Empowering teaching and learning communities to promote equality and celebrate diversity
Darlington Borough Council
Evidence of improvement in learners’ achievements, retention and progression.
There was evidence of learners experiencing a broader curriculum as redesigned assignments more explicitly explored E&D issues. Teachers also developed activities that supported learners’ assessed and formative work. These practical outcomes are complemented by staff and learner testimonies in reflective diaries and online on message boards. Some staff reported learners’ increased confidence to raise issues as a result of revised classroom activities, including the ‘Toolbox Talks’ sessions.
Learners’ participation in the design and running of E&D events, as well as their attendance, signifies the value of E&D contributory activities. Some learners reported their increased input into the nature and scope of E&D practices within their settings helped their E&D work feel more relevant, engaging and accessible. Learners were also keen to share the more implicit aspects of E&D exposure that being in learning had afforded them (e.g. ESOL as a way for learners to connect with their communities, make friends and access employment opportunities; or the simple process of ‘learning together’ as a way of exploring rich and diverse local, national and international identities). (See Appendix 1 for a full account of the evaluation.)