Understanding Equality Act 2010 in Education Settings

Assignment Brief

Demonstrate awareness and understanding of the nine protected characteristics within the Equality Act 2010 and how these are manifested in education settings

L4 Introduction to Inclusion, Diversity and Equality Assessment 1

Assessment task: written assignment –scenario information sheet

Word count: 500

Weighting: 30%

Learning Outcome 2: Demonstrate awareness and understanding of the nine protected characteristics within the Equality Act 2010 and how these are manifested in education settings

Scenario task

Select one of the scenarios from the three provided on pages 2 and 3. Specify the education setting you are writing for, e.g. nursery/ primary school/ activity centre.

You have been asked to run a workshop at your education setting’s next team meeting. You will use one of the scenarios for a group activity during the workshop. Write a 500 word information sheet which provides an answer to the scenario activity. The information sheet should inform your work colleagues about the Equality Act 2010 and raise their awareness of inclusion, diversity and equality.

Include the following in your information sheet:

1. In the top right hand corner write the number of the scenario you have selected.

2. As a heading to your information sheet write a relevant title which informs your audience about the purpose of the information sheet in its educational setting [specify nursery/ primary school/ other setting].

3. Identify the barrier(s) to learning in your selected scenario. Referring to relevant literature, explain whether the barrier is unlawful behaviour which breaches the Equality Act 2010 or whether the barrier is a different example of inequality.

4. Referring to relevant literature, provide evidence which indicates how this type of barrier can impact on children’s experiences of learning and outcomes.

5. Referring to relevant literature, make a clear argument to your audience for the need for nursery/ primary school/ specify other setting [select one] practitioners to be well-informed about inclusion, diversity, equality and the Equality Act 2010.

6. Include a word count.

7. Use APA referencing style:

   • Include in-text references throughout your paragraphs, in every sentence where you use evidence.

   • On a separate sheet include a list of references.

   • Make sure your in-text citations match your list of references, i.e. surnames (or names of organisations) referenced in the body of your work should also appear in your list of references. There should not be names in the reference list that you did not use in the body of your work.

An example information sheet is provided on page 4.

Scenarios

Select one scenario from the following three:

Example Information Sheet for Scenario 4 

A list of references is added as a separate page

Sample Answer

Promoting Inclusion and Equality for Pupils with Physical Disabilities in Primary Schools

Information Sheet for Staff Workshop

This information sheet aims to raise awareness among primary school staff about the importance of inclusion, diversity, and equality in line with the Equality Act 2010. It focuses on understanding how barriers faced by pupils with physical disabilities can impact learning and how practitioners can act to uphold children’s rights to equal participation.

Understanding the Barrier

In this scenario, the pupil faces barriers to learning due to limited physical accessibility in the classroom and playground. These restrictions prevent the pupil from fully participating in activities and may also lead to social exclusion. Under the Equality Act 2010, disability is one of the nine protected characteristics, alongside age, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation (Equality Act, 2010). The Act defines disability as a physical or mental impairment that has a substantial, long-term negative effect on a person’s ability to carry out normal day-to-day activities.

If the school has failed to make reasonable adjustments to accommodate the child’s needs, such as ensuring wheelchair accessibility or providing adapted equipment, this constitutes unlawful discrimination under Section 20 of the Act (Department for Education, 2021). Therefore, the barrier in this case represents a breach of equality legislation rather than a general example of inequality.

Impact on Learning and Development

Research indicates that inaccessible environments and social exclusion can severely impact children’s academic progress and emotional wellbeing. According to Florian and Black-Hawkins (2011), pupils who feel excluded or marginalised often show lower levels of engagement and confidence, which affects both learning outcomes and self-esteem. Booth and Ainscow’s (2016) Index for Inclusion further highlights that when schools fail to create inclusive environments, children with disabilities may internalise feelings of inadequacy, reducing their motivation to participate. Over time, this can lead to a cycle of disengagement, underachievement, and reduced life opportunities.

The Importance of Practitioner Awareness

For primary school practitioners, understanding inclusion and equality is crucial for building supportive learning environments. The Department for Education (DfE, 2015) stresses that inclusion is not just about physical access but also about creating a culture that values diversity. Practitioners who are aware of the Equality Act 2010 are better equipped to identify barriers early, respond appropriately, and ensure every pupil’s right to education is upheld.

Professional awareness also promotes reflective practice. When teachers recognise unconscious bias or structural barriers, they can adapt teaching strategies, classroom layouts, and learning materials to ensure equal participation. As Armstrong et al. (2016) argue, inclusion benefits all pupils by promoting empathy, cooperation, and understanding of difference, core values of a healthy educational community.

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