Assessor Guidance
Unit STL1 - D/601/3321
Equality, diversity and inclusion in work
with children and young people
Version 1 – March 2016
STL1 - D/601/3321 Assessor Guidance Version 1 – March 2016 © BIIAB
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Purpose
The aim of this assessor guidance is to give assessors direction on the types of specific answers and knowledge that learners should show in each
question against each learning outcome and assessment criterion. Other appropriate answers and examples can also be accepted by a qualified
assessor.
Assessors should ensure that all assessment criteria are met in full in order for the unit to be successfully completed and achieved by the
learners.
Assessment Guidance
As this is a knowledge and understanding based unit, it is important that the chosen assessment methodology is appropriate to this and is
accurately recorded. Assessors should also complete the Assessment Feedback Record with each learner and summarise feedback to the learner
in relation to questions answered within the Assessment Knowledge Module.
All assessment and verification must adhere to the Assessment Strategy for the qualification that this unit is contained within.
This is a level 2 unit and as such answers must have the appropriate complexity and depth to meet level 2 standards.
STL1 - D/601/3321 Assessor Guidance Version 1 – March 2016 © BIIAB
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D/601/3321- Equality, diversity and inclusion in work with children and young people
AC
1.1
1.2
1.3
Question
Number
1.
Assessor Guidance
Identify the current legislation and codes of practice relevant to the promotion of equality and the valuing of diversity
may include:
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The Equality Act 2010 and 2015
The Race Relations (amendment) Act 2000
Every child matters (code of practice from Children Act 2004)
Education Act 1996
Children Act 2004
Special educational needs code of practice 2001
Code of Practice on the duty to promote race equality (2002)
Individual school policies and procedures, eg SEN, equality and diversity etc.
Describe the importance of supporting the rights of all children and young people to participation and equality of
access may include:
It is important that:
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All children have the right to be able to have the opportunity to access the experience of high quality teaching
and learning
To give all children and young people the best chance and opportunity possible to achieve
To make sure that children and young people feel valued, respected, safe and treated the same as others whilst
in a learning environment
Describe the importance and benefits of valuing and promoting cultural diversity in your work with children and young
people may include:
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To ensure that all children and young people feel respected, listened to, valued in an educational setting so that
the teaching and learning experience is enhanced
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2.1
2.2
2.3
2.4
2.5
3.1
3.2
3.3
2.
To make sure that all children and young people take different cultures, beliefs and communities into
consideration when in an education environment so that they become good citizens as adults
To encourage co-operative working between different cultures within a school environment and setting which
promotes understanding of diversity and its effects on team working
To give all children and young people the chance to succeed and also to help build confidence in children and
young people which promotes self-confidence and self-esteem.
Accept any other valid answer from learners that meets the assessment criteria.
Two different ways in which children and young people can experience prejudice and discrimination may include:
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Being bullied both physically or emotionally, eg name calling, fighting etc.
Being teased and ridiculed for being perceived as ‘different’ from peers and others
Being isolated from peers, eg being highlighted by adults or peers as not fitting in with the expected norms of
the school community
The impact of prejudice and discrimination on children and young people may include:
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Child or young person feeling isolated, vulnerable and unsafe
Child or young person becoming de-motivated and disengaged with the teaching and learning experience and
process
Child or young person becoming physically or verbally aggressive and using challenging behaviour with others
Child or young person becoming emotionally withdrawn and perhaps even resulting in mental health issues, eg
self-harming etc.
Assess how your own attitudes, values and behaviours could impact on your work with children and young people
Answers will be individual to each learner but may include:
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Non-verbal communication may make you less helpful or approachable to children and young people
Can make you work more effectively and sympathetically with children or young people
You may become verbally brusque or afraid when speaking with children and young people
This can all result in the children and young people becoming problematic behaviourally, feeling less valued and
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perhaps even becoming aggressive because of your communication, either verbally or non-verbally.
Why it is important to promote anti-discriminatory practice in your work with children and young people may include:
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To follow organisation policies and procedures
To demonstrate equality and diversity with children and young people
To show children and young people that they are respected, valued and part of the community
To show children or young people who may be inclined to act in a discriminatory manner that the practice will
not be tolerated or encouraged
NB. learners’ answers will be individual to their own organisations or circumstances
How you challenge discrimination.
Answers will be individual for each learner and may include:
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Following the relevant school/college policies and procedures
Identifying all of the facts and reporting to the relevant manager, head, department head etc.
Dealing with any seen discrimination of children and young people with the persons who are being
discriminating, but reporting the incident at the same time (this should not be done if it contravenes the specific
learner’s organisation’s policies and procedures)
What is meant by inclusion and inclusive practices may include:
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Making sure that children and young people are actively included and allowed to receive the education needed
and accessed by all, regardless of beliefs, gender, sexual orientation, religion, disabilities etc.
 Inclusive practice may include: enabling effective discussion groups, potentially excluded pupils taking part in
class/college activities, being given access to all extra educational needs as relevant
NB. learners’ answers will be individual to their own organisation or circumstances
Features of an inclusive setting for children and young people may include:
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Being able to be educated alongside peers if they have additional educational needs, eg where English is a
second language
Children and young people being able to voice their own opinions and views and know that those opinions and
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voice will be listened to, considered and valued
Risks or barriers are recognised by management and teaching staff and then steps put in place to remove or
minimise the barriers
Having clear policies and procedures that are implemented and work effectively for the children and young
people
Staff are fully trained with regard to inclusion, equality and diversity
The school works well with external agencies, the wider community, parents and stakeholders to ensure that
children and young people receive quality teaching and learning
An environment that actively encourages engagement, motivation, innovation and enjoyment of learning
How inclusion works in your own sector of the children’s workforce:
N.B. learners’ answers will be individual to their own organisations or sectors. Therefore, assessors must check to
make sure that the answer being given is valid, relevant to the learner’s workplace and sector (eg further education,
primary, secondary middle school etc) and that the answer covers the assessment criteria fully and sufficiently.
Accept any other valid answer from learners that meets the assessment criteria. Learners must give two ways in which
children and young people can experience prejudice and discrimination.
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