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A Guidance note in relation to the Equality and Diversity Checklist

A Working Group of the University has created a checklist to assist staff to foster an inclusive approach in the curriculum. This is used for monitoring and review of modules and programmes. Further guidance on completing the checklist is provided here.

Guidance note in relation to the Equality and Diversity Checklist

Checklist Items Comments and resources
1. All staff (academic and support) involved in the programme have completed the University's mandatory training on equality and diversity University Court has supported and approved the proposal that the University commit all staff to undertake a mandatory training programme on equality and diversity. The main aim of the programme is to allow staff to increase their awareness and understanding of the many complex issues involved in this area and to comply with legislative requirements. All staff are required to complete the following modules:
  • Diversity in the Workplace
  • Disability
  • Stress in the Workplace
  • A Manager's Guide to Stress
Staff involved with Learning and Teaching will also be required to complete the following module:
  • Diversity in Learning & Teaching
To find out more about these training opportunities, visit the Human Resources web pages at: http://www.dundee.ac.uk/hr/equality/training/.
2. Curriculum development has taken account of a wide range of viewpoints representing the protected characteristics under the Equality Act 2010. Implicit to the Equality Act is the assumption that an individual or small group cannot easily envisage how policy and practice might affect or influence others falling within the protected characteristics. For this reason, a wide range of stakeholders should be involved in planning and developing the curriculum. Schools might consider involving groups representing protected characteristics to seek their views (consult Equality and Diversity Officer).
3. The learning environment promotes equality of opportunity. This includes such matters as physical access, accessible resources and materials, appropriate learner behaviour and support customised to individual learner needs.
4. Learning outcomes accommodate all protected characteristics Schools might consider involving groups representing protected characteristics to seek their views on the learning outcomes (consult Equality and Diversity Officer)
5. Curriculum content reflects an appropriate range of cultural perspectives. The learning materials should embrace cultural diversity and encourage the exchange of knowledge through inclusive examples and language. The content should acknowledge and celebrate the contribution of people from all backgrounds, religions/beliefs, cultures and ages.
6. An appropriate range of teaching approaches is used. There should be suitable flexibility in curriculum delivery (including timetabling) and student choice. Methods of teaching should accommodate and value a variety of learning preferences and experiences. Mechanisms should be in place for anticipating and making reasonable adjustments to teaching and assessment methods, including fieldwork and work placements, to enable students to achieve the intended learning outcomes through alternative routes where appropriate.
7. Strategies are in place to engage all students in class activities and to allow the student body to integrate with one another. For example:
  • the organisation of group work should be sensitive to the needs of all groups within the student body, recognising different gender and cultural styles of working.
  • cohorts of students from specific cultural backgrounds should be encouraged to mix.
Discriminatory behaviour and comments should be challenged, whether the source is students, other staff, books or other learning materials. Students might be asked to identify and discuss such behaviour as part of their learning and assessment.
8. Assessment methods take account of the range of needs and backgrounds of the student body. Assessment methods should accommodate and value a variety of learning preferences and experiences. For example:
  • assessment materials may need to be adjusted for learners with disabilities
  • assessed activities should enable all learners to give responses
  • questioning techniques should be sensitive to learners' background, levels of ability, motivation and personality.
Timetabling of teaching and assessment should take account of students' cultural and religious beliefs and how they might impact on their attendance patterns and/or their needs for resources.
9. Feedback given to students on their work is sensitive to the need to maintain the dignity of the individual For example, critical feedback given in a group context is handled sensitively to sustain the individual's self-respect and confidence.
10. Where used, placements, internships and periods of learning abroad have been scrutinised in relation to equality and diversity issues. See link For example:
  • where particular students are unable to participate in an activity, have appropriate alternative arrangements been made?
  • What training or guidance is given to non-University staff who may come in contact with students?
  • Has consideration been given to obtaining consent for disclosure of students' disabilities to placement providers?
  • Have adjustments for placement setting been identified and responsibility for implementation (and funding where required) been agreed?