Skills for Life: Equality, Diversity and Inclusion
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Open Awards.
Equality, Diversity and Inclusion is an Open Awards Skills for Life unit in which learners explore what makes people similar and different, act fairly and inclusively, and recognise and challenge unfairness and discrimination, reaching legislation, equity and protected characteristics at Level 1 and Level 2. It is 10 GLH at Entry 1 and Entry 2 and 20 GLH from Entry 3 to Level 2, assessed through provider-set tasks collected in a portfolio. Digital demand is low: no criterion requires digital work, and digital skills appear only as optional formats, such as a digital presentation or a social media post that challenges a bias.
- Corff dyfarnu
- Open Awards
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level 1 (CBM051), 1 credit, 10 GLH: Three learning outcomes: identify what makes people similar and different and what makes them special, give examples of treating people fairly, take part in an inclusive activity and show how being included feels, recognise unfairness, show fairness with simple words or actions and demonstrate listening. Suggested tasks are matching, sorting, simple discussion, practical and observation tasks set and marked by the provider.
- Entry Level 2 (CBM052), 1 credit, 10 GLH: Identify ways people are diverse, state what equality means, recognise that fairness can differ, give examples of respect, take part as a supportive team member, say why inclusion matters, identify unfairness in a familiar setting, carry out an action to promote fairness and resolve a simple disagreement. Evidence is from identification, short and verbal responses, group and scenario tasks.
- Entry Level 3 (CBM053), 2 credits, 20 GLH: Give a definition of equality, identify at least three diversity characteristics, explain rights and responsibilities, give examples of how positive relationships are built, promote inclusion in a group activity, identify ways to celebrate diversity, identify discrimination, carry out a planned response to unfairness and express views on fairness. The suggested task table is a copy of the Entry Level 2 table.
- Level 1 (CBM054), 2 credits, 20 GLH: Describe equality and diversity, outline benefits of an inclusive environment, identify at least two pieces of equality legislation, give examples of maintaining positive relationships, demonstrate respectful communication, outline ways to celebrate diversity, identify discrimination in a scenario, create a plan to address unfairness and take part in an activity that challenges it. Tasks include written or oral, research or presentation, scenario, planning and group tasks.
- Level 2 (CBM055), 2 credits, 20 GLH: Define equality, diversity and inclusion, explain the purpose of anti-discrimination legislation, analyse equality against equity, analyse the protected characteristics, compare the impact of stereotyping and prejudice, produce a strategy for inclusion, describe forms of discrimination, assess a problem of unfairness and create a reasoned response to challenge discrimination. Tasks allow written, spoken, visual or digital formats, including posters, podcasts, video and digital presentations.
Sgiliau sy'n defnyddio Creu cynnwys digidol
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Presenting ways to promote diversity and inclusion in digital formats
At Level 2 learners analyse and present ways to promote and celebrate diversity, and create and justify a strategy to improve inclusion. Open Awards suggests posters, presentations, podcasts, video, mind maps, digital presentations or recorded explanations, and at Level 1 short responses may be spoken, written, visual or digital. The criteria require the presentation and the strategy but not a digital format, so the digital part is taught, not assessed.
DCF: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a three slide presentation about a festival celebrated by a community in their town, with a heading, a photo and one sentence on each slide.
- Blwyddyn 8
- Pupils record a 1 minute podcast in pairs about a person who has challenged unfairness, planning the script first and adding an intro and outro.
- Blwyddyn 9
- Pupils design a digital poster campaign to make a school club more inclusive, choosing the layout, images and wording for their audience and explaining why they chose them.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Assessment Approach, Level 1 and Level 2 task tables, pages 12 and 13; Level 2 AC 2.3, page 31
“through posters, presentations, podcasts, video or other”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
Da gwybod
- Size depends on level: the unit specification gives Entry Level 1 (CBM051) and Entry Level 2 (CBM052) as "Credit Value: One (1)" and "Guided Learning Hours: 10" (Unit Content, pages 14 and 17), and Entry Level 3 to Level 2 (CBM053 to CBM055) as 2 credits and 20 GLH. The Level 1 Qualification Guide lists all five levels at 2 credits and 20 GLH (Qualification Units, page 17), so the two documents disagree for Entry 1 and Entry 2.
- Only one level counts towards a qualification: "with the exception of British Sign Language (BSL), units with the same title at different levels are barred for completion within the same qualification" (Qualification Guide, Qualification Units, page 16).
- Assessment is set by the school and every criterion must be met: the suite is "assessed through assessment tasks and activities designed by the provider" and "No partial award can be made if any assessment criteria is not met" (Assessment Approach, page 8).
- Evidence goes in a portfolio that "can be presented digitally (e.g., through an e-portfolio system) or as paper-based", and "Wherever possible, e-portfolios are encouraged" (Assessment Approach, page 8). Tasks need pre-course verification and are checked by internal and then Open Awards external quality assurance.
- Neither the unit specification nor the Level 1 Qualification Guide says anything about AI tools, so the school's own malpractice and authentication rules apply.
- Delivery staff "must be able to facilitate discussions on potentially sensitive topics (e.g., discrimination, prejudice, identity) in a safe, inclusive and respectful manner" and understand safeguarding (Staffing Resources, page 6).
- Equipment is basic: "access to a computer or laptop for delivery of digital content where appropriate" (Physical Resources, page 7). No criterion needs a device.
- Open Awards lists "Cross-curricular Skills Literacy and Digital" for every level (Unit Content, pages 16, 19, 23, 28 and 32), but the digital link sits in suggested formats such as "posters, presentations, podcasts, video or other" multimodal work at Level 2 (Assessment Approach, page 13), not in the criteria.
- The Entry Level 3 assessment task table repeats the Entry Level 2 table word for word (pages 10 and 11), so it does not reflect the Entry Level 3 criteria on discrimination, rights and celebrating diversity.
Cysylltiadau â chymwysterau eraill
The Pearson Equality, diversity and inclusion unit covers similar ground in 10 GLH with digital demand also low, while the Open Awards version is twice that size from Entry 3 and goes further into the Equality Act 2010, protected characteristics and equity at Level 2. The work on stereotypes, prejudice and legislation supports GCSE Religious Studies and the Humanities, and Open Awards maps it to the Humanities statement that human societies are complex and diverse. The unit sits well beside the Open Awards Skills for Life units Healthy Relationships, Community Participation and Democracy in Action, and the Digital Competence Framework strand on online behaviour gives a natural home for the work on offensive language and stereotypes in the media.
Ffynhonnell: Open Awards Skills for Life Unit Specification, Equality, Diversity and Inclusion, Entry Level 1 to Level 2.