CU2943
1.1 Explain models of practice that underpin equality, diversity and inclusion in own area of responsibility.
Equality is to treat all as individuals; to respect race, disability, age, gender, religion, beliefs, culture and sexual orientation. For all to be open to opportunities, to be treated fairly and respectfully, have rights and equal status in society and for all to reach their full potential.
Diversity is to value that we are all unique and yet similar. We have different needs, interests, learning styles, language and personality etc.
Inclusion is to incorporate all of the above into our environment to participate in play and learning, to promote positive outcomes and the opportunity to grow and develop, to feel
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The protected characteristics are:
• age• disability• gender reassignment• marriage and civil partnership• pregnancy and maternity• race• religion or belief• sex• sexual orientation
The Equality Act sets out the different ways in which it is unlawful to treat someone, such as direct and indirect discrimination, harassment, victimisation and failing to make a reasonable adjustment for a disabled person. The act prohibits unfair treatment in the workplace, when providing goods, facilities and services, when exercising public functions, in the disposal and management of premises, in education and by associations (such as private clubs). The equality act will for instance impact on my role as manager with regards recruitment. You will need to ensure that my job specification does not discriminate against particular groups of applicants. When processing applications you should concentrate on an individual’s abilities to do the job, not their disabilities. Make adaptations to accommodate individual’s differences e.g. working hours, special equipment needs etc.
2. EYFS The Childcare Act provides for the EYFS which is mandatory for all Early Years Settings. The EYFS statutory framework sets both learning and development requirements, and safeguarding and welfare requirements. It fully supports equality, diversity and inclusion.
“The EYFS seeks to provide:
-quality and consistency in all early years settings, so that every child makes good progress and no
Equality- being equal, especially in rights, status or opportunities. All individuals should be treated equally and there are laws in place to ensure that this happens. In accordance with the law, organisations have quality policies to ensure that everyone is treated equally.
* Equality means treating people in a way that is appropriate for their needs. For example, an individual not able to mobilise efficiently but has been told they can’t use the lift they have to use the stairs like everyone else. This is not a great way to cater to the
1.1 Explain the models of practice that underpin equality, diversity and inclusion in own area of responsibility
All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities.
1.1 Explain Models of practices that underpin equality, and diversity and inclusions in own area of responsibility.
| in addition to age, under the Equality Act people cannot be discriminated against as a result of any of the other ‘protected characteristics’. These are: disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.
It requires reasonable adjustments to be made in various areas, so that disabled people are not being discriminated against. The human Rights and Equality commissions assist that individual to up hold their rights as set out in the DDA. The Act covers all four main areas such as; transport, housing, education and employment. Also it is unlawful under the DDA for an employer to treat a person with disabilities less favourably that someone else just because of their disability. The DDA provides a legal protection from any discrimination in employment, access to buildings or transport.
Equality – Equality is about creating a fairer society, where everyone can participate and has the
1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.
An explanation of the legal status and principles of the EYF and how national and local guidance materials are used in settings
This law protects many people from discrimination and it means that people should not be at a disadvantage or mistreated at work or in society just because of their age, sex, sexuality, religion or belief, race, disability or any other things which can also be known as ‘protected characteristics’.
1.1) Explain Models of practises that underpin equality, and diversity and inclusions in own area of responsibility.
Identify the current legislation and code of practice relevant to the promotion of equality and valuing of diversity.
Outline the knowledge, understanding and skills required to enable a whole systems approach to equality, diversity and inclusion. Please ensure you include all of the assessment criteria, some of which will have already have been covered by the worksheets.
"Diversity refers to human qualities that are different from our own and those of groups to which we belong; but that are manifested in other individuals and groups. Dimensions of diversity include but are not limited to: age, ethnicity, gender, physical abilities / qualities, race, sexual orientation, educational background, geographic location, income, marital status, military experience, parental status, religious beliefs, work experience, and job classification." (Foothill-De Anza Community College District, 2015)