This document provides an overview of topics covered in a teaching session, including equality, diversity and inclusion (EDI); Prevent duty; fundamental British values; special educational needs; and the 16-19 study programme. By the end of the session, participants should be able to explain these concepts, critique Prevent, describe educational needs, explain the study programme, and embed these topics in their teaching. The session explores these issues in depth through definitions, discussions, and strategies for incorporating them into lessons.

1. Gimme 5 things you
learned in class last week...

2. EDI, Prevent, FBVs, SEN,
16-19 Study Programme
An overview

3. In this session we will...
● Explore EDI
● Find out about Prevent
● Explain Fundamental British Values
● Define SEN
● Explore the 16-19 Study programme

4. By the end of this session you will be able to...
1.Explain what EDI means in terms of education
2.Explain the Prevent Duty
3.Critique Prevent
4.List the Fundamental British Values we adhere to
5.Describe some specific educational needs
6.Explain what the 16-19 Study programme entails
7.Embed all of the above into your teaching practice

5. What does EDI stand for?

6. Equality vs Equality of access

7. What act covers EDI?

8. The Equality Act 2010
The Equality Act 2010 is designed to
address unfair discrimination, harassment
and victimisation; advance equality of
opportunity and foster good relations
between people who share a protected
characteristic and those who do not.

9. The Equality Act 2010
The Act has 9 protected characteristics.
Please name them...

10. How
many did
you get
right?

11. How can you make sure
you adhere to the 9
protected characteristics in
your sessions?

12. Are you sitting comfortably?...
Listen carefully to this ‘fairy
story’ and be ready to answer
questions afterwards

13. Please say whether the following statements are true or false.
1) The city was called Bung
2) The city was ruled by an old King, who could no longer walk
3) The castle was in the centre of the city
4) Groga was a wicked witch, who lived in a cave on the other side of the lake
5) Princess Christina was very beautiful
6) The stranger was a knight from far away
7) The stranger wanted to be made King in return for killing Groga.
8) The king offered the stranger a great fortune instead
9) A good witch lived to the west of the city
10) The stranger agreed to give Gwendolyn half of his gold if she helped him
11) Gwendolyn mixed a potion, which she poured into a green bottle
12) The stranger rode from Gwendolyn’s house to Groga’s cave
13) Groga had killed many men before
14) Groga’s magic was no match for the stranger
15) The Stranger used a magic potion to defeat Groga

14. Never assume...
It makes an ASS of U and ME!
Psst... that’s a
mnemonic!

15. Prevent Duty
What is it?

16. Prevent Duty
Section 26 of the Counter-Terrorism and
Security Act 2015 places a duty on certain
bodies, listed in Schedule 3 to the Act, to
have "due regard to the need to prevent
people from being drawn into terrorism".

17. What is extremism?

18. Extremism according to
Prevent
The government has defined extremism in the
Prevent Duty as: "vocal or active opposition to
fundamental British values, including
democracy, the rule of law, individual liberty and
mutual respect and tolerance of different faiths
and beliefs." This also includes calls for the
death of members of the British armed forces.

19. What are Fundamental
British Values?

20. Fundamental British Values
According to HM Gov Prevent Duty

21. Let’s talk about this...
Prevent
DutyFundamental
British
Values
Please take 15 minutes
to critique Prevent &
FBVs

22. What did you talk about?

24. Be sure in your assignment
to...
DISCUSS and CRITIQUE the Prevent Duty
DISCUSS and CRITIQUE Fundamental British
Values
DON’T just describe what they are...

25. Further training
Prevent Duty training from SET
Female Genital Mutilation
Safeguarding Gov UK

26. Prevent Reflection Activity
for Homework
Please visit the VLE page for this session.
Carry out the reflection activity.

27. How do EDI, Safeguarding,
Prevent and Fundamental
British Values go together?

28. Special Educational Needs
And how to make your teaching accessible to all

29. Let’s create a list of all the
special educational needs
you know...
Write them on a sheet of paper in your groups
You have 5 minutes
Your list won’t be exhaustive!

30. Swap your paper with
another table
Now write strategies to help that student access the
learning
You have 10 minutes

31. DyslexiaAutism Spectrum
Disorder
ADHD
/ADD
Dyspraxia
Dyscalculia
Sensory
Processing
Disorder
Visual Imparement
Auditory
Imparement
Asperger’s
Syndrome
Mental Health Issues
Physical
Disabilities
Chronic Illness

32. Strategies such as...
● Using a clear, sans serif font such as comic sans,
arial, or calibri.
● Using a large size font
● Access to class materials before the session for pre-reading
and printing (email or VLE)
● Allowing audio recording of sessions
● Using video screencast lectures
● Planning sessions to include (or not) physical activity
● Using blu-tac or other “fidget” tools
● Planning for support staff to be in class with you or the
learner
● Planning regular breaks, including brain breaks as as well
as comfort breaks

33. One size does not fit all...
Speak with individual students to see how they like to
learn and to find out how you can help them

34. Other barriers to learning

35. What other barriers to learning might a
student have?
These might be defined as circumstantial,
rather than conditions...
You have 5 minutes to come up
with as many as you can

36. ESOL
Poverty
Previous
educational
experiences
Employment
Culture
Family
Background
Geography Family
Situation

37. Further reading
SEND policy Gov.uk
The SEN/SpLDs page of the VLE

38. 16-19 Study Programme
The wrap-around programme to offer a whole education

39. 16-19 study Programme
The 16-19 study programme is a wrap around programmme in FE
and vocational training which heLps students achieve a fully
rounded learning experience and prepares them for further study
& the world of work.
It includes (in addition to their specific subject sessions):
● English up to GCSE grade C
● Maths up to GCSE Grade C
● Employability Skills
● Work Placement
Find out more here

40. How to incorporate this
into your sessions
Where relevant:
● Make reference to the vocational skills being learned in terms
of use in industry or progression to further study
● Incorporate LLN into your teaching
● Be explicit when doing activities such as teamwork, group
work, discussions, problem solving, and independent
learning about how these transfer to the workplace (and their
CV)

41. Phew! How have you done?
Check your checker...

42. It’s the end of the first part of this session,
can you...
1.Explain what EDI means in terms of education
2.Explain the Prevent Duty
3.Critique Prevent
4.List the Fundamental British Values we adhere to
5.Describe some specific educational needs
6.Explain what the 16-19 Study programme entails
7.Embed all of the above into your teaching practice