Equality and Diversity in Schools Checklist

Use the Equality and Diversity in Schools Checklist to enable inclusive practices through language, presentation, etc. to foster a supportive environment.

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Equality and Diversity in Schools Checklist

Language

Presentation

Different Types Of Activities

Resources

Accessibility

Language

Presentation

Different Types Of Activities

Resources

Accessibility

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Checklist by GoAudits.com – Please note that this checklist is intended as an example. We do not guarantee compliance with the laws applicable to your territory or industry. You should seek professional advice to determine how this checklist should be adapted to your workplace or jurisdiction.

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Equality and Diversity in Schools Checklist

Use the Equality and Diversity in Schools Checklist to enable inclusive practices through language, presentation, etc. to foster a supportive environment.

1. Is the positive language used, and are high expectations maintained for all students?

2. Is there an inquiry about students' preferred forms of being addressed and the pronunciation of their names?

3. Is the gender-neutral language used?

4. Are jokes that target aspects of people's identity avoided?

5. Are students provided the opportunity to express opinions and encouraged to reflect and validate their points of view?

6. Are celebrations of different languages incorporated whenever the opportunity arises?

7. Are both open and closed questions considered?

8. Is an environment created for students to ask questions without fear of judgment?

9. Is caution taken about the harmful impact of stereotypes and assumptions?

10. Are the correct words used when discussing issues of equality and identity?

1. Are you aware of the impact of stereotypes and assumptions?

2. Are diverse images used featuring iconic people?

3. Are opportunities provided for learners to encounter a variety of role models, including those who don't conform to stereotypes and those not regularly encountered in the local community?

4. Are non-stereotypical examples used to demonstrate concepts, such as "how fast does a bird fly" instead of "how fast can a car travel"?

5. Is the information presented using text, images, and video?

6. Is interactivity ensured, data/results collected, and are volunteers used?

7. Is the space used to walk around the room and talk to students in smaller groups or individually?

1. Are activities such as interactive, reflective, and creative tasks, included for students to engage with both in groups and individually?

2. Are concepts demonstrated and explained in various ways, and are they reiterated and reviewed through different methods?

3. Are opportunities provided for students to engage with activities in different ways to accommodate various learning styles?

4. Are accessibility considerations taken into account when planning activities, such as making instructions easier to understand and avoiding spending too much time on one type of activity?

5. Are cultural differences in body language and interactions acknowledged, and are students asked if they are comfortable participating in certain activities, such as holding hands in a circuit demonstration?

1. Are alternative methods of delivering material explored to ensure inclusivity and accessibility for different types of learners?

2. Are resources checked to ensure they are appropriate for the intended audience?

3. Is support requested from a teacher to help adapt resources in advance?

4. Are resources monitored and reviewed for stereotypes and assumptions?

5. Are the contributions of people from a wide variety of backgrounds celebrated?

1. Can all learners see, and hear, and vice versa?

2. Are individual learning and personal needs looked into?

3. Are reasonable adjustments made to ensure the full inclusion of learners with different needs?

4. Are breaks taken to facilitate learning?

5. Are students encouraged to use the space when appropriate?

6. Are distractions and noise minimized, and is the temperature kept comfortable?

7. Are learners with physical disabilities included in the teaching and learning area, rather than being seated separately?

1. Is the positive language used, and are high expectations maintained for all students?

2. Is there an inquiry about students' preferred forms of being addressed and the pronunciation of their names?

3. Is the gender-neutral language used?

4. Are jokes that target aspects of people's identity avoided?

5. Are students provided the opportunity to express opinions and encouraged to reflect and validate their points of view?

6. Are celebrations of different languages incorporated whenever the opportunity arises?

7. Are both open and closed questions considered?

8. Is an environment created for students to ask questions without fear of judgment?

9. Is caution taken about the harmful impact of stereotypes and assumptions?

10. Are the correct words used when discussing issues of equality and identity?

1. Are you aware of the impact of stereotypes and assumptions?

2. Are diverse images used featuring iconic people?

3. Are opportunities provided for learners to encounter a variety of role models, including those who don't conform to stereotypes and those not regularly encountered in the local community?

4. Are non-stereotypical examples used to demonstrate concepts, such as "how fast does a bird fly" instead of "how fast can a car travel"?

5. Is the information presented using text, images, and video?

6. Is interactivity ensured, data/results collected, and are volunteers used?

7. Is the space used to walk around the room and talk to students in smaller groups or individually?

1. Are activities such as interactive, reflective, and creative tasks, included for students to engage with both in groups and individually?

2. Are concepts demonstrated and explained in various ways, and are they reiterated and reviewed through different methods?

3. Are opportunities provided for students to engage with activities in different ways to accommodate various learning styles?

4. Are accessibility considerations taken into account when planning activities, such as making instructions easier to understand and avoiding spending too much time on one type of activity?

5. Are cultural differences in body language and interactions acknowledged, and are students asked if they are comfortable participating in certain activities, such as holding hands in a circuit demonstration?

1. Are alternative methods of delivering material explored to ensure inclusivity and accessibility for different types of learners?

2. Are resources checked to ensure they are appropriate for the intended audience?

3. Is support requested from a teacher to help adapt resources in advance?

4. Are resources monitored and reviewed for stereotypes and assumptions?

5. Are the contributions of people from a wide variety of backgrounds celebrated?

1. Can all learners see, and hear, and vice versa?

2. Are individual learning and personal needs looked into?

3. Are reasonable adjustments made to ensure the full inclusion of learners with different needs?

4. Are breaks taken to facilitate learning?

5. Are students encouraged to use the space when appropriate?

6. Are distractions and noise minimized, and is the temperature kept comfortable?

7. Are learners with physical disabilities included in the teaching and learning area, rather than being seated separately?