PART ONE: TEACHING



Diversity in schools: your role as a student/teacher.

Everyone is uniquely different. Being aware of this and knowing how to accommodate it in school so that every child can achieve their full potential is a central aspect of a teacher’s role.

The Equality Act (2010)

Legally, diversity is addressed by the Equality Act (2010.) This requires public authorities including Universities and schools to take steps not just to eliminate unlawful discrimination and harassment, but also to actively promote equality. In other words we have by law to:

• Eliminate discrimination, harassment and victimisation.

• Advance equality of opportunity.

• Foster good relations.

For schools it covers people who are represented by all of the following seven ‘protected characteristics’:

• Disability.

• Gender reassignment. 

• Pregnancy and maternity.

• Race.

• Religion or belief. 

• Sex.

• Sexual orientation.

Some definitions and key points (drawn heavily from )

Disability:

• A person has the protected characteristic of disability if they have a physical and/or mental impairment which has what the law calls ‘a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities’.

• There is no need for a person to have a medically diagnosed cause for their impairment; what matters is the effect of the impairment not the cause.

• Mental impairment includes conditions such as dyslexia and autism as well as learning disabilities such as Down’s syndrome and mental health conditions such as depression and schizophrenia. 

Gender Reassignment

• Gender reassignment is a personal process (rather than a medical process) which involves a person expressing their gender in a way that differs from or is inconsistent with the physical sex they were born with.

• This personal process may include undergoing medical procedures or, as is more likely for school pupils, it may simply include choosing to dress, behave or live according to the gender they identify with as a person  

• Positive descriptive terms include transsexual and transgender.

• The Government’s Transgender Action Plan (Dec 2011) is in response to statistics showing that 70 per cent of children who are uncertain about their gender are subject to bullying, 88 per cent of transgender employees experience discrimination or harassment in their workplace and a recent rise in hate crime against transgender people of 14 per cent.

Race:

Race refers to a person’s:

• colour, and/or

• nationality (including citizenship), and/or

• ethnic or national origin

• A racial group is composed of people who share a colour, nationality or ethic or national origins. A person has the protected characteristic of race if they belong to a particular racial group, such as ‘British people’. Racial groups can comprise two or more racial groups such as ‘British Asians'.

• BME stands for Black and Minority Ethnic – in British society White British is the Majority Ethnic group, so people who are not White British are often described as Minority Ethnic. Not everyone who is Minority Ethnic is Black, which is why there is both spelt out.

• Ethnicity: everyone has an ethnicity – it refers to genetic/cultural make up. White British is the most common ethnicity at the University, although many White British people do not often acknowledge or refer to their ethnicity. It is often used wrongly only to describe BME people or things that are from less economically developed countries. This is shown by the ‘Ethnic Food’ section of some supermarkets containing relatively few products e.g. curry and Chinese noodles, rather than ‘ethnic’ more accurately being used to describe all the food inside.

• ‘Race’ and pupils who have English as an additional language (EAL) are not necessarily connected. Pupils with EAL are not always from African or Asian countries. Pupils who have EAL can come from a wide range of cultural backgrounds e.g. Polish, Welsh, Mexican, Iranian.

• Roma/Gypsy Travellers are protected under this category, despite much adverse TV and media coverage about them. There are many different groups of Roma/Gypsy Travellers – there is not one generic group.

• Many White British pupils do not think that people who are Black or have a dark skin colour can be British. This is a misunderstanding that educators need to address in order to enable all pupils to understand the true multi-ethnic nature of society in the UK.

Religion or belief:

• The protected characteristic of religion or belief includes any religion and any religious or philosophical belief. It also includes a lack of any such religion or belief.

• A religion need not be mainstream or well known to gain protection as a religion. It must, though, be identifiable and have a clear structure and belief system.

• A belief which is not a religious belief may be a philosophical belief, such as humanism or atheism.

• A belief need not include faith or worship of a god or gods, but must affect how a person lives their life or perceives the world.

• Any religion can have an aspect of fundamentalism. Definition of fundamentalism:

1. (Christianity) (esp among certain Protestant sects) the belief that every word of the Bible is divinely inspired and therefore true

1. (Islam) a movement favouring strict observance of the teachings of the Koran and Islamic law

1. strict adherence to the fundamental principles of any set of beliefs

accessed 26/7/13

Sex

• A person’s sex refers to the fact that they are male or female. In relation to a group of people, it refers to either men or women or to either boys or girls.

• Many people argue that there should be three sexes: female, male and intersex – those people born with genital ambiguity.

Sexual Orientation

• Sexual orientation is the attraction a person feels towards one sex or another (or both), which determines who they form intimate relationships with or are attracted to.

• Some people are only attracted to those of the same sex (lesbian women and gay men).

• Some people are attracted to people of both sexes (bisexual people).

• Some people are only attracted to the opposite sex (heterosexual people).

• Everyone is protected from being treated worse because of sexual orientation, whether they are bisexual, gay, lesbian or heterosexual.

• Sexual orientation discrimination also covers discrimination connected with manifestations of that sexual orientation.

• The University of Chichester has demonstrated its commitment to sexual orientation equality in the workplace by signing up to the Stonewall’s Diversity Champions Programme.

In addition to the terms above, Special Educational Needs as defined by the Department for Education’s Special Educational Needs Code of Practice (2001), refers to children who have a learning difficulty. This means that they either: have a significantly greater difficulty in learning than the majority of children of the same age; or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

Diversity with regard to Teaching Standards.

|Teaching Standard |Some questions to ask. |What does outstanding anti-discriminatory practice look |

| | |like? |

|PART ONE: TEACHING | | |

|A teacher must: | | |

|1 Set high expectations |Do all pupils in your class work well with each other in|Set high expectations of all pupils, which do not |

|which inspire, motivate |groups? |replicate stereotypical expectations of different groups |

|and challenge |Do you encourage a climate of mutual respect for all? |of pupils but are appropriately challenging for the |

|pupils |Do you have high expectations of all pupils? Roma/Gypsy |individual pupil. |

| |Travellers? White working class children? Black Boys? |Think about and challenge your own stereotypes first – we |

| |(These groups are routinely the lowest achieving in the |all have them! |

| |UK.) |Notice and challenge the perpetuation of stereotypes in |

| |Do you show sensitivity in your groupings of pupils? |school. Are White pupils encouraged to be sprinters? Are |

| |Are you sensitive to pupils in correcting misconceptions|Black pupils encouraged to be scientists? |

| |and incorrect answers? |Encourage all pupils to do their best and to think they |

| | |can achieve. |

| | |Ensure you are proactive, intellectually curious and seek |

| | |advice to improve practice and provision when pupils do |

| | |not make expected progress. |

| | |Remember that no community is homogeneous: not all White |

| | |people like tea/ not all Roma/Gypsy Travellers do bare |

| | |knuckle fighting. |

| | |Find out about the pupils in your class and about their |

| | |specific needs –social, emotional, personal and cultural. |

|establish a safe and |What does a safe environment for a Muslim pupil look |Routinely use images that portray diversity in |

|stimulating environment |like? A pupil from a same sex family? A refugee? A pupil|non-stereotypical settings. |

|for pupils, rooted in |with a disability? |Challenge all discriminatory behaviour, and make the |

|respect. |What does ‘respect’ mean in this context? |pupils aware of why it is unacceptable and how they can |

|mutual r |How do you demonstrate you show respect for each of |challenge it. |

| |these pupils? |Be empathic; look for similarities between pupils; ask |

| | |pupils and/or their parents what they would like to happen|

| | |in situations you are unsure about; ensure you use |

| | |inoffensive language to describe diversity; do not create |

| | |an atmosphere of ‘us’ and ‘the other(s)’; always challenge|

| | |discriminatory language and behaviour. |

| | |Be aware of the major religious festivals e.g. Divali, |

| | |Christmas, Hannakah, Orthodox Christian Christmas and New |

| | |Year , Chinese New Year, Ramadan, Eid, Vaisakhi, Easter, |

| | |Passover etc. Is there an opportunity for you to |

| | |integrate these within the curriculum, assembly, RE, in a |

| | |classroom display? |

| | |Are you aware of the issues that pupils from different |

| | |backgrounds may face in school and society? |

| | |Develop good relationships with parents/carers so that |

| | |everyone is doing the best that can be done for the pupil,|

| | |and any problems can be discussed. |

|set goals that stretch and|Do you know the social, cultural, linguistic, religious |Know your class! |

|challenge pupils of all |and ethnic background of the pupils in your class? |Ask for a record of pupils’ achievement levels on your |

|backgrounds, abilities and|Are there any implications of what you know for yourself|preliminary visit to the school to enable you to undertake|

|dispositions |and/or the rest of the class? E.g. how will you deal |background research about pupils and their specific needs |

| |with a child who has autism? |and the national issues that may relate to the pupil(s) in|

| |What strategies do you have in place to support |your class e.g. about attainment. In this way you can |

| |vulnerable pupils or pupils who may be bullied? |begin to identify, with the help of your class teacher, |

| |How will you support EAL pupils? Do you know what access|ways in which to improve achievement. Know the targets for|

| |you have to translation services? |each pupil set by the school and in your subsequent |

| |Are you sure you know how to pronounce the names of |practice you can demonstrate progress against these |

| |pupils or adults that are unfamiliar to you? |targets, which, will be due to your informed |

| |How would you find out? |interventions. |

| | |Use the information gathered about pupils positively to |

| | |develop all children’s knowledge of diversity issues and |

| | |to affirm all children’s cultural and religious identity |

| | |to promote self-esteem and a positive classroom climate. |

| | |Ensure that everyone uses the name that a pupil wants to |

| | |be called by, rather than give them an anglicised/ ‘more |

| | |easily pronounced’ version of their name. Ask pupils or |

| | |their parents/ carers and write the name phonetically for |

| | |yourself until you can get the nuances of the |

| | |pronunciation right. |

|demonstrate consistently |What attitudes, values and behaviour is this, and how |Model what you want pupils to do: avoid shouting at them |

|the positive attitudes, |can it be demonstrated? |if you want them to talk quietly; respect them if you want|

|values and behaviour which|How will you disseminate it to the pupils? |them to respect each other. |

|are expected of pupils. |How will you ensure that they feel ownership of it? |Use language that does not unwittingly offend people. |

| | |Always challenge stereotypes and discrimination. |

|2 Promote good progress | | |

|and outcomes by pupils | | |

|be accountable for pupils’|Are you familiar with the prior knowledge of your |Avoiding discrimination and promoting equality improves |

|attainment, progress and |pupils? |attainment and progression for all pupils. |

|outcomes | |Finding out about pupils’ prior knowledge can be |

|• plan teaching to build | |difficult, especially so if with pupils from refugee or |

|on pupils' capabilities | |asylum seeking families. Find out about these pupils’ |

|and prior knowledge | |social, emotional, personal and cultural needs, be |

|• guide pupils to reflect | |sensitive to their current situation and inform yourself |

|on the progress they have | |with an overview of the political and cultural issues |

|made and their emerging | |associated with their situation. Do not ask them to stand |

|needs | |up and talk about their experiences e.g. during Refugee |

|• demonstrate knowledge | |Week, unless they are keen to do so, you are sure that |

|and understanding of how | |they are safe to do so and you know what they are going to|

|pupils learn and | |say. |

|how this impacts on | | |

|teaching | | |

|• encourage pupils to take| | |

|a responsible and | | |

|conscientious attitude to | | |

|their own work and study. | | |

|3 Demonstrate good subject|Is the curriculum relevant for all pupils so as to |Ensure that the curriculum reflects the achievement of men|

|and curriculum knowledge |maintain their interest? |and women, those from different cultural and religious |

|• have a secure knowledge |What misunderstandings need to be addressed? |groups, LGBT people and people with disabilities. For |

|of the relevant subject(s)| |example, the achievement of women scientists such as Marie|

|and curriculum areas, | |Curie, Jane Goodall, Susan Greenfield, Mary Leakey, |

|foster and maintain | |Wangari Maathi. Also if it is the case, have the |

|pupils’ interest in the | |discussion about why is might be that pupils know fewer |

|subject, and address | |women than men scientists |

|misunderstandings | |Include the contribution of Chinese and Arabian/ Islamic |

| | |science to the development of scientific knowledge; the |

| | |origins of our numbers; art; astronomy |

| | |Include the contribution of different cultures in the two |

| | |World Wars. |

| | |Remember to include the achievements of BME people through|

| | |history – e.g. Mary Seacole, (Jamaican nurse) in Victorian|

| | |times, and that Britain has had Black inhabitants since |

| | |Roman times, including a Black Roman Emperor (Septimus |

| | |Severus: died AD 211 in York.) |

| | |Look at historical events from different perspectives – eg|

| | |the Crusades from the Arabs’ perspective; the abolition of|

| | |slavery from the angle of a Black abolitionist |

| | |Ensure that your resources and approach show a |

| | |non-stereotypical view of gender, disability, cultural and|

| | |ethnic groups. If you are teaching a topic about ‘People |

| | |who help us’ then, if possible, challenge stereotypes – eg|

| | |invite a woman dentist or a male dancer to talk to the |

| | |children. In a socio-economically poorer area try finding|

| | |a role model from the locality who has succeeded |

| | |academically. |

| | |Remember that no community is homogeneous: not all White |

| | |people like tea/ not all Roma/Gypsy people do bare knuckle|

| | |fighting. Find out about the pupils in your class and |

| | |about their specific needs –social, emotional, personal |

| | |and cultural. |

| | |Misunderstandings eg about distant localities – teach |

| | |fairly about Majority World Countries – give a balanced |

| | |view: every country in the world has both wealth and |

| | |poverty. |

|• demonstrate a critical |How can you show you are promoting the value of |Always encourage a questioning attitude with pupils. |

|understanding of |scholarship? | |

|developments in the | | |

|subject and curriculum | | |

|areas, and promote the | | |

|value of scholarship | | |

|demonstrate an |What additional support might be needed with EAL pupils |Ensure that in promoting standard English books cover a |

|understanding of and take |or pupils with challenging backgrounds where reading is|diversity of subjects, people, family groups, abilities, |

|responsibility for |not a priority? |ethnicities and are set in a diversity of places. |

|promoting high standards | | |

|of literacy, articulacy | | |

|and the correct use of | | |

|standard English, whatever| | |

|the teacher’s specialist | | |

|subject | | |

|• if teaching early | |If using pictures to aid learning, ensure you are |

|reading, demonstrate a | |representing a diversity of people |

|clear understanding of | | |

|systematic synthetic | | |

|phonics | | |

|• if teaching early | | |

|mathematics, demonstrate a| | |

|clear understanding of | | |

|appropriate teaching | | |

|strategies. | | |

|4 Plan and teach well | | |

|structured lessons | | |

|impart knowledge and | | |

|develop understanding | | |

|through effective use of | | |

|lesson time | | |

|promote a love of learning|What are your pupils interested in? How will you find |Enable an opportunity to hear from all the pupils about |

|and children’s |out? |their interests, perhaps via circle time, or for a few |

|intellectual curiosity | |minutes for each pupil at the start of end of the day. |

|set homework and plan |Are there adequate circumstances for all pupils to do |Make sure there is provision for pupils to do homework – |

|other out-of-class |work at home and to have the chance to extend their |this may need to be provided in school for some pupils. |

|activities to consolidate |knowledge and understanding? | |

|and extend the knowledge | | |

|and understanding pupils | | |

|have acquired | | |

|reflect systematically on |How does what is effective differ from pupil to pupil? |Be a reflective teacher – learn from others and from your |

|the effectiveness of | |own experience. Change your style if it isn’t working for |

|lessons and approaches to | |all pupils. |

|teaching | | |

|contribute to the design |What does engaging look like? |Make the curriculum as relevant as possible to the pupils |

|and provision of an | |and to their interests, and also widen their horizons! |

|engaging curriculum within| |Include local, national and global examples as well as |

|the relevant subject | |male and female /BME/ White working class/Polish/ people |

|area(s). | |with disabilities/ LBGT/ older people in choosing artists,|

| | |scientists, writers, dancers, inventors, sportspeople, |

| | |linguists, actors, business people, doctors, |

| | |mathematicians. |

| | |Use Talk partners/ interactive teaching to enable to |

| | |pupils to express their ideas. |

| | |Encourage pupils to choose their own areas of research and|

| | |come up with key questions that they are interested in. |

|5 Adapt teaching to | | |

|respond to the strengths | | |

|and needs of all pupils | | |

|know when and how to | | |

|differentiate | | |

|appropriately, using | | |

|approaches which enable | | |

|pupils to be taught | | |

|effectively | | |

|have a secure |What factors can inhibit pupils’ ability to learn? |Be aware of the power of stereotyping in limiting your |

|understanding of how a | |own, as well as pupils’ perceptions of themselves and what|

|range of factors can | |they can achieve. |

|inhibit pupils’ ability to| |Understand how people in each of the protected |

|learn, and how best to | |characteristics can face barriers that can inhibit their |

|overcome these | |learning. Have strategies ready to overcome the barriers, |

| | |e.g. represent diversity on the Governing Body, staff and |

| | |in the parent helpers. Ensure all curriculum areas are |

| | |mindful of diversity and use egs that show diversity. |

| | |Ensure displays around the school illustrate your |

| | |commitment to the progress of all children. Ensure you |

| | |have good relations with parents/carers and can offer them|

| | |support with their child’s learning if necessary. |

| | |Rigorously investigate why certain pupils may not be |

| | |making progress. |

| | |Ensure that you are not stereotyping boys or girls: pink |

| | |pegs for girls and blue for boys limit and stereotype |

| | |children. |

| | |Think about the unwitting promotion of language and |

| | |examples which imply male supremacy – e.g. try ‘humankind’|

| | |rather than ‘mankind’ |

|demonstrate an awareness | | |

|of the physical, social | | |

|and intellectual | | |

|development of children, | | |

|and know how to adapt | | |

|teaching to support | | |

|pupils’ education at | | |

|different stages of | | |

|development | | |

|have a clear understanding|How will you address the needs of Minority Ethnic pupils|Ensure that you are aware of all the support networks |

|of the needs of all |and those that have EAL? |available to help specific pupils, and that you take |

|pupils, including those |Do you have any appropriate resources to use? If not, |appropriate advice if necessary. |

|with special educational |where might you get them? |Develop a good relationship with parents and carers so |

|needs; those of high |What are the most effective teaching strategies to use |that you can all co-ordinate your support. |

|ability; those with |with pupils who need extra support? |If relevant, perhaps set up meetings/support classes for |

|English as an additional |How can you engage parents to work with you for the |parents/carers who are seeking help with how best to |

|language; those with |benefit of the child? |support their child. |

|disabilities; and be able | | |

|to use and evaluate | | |

|distinctive teaching | | |

|approaches to engage and | | |

|support them. | | |

|6 Make accurate and | | |

|productive use of | | |

|assessment | | |

|know and understand how to| |Be fair to all pupils in your judgements |

|assess the relevant | | |

|subject and | | |

|curriculum areas, | | |

|including statutory | | |

|assessment requirements | | |

|make use of formative and | | |

|summative assessment to | | |

|secure pupils’ progress | | |

|use relevant data to | | |

|monitor progress, set | | |

|targets, and plan | | |

|subsequent lessons | | |

|give pupils regular | |Ensure that the way you do this is appropriate to the |

|feedback, both orally and | |pupil – you will need to adjust how you do this according|

|through accurate marking, | |to the individual’s needs. |

|and encourage pupils to | | |

|respond to the feedback. | | |

|7 Manage behaviour | | |

|effectively to ensure a | | |

|good and safe learning | | |

|environment | | |

|have clear rules and |What does courteous behaviour look like? Is it the same |Ensure you and your colleagues TA’s, office staff are |

|routines for behaviour in |in all cultures and with pupils in all situations? Eg |familiar with and have in place anything additional that |

|classrooms, and take |pupils with aspergers syndrome? |will enable all pupils to achieve their full potential. |

|responsibility for |Do any pupils need special consideration/ physical | |

|promoting good and |adjustment or additional strategies to enable them to | |

|courteous behaviour both |operate successfully? | |

|in classrooms and around |Are you familiar with the school’s behaviour policy? | |

|the school, in accordance | | |

|with the school’s | | |

|behaviour policy | | |

|Have high expectations of |Is it acceptable to say, ‘He always has to have the |Be aware of which pupils are getting into trouble and if |

|behaviour, and establish a|instructions repeated because he is naughty, he |there is any pattern emerging. Get to the bottom of the |

|framework for discipline |understands perfectly well!’ What evidence do you have |problem and ensure that pupils are not being treated |

|with a range of |to support this? Is this a persistent behaviour? If so|unfairly by anyone in the school. |

|strategies, using praise, |question where the child sits, which subjects does |Build pupils’ self –esteem and confidence that they can |

|sanctions and rewards |he/she ask for instructions to be repeated? Is it |succeed |

|consistently and fairly |reassurance, misunderstanding or lack of understanding | |

| |that underlies this behaviour? | |

|manage classes | | |

|effectively, using | | |

|approaches which are | | |

|appropriate to pupils’ | | |

|needs in order to involve | | |

|and motivate them | | |

|maintain good | | |

|relationships with pupils,| | |

|exercise appropriate | | |

|authority, | | |

|and act decisively when | | |

|necessary. | | |

|8 Fulfil wider | | |

|professional | | |

|responsibilities | | |

|make a positive |Have you discussed with colleagues what this would look |Behave in a welcoming and inclusive manner to |

|contribution to the wider |like? |parents/carers, visitors to the school and to those in the|

|life and ethos of the | |wider community. |

|school | |Deal effectively with discrimination and bullying. |

|develop effective | | |

|professional relationships| | |

|with colleagues, knowing | | |

|how and when to draw on | | |

|advice and specialist | | |

|support | | |

|deploy support staff | | |

|effectively | | |

|take responsibility for | | |

|improving teaching through| | |

|appropriate | | |

|professional development, | | |

|responding to advice and | | |

|feedback from | | |

|colleagues | | |

|communicate effectively | |Find ways of communicating effectively with all parents – |

|with parents with regard | |you may have to challenge your own stereotypes! |

|to pupils’ achievements | | |

|and well-being | | |

| | | |

|PART TWO: PERSONAL AND | | |

|PROFESSIONAL CONDUCT | | |

|Teachers uphold public | | |

|trust in the profession | | |

|and maintain high | | |

|standards of ethics and | | |

|behaviour, within and | | |

|outside school, by: | | |

|treating pupils with |What does treating someone with dignity actually require|Ensure that you provide clear signals in your teaching |

|dignity, building |you to do? |about equalities to show your commitment to it. |

|relationships rooted in |Do you ensure that you do not make stereotypical |Be aware of gender issues in your planning of groups/tasks|

|mutual respect, and at all|assumptions about the interest of boys and girls and |e.g. use gender-neutral language, ‘humankind’ rather than |

|times observing proper |those from different cultural groups? |‘mankind’; avoid talking about boys’ and girls’ toys as |

|boundaries | |being different; use examples in your teaching which |

|appropriate to a teacher’s| |reflect a non-stereotypical stance; enable boys to role |

|professional position | |play famous women and vice versa. |

| | |Ensure that all pupils and adults in the school are aware |

| | |of and use inoffensive language to describe diversity. |

|having regard for the need|Do you seek advice from your class teacher about |Ensure that you explain why sexual/racial harassment and |

|to safeguard pupils’ |observed discriminatory behaviours and how to deal with |bullying are unacceptable. |

|well-being, in |them? |Deal with sensitive issues through teaching, circle time |

|accordance with statutory |Do you deal with sexual or racial harassment or any sort|P4C, discussion, etc. |

|provisions |of bullying with sensitivity following school processes |Ensure that you notice any harassment or bullying in your |

| |and procedures? |class room and be proactive in making sure the pupils and |

| | |you know what actions to take to stop it: have a range of |

| | |anti-harassment and anti-bullying strategies that everyone|

| | |is aware of set up in case it happens. |

|showing tolerance of and |What does tolerance mean? Is it an adequate term here? |Be vigilant about Equalities issues in all subjects and |

|respect for the rights of |What do tolerance and respect actually look like in |in the Whole School. |

|others |practice? In different subject areas? In RE? In |Understand the difference between freedom of speech where |

| |displays? At lunch time? |apparently anything goes, and the legal definitions that a|

| | |discriminatory incident can be reported if someone |

| | |perceives it as such – we are not actually allowed by law |

| | |to abuse others verbally in public. This can be very |

| | |different from people discussing contested issues who have|

| | |different opinions about it. |

|not undermining |What are fundamental British values? |Discuss this with the pupils: many children have an |

|fundamental British | |understanding of fairness/right and wrong from an early |

|values, including | |age. |

|democracy, the rule of | | |

|law, individual liberty | | |

|and mutual respect, and | | |

|tolerance of those with | | |

|different faiths and | | |

|beliefs | | |

|ensuring that personal | | |

|beliefs are not expressed | | |

|in ways which exploit | | |

|pupils’ vulnerability or | | |

|might lead them to break | | |

|the law. | | |

| |Have you looked at and copied the school’s Equalities |Ensure you are able to show that you can implement the |

|• Teachers must have |policy? |policy in practice and provide pertinent examples. |

|proper and professional | | |

|regard for the ethos, | | |

|policies and practices of | | |

|the school in which they | | |

|teach, and maintain | | |

|high standards in their | | |

|own attendance and | | |

|punctuality. | | |

|• Teachers must have an | | |

|understanding of, and | | |

|always act within, the | | |

|statutory frameworks which| | |

|set out their professional| | |

|duties and | | |

|responsibilities | | |

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