1. Welcome Back

2. Last Time

3. Our Objectives Describe the potential affects of discrimination. Summarise the importance of anti- discriminatory/ bias practice Show how the terms equality, inclusion, participation and diversity can be promoted in childcare settings to provide positive outcomes. Compare the way different services take into account equality, diversity and inclusion.

4. The United Nations Food and Agriculture Organization estimates that nearly 870 million people, or one in eight people in the world, were suffering from chronic undernourishment in 2010-2012. Almost all the hungry people, 852 million, live in developing countries, representing 15 percent of the population of developing counties. There are 16 million people undernourished in developed countries (FAO 2012).2012

5. There are currently 3.6 million children living in poverty in the UK. That’s almost a third of all children. 1.6 million of these children live in severe poverty. In the UK 58% of children living in poverty are in a family where someone works. Barnardos

6. Equality – what does this mean? In pairs agree a definition for the term equality. Once you have decided on a definition find another pair and all agree a definition. Once you have agreed on a new definition find another group and agree a definition to share with the class. Snowballing..............................................

7. Equality Fill in the gaps!

8. Diversity In small groups discuss the term diversity and what it means

9. “Differences in my school class” Think back to when you were at school, list all the differences that you can remember. Now list all of the differences in your setting.

10. Discrimination what is it? Inadvertent Deliberate Definition:

11. “The Welfare of the Child is Paramount” Discrimination Stereotyping Prejudice Prejudice= Thought Discrimination= Deed Preventing people joining in Exclusion etc Pigeon-holing Assuming Personal View Generalisation Against Opinion Thought Biased

12. Inadvertent discrimination Pork sausages removed from the menu as one child is not allowed them. All children are picked up at 2 o'clock on the last day of term. A child with disabilities always eats their lunch with a tea spoon but could use a knife and fork if asked. An older child is struggling with a written task as you are not aware they are dyslexic. Only providing right-handed scissors List two of your own examples...

13. Inadvertent and deliberate discrimination Advertising vacancies

14. List deliberate discrimination that may happen in a setting

15. Discrimination  Stereotyping  Prejudice  Racism  Sexism  Institutional discrimination

16. Potential effects of discrimination

17. Complete the table effects of discrimination

18. Case Studies- From a different prospective Pick a case study, and take on this person’s situation List the discrimination you might face How would you feel if you faced this discrimination?

19. Inclusion Look at the case study on page 22 and then write down your own definition for ‘inclusion’.

20. Active Participation Read page 193-4 of the text book and record your own definition of active participation. How does your practice promote active participation? What improvements could you suggest to improve this level of participation?

21. Why is it important to ensure your practice and that of the setting is not bias or discriminatory?

22. How do different settings take into account equality and diversity to promote positive outcomes?

23. List two things that you can now implement in your setting following today’s lesson.

24. Our Objectives Describe the potential affects of discrimination. Summarise the importance of anti- discriminatory/ bias practice Show how the terms equality, inclusion, participation and diversity can be promoted in childcare settings to provide positive outcomes. Compare the way different services take into account equality, diversity and inclusion.

25. Next Time Social, economic and cultural environment

26. Homework Section 2 of the assignment

27. This afternoon Self Directed Study Portfolio Building Assignment Guidance Key/Functional Skills