EdTech: The nine protected characteristics
This module looks at the issue of reflecting and representing diversity through the lens of the Equality Act 2010's nine protected characteristics.
This module shows you how to design resources that respect the nine protected characteristics.
After completing this module, you will be able to:
- list and explain the importance of the nine protected characteristics
- discuss the issues they raise for the design of learning activities and resources
Digital Teaching Professional Framework
This module covers the EdTech component - F2 : Equality and diversity
- Address the special needs of individual learners (e.g. dyslexia, ADHD, overachievers) using digital technologies
- Allow for different learning pathways, levels and speeds when designing, selecting and implementing digital learning activities.
- Devise individual learning plans and use digital technologies to support these.
- Adapt communication strategies to the specific audience and be aware of cultural and generational diversity in digital environments
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Taking note of your feedbackWe greatly appreciate the time taken to provide us with feedback on each module. We regularly review all the feedback provided and use it to inform the development of new modules. Subject to funds being available and other constraints, we will amend existing modules where feedback shows this is required.
Good outline of the 9 protected characteristics
A good, thought-provoking module.
A useful and well-balanced overview of the topic - though I was a little uncertain of the inclusion of the Old English Translator at the top of the links list. I don't think speaking in Old English is yet a right enshrined by law...
I am having difficulty with one of the statements in the find 3 of 6 which a teacher shouldn't challenge question. I am struggling to understand why as a teacher one wouldn't challenge when a student allows their views based on faith or no-faith to affect their reasoning. By definition, reason should be based on logic and therefore supported by evidence. Surely as teachers we should be encouraging students to support their arguments with evidence and not belief. I agree that we shouldn't discriminate against someone based upon religious belief or indeed belittle them because of those beliefs, but surely we should be able to challenge their views especially where there is little or no objective evidence to support that position. What if someone's religious beliefs directly impact upon another protected group or characteristic? In that case I wouldn't challenge their religious belief but I would feel obliged to challenge their assertions and request evidence or proof to uphold that view and would probably provide evidence or proof in the form of a counter-argument.
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