Equality Diversity and Inclusion Flashcards
6 cards from real PGCE practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 Equality Diversity and Inclusion flashcards as text
What are 'fundamental British values' as defined by the DfE, and how do schools promote them?
Answer: Democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs
The DfE's Prevent duty (2014) requires schools to promote democracy, rule of law, individual liberty, and mutual respect and tolerance - protecting pupils from radicalisation and extremism.
What does the 'protected characteristic' of disability mean under the Equality Act 2010?
Answer: A physical or mental impairment that has a substantial and long-term adverse effect on a person ability to carry out normal day-to-day activities
The legal definition of disability under the Equality Act 2010 focuses on substantial (more than minor or trivial), long-term (12 months or more) adverse effect on day-to-day activities.
What is 'reasonable adjustment' under the Equality Act 2010 in a school context?
Answer: A proportionate change made by a school to remove a disadvantage experienced by a disabled pupil, where failure to do so would constitute indirect discrimination
Schools have a duty to make reasonable adjustments to avoid putting disabled pupils at a substantial disadvantage compared to non-disabled pupils - this is anticipatory (proactive, not just reactive).
What does 'diversity' mean in the context of an inclusive school curriculum?
Answer: Representing and valuing the range of backgrounds, experiences, identities and perspectives of all members of the school community within what is taught and how
A diverse curriculum represents multiple perspectives, cultures, identities and contributions - giving all pupils 'mirrors' (reflecting their own experience) and 'windows' (revealing others) in what they study.
What is the role of the 'designated teacher for looked-after children' (DT for LAC) in a school?
Answer: To take lead responsibility for the educational and pastoral support of looked-after and previously looked-after children, including personal education plans
The DT for LAC champions the educational and welfare needs of looked-after children, coordinates personal education plans (PEPs), uses Pupil Premium Plus funding strategically, and liaises with carers and virtual school heads.
What is 'anti-racist education' and how does it differ from simply 'not being racist'?
Answer: Anti-racist education is proactive - actively challenging racist systems, assumptions and inequalities within the curriculum, school culture and society, rather than merely being passively non-discriminatory
Anti-racism (Kendi; Gillborn) is active - interrogating and challenging structural inequalities and racism - whereas 'not being racist' is passive non-participation in discrimination.