What
Page 57 and 58: PHOTOCOPY this page 3. People over
Page 59 and 60: Divide the class into groups of 4-5
Page 61 and 62: PHOTOCOPY this page Equal Opportuni
Page 63 and 64: PHOTOCOPY this page Equal Recogniti
Page 65 and 66: PHOTOCOPY this page Equality - Part
Page 67 and 68: PHOTOCOPY this page Equal Relations
Page 69 and 70: PHOTOCOPY this page Group Report on
Page 71 and 72: PHOTOCOPY this page Equal Respect F
Page 73 and 74: PHOTOCOPY this page Relationships F
Page 75 and 76: PHOTOCOPY this page Making Ireland
Page 77 and 78: Activity two View from Here - Young
Page 79 and 80: Section four Equality and the Law s
Page 81 and 82: PHOTOCOPY THIS PAGE Discrimination,
Page 83 and 84: PHOTOCOPY AND CUT CARDS Likelihood
Page 85 and 86: PHOTOCOPY AND CUT CARDS Peter I am
Page 87 and 88: Lessons 24 Who is Protected by the
Page 89 and 90: Answers for Ireland genDer: Man, wo
Page 91 and 92: PHOTOCOPY AND CUT CARDS Grounds Ire
Page 93 and 94: Lessons 25 Main Provisions of the E
Page 95 and 96: PHOTOCOPY THIS PAGE Northern Irish
Page 97 and 98: PHOTOCOPY this page scenarios Read
Page 99 and 100:
Scenario Answers to Scenarios Activ
Page 101 and 102:
Section five Creating a Culture of
Page 103 and 104:
Lessons 28 ‘Your Equality Bucket
Page 105 and 106:
TWENTY ACTIONS AT A GLANCE Action A
Page 108:
Design: Maria O'Rourke // www.desig
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