You will explore the key issues of equality and diversity in the Lifelong Learning sector considering how these constitute inclusive education. You will examine key aspects of current policy, relevant legislation and best practice recommendations. You will consider a range of instances of equality and diversity that relate to your own / learning environment and, drawing on insights developed from other learning environments, review your own thinking and develop your own strategies and professional practice.

LLUK Professional Standards
Knowledge included in this unit:
K1, K2, K3, K4, K7, K8, K10, K11, K12, K13, K14, K16, K17, K18, K19

Performance Criteria included in this unit:
PC1, PC2, PC3, PC4, PC 5, PC6, PC7, PC8, PC9

During this module you will participate in a range of teaching and learning strategies, for example :- Discussions, individual group tasks, presentations, observation of experienced practitioners; workshop activities, reading and research, blended learning, guest speakers, demonstration of own practice, reflection and self-assessment.

Times Education Supplement FE Focus : http://www.tesfefocus.co.uk
Education Guardian: http://education.guardian.co.uk
Blackboard and College VLEs
www.disability.gov.uk/dda
www.niace.org.uk
http://www.literacytrust.org.uk/socialinclusion/youngpeople/1419curriculum.html
http://www.dfes.gov.uk/furthereducation/index.cfm?fuseaction=content.view&CategoryID=28

Coffield, F ( 2000) Differing Visions of a Learning Society: Bristol, The Policy Press.
Tomlinson, J (1996) Inclusive learning: the report of the committee of enquiry into the post-school education of those with special learning needs England
DfES ( 2002) Success For All: Reforming Further Education and training; London, HMSO
Kennedy, H. (1997) Learning Works :Widening Participation in Further Education, Coventry, FEFC
Dearing, R (1997) National Committee of Inquiry into Higher Education (The Dearing Report)
The Disability Discrimination Act 1995
The Special Educational Needs & Disability Act (SENDA) 2001
Moser,C et al ( 1999) Improving Literacy and Numeracy : A fresh Start : London, DfEE
Fyfe, A Peter, M. Figueroa, E. (1993) Education for Cultural Diversity: The Challenge for a New Era London, Routledge
Riddell, S., Litjens, J. Ahlgren, L. Weedon, E and Burns, C. (2007) Equality And Diversity In The Further Education Workforce: Report To The Scottish Further Education Funding Council: Edinburgh, SFEU
HMI (2005) Race equality in further education: a report by HMI, London, Ofsted

Learning outcomes will be assessed through a portfolio containing:
1. A reflective report using key issues from literature, investigating two instances of equality and diversity from a range of, for example, gender, race, disability, socio-economic disparity, religious and ethnic difference, age, sexual orientation and diversity in learning ability, to review own practice in addressing inclusive education. You should discuss these two instances in terms of two case studies as under 2. below. 50% (1000 words) (LOs 1,2,3,4,5)

2. Teaching File elements comprising: two case studies with accompanying evidence of your practice in the identification and managing of selected equality and diversity issues in your teaching experience, together with evaluations of your work in these instances. (50%) (1000 word equivalent) (LOs ,2,3,4,)

All assessment tasks must be passed at a minimum grade point 4.
Minimum Core
Through your Individual Learning Plan, you will provide appropriate evidence of planning to develop your practice in literacy, language, mathematics and information communication technologies. This ILP will form the basis for each of your post module tutorials.