PGCE Equality Diversity and Inclusion 2 — Questions and Answers
Question 1: What are 'fundamental British values' as defined by the DfE, and how do schools promote them?
- Patriotism, the monarchy, English language, and the Church of England
- Democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs (Correct answer)
- Free market economics, national service, and parliamentary sovereignty
- Values defined annually by the Secretary of State for Education
Correct 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.
Following the 2011 Prevent strategy, the DfE (2014) required all schools to promote four fundamental British values: democracy (pupil voice, elections, understanding parliament); rule of law (why laws exist, consequences); individual liberty (freedom within boundaries, pupils rights); and mutual respect and tolerance (challenging prejudice, exploring diverse faiths and cultures). Schools evidence promotion through PSHE, assemblies, pupil parliament, and curriculum content.
Question 2: What does the 'protected characteristic' of disability mean under the Equality Act 2010?
- Any condition diagnosed by a GP that affects a pupil school attendance
- 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 (Correct answer)
- A condition that is listed in the SEND Code of Practice
- Any condition requiring a teaching assistant to be present in lessons
Correct 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.
Disability under the Equality Act 2010 is defined as: a physical or mental impairment (broadly defined - includes dyslexia, ADHD, autism, depression, cancer, HIV from diagnosis) that has a substantial (not minor/trivial) and long-term (lasting or likely to last 12 months or more) adverse effect on normal day-to-day activities. Not all disabled pupils have SEN, and not all pupils with SEN are disabled under the Act.
Question 3: What is 'reasonable adjustment' under the Equality Act 2010 in a school context?
- Any change the school makes to its building or timetable requested by a parent
- 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 (Correct answer)
- A financial grant schools receive to support disabled pupils
- A formal request submitted by a parent to the local authority for additional resources
Correct 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).
The reasonable adjustment duty (Equality Act 2010, Schedule 13) requires schools to: change practices or policies that disadvantage disabled pupils; provide auxiliary aids and services; and make physical alterations where reasonable. 'Reasonable' is judged by considering: cost, practicality, potential benefit, and the school resources. Crucially, the duty is anticipatory - schools must think ahead about barriers rather than waiting for an individual to complain. Examples: providing a seat at the front for a pupil with a hearing impairment; allowing extra time; providing coloured overlays for dyslexia.
Question 4: What does 'diversity' mean in the context of an inclusive school curriculum?
- Ensuring the school has staff from at least three different ethnic backgrounds
- Representing and valuing the range of backgrounds, experiences, identities and perspectives of all members of the school community within what is taught and how (Correct answer)
- Organising diversity awareness weeks during Black History Month only
- A legal requirement to teach about all world religions equally
Correct 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.
Rudine Sims Bishop's metaphor of 'mirrors, windows and sliding glass doors' (1990) captures the value of diverse curriculum: mirrors reflect pupils own identities; windows reveal others lives (building empathy and understanding). A curriculum that centres only white, Western, male perspectives marginalises others. Decolonising the curriculum, diversifying reading lists, and including contributions from diverse communities are active steps towards curriculum diversity.
Question 5: What is the role of the 'designated teacher for looked-after children' (DT for LAC) in a school?
- To teach looked-after children separately from their peers
- To take lead responsibility for the educational and pastoral support of looked-after and previously looked-after children, including personal education plans (Correct answer)
- To liaise with foster carers on behaviour management strategies only
- A role filled by the school's SENCO in most schools
Correct 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.
Under the Children and Families Act 2014 and DfE statutory guidance, every school must have a designated teacher for looked-after and previously looked-after children. Their responsibilities include: maintaining personal education plans (PEPs); ensuring Pupil Premium Plus is spent strategically on each child; liaising with the virtual school head (VSH), social workers, and foster/adoptive carers; promoting stability of education; and acting as an advocate for the child educational needs.
Question 6: What is 'anti-racist education' and how does it differ from simply 'not being racist'?
- Anti-racist education means avoiding any discussion of race in the classroom
- 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 (Correct answer)
- Anti-racist education is a curriculum approach applicable only in schools with high proportions of minority ethnic pupils
- Anti-racist education means teaching pupils that all cultures are equally good in all respects
Correct 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.
Ibram X. Kendi's framework argues that neutrality or passivity in the face of racism allows it to continue: 'not racist' is not sufficient. Anti-racist education involves: critically examining the curriculum for white-centrism; addressing the school own data on exclusions, attainment and representation by race; responding to racist incidents with education rather than just sanction; giving pupils the language to identify and challenge racism.
PGCE Equality Diversity and Inclusion 2
What are 'fundamental British values' as defined by the DfE, and how do schools promote them?