What have you learnt this

week?
 Complete your off-the-job training on your timesheet and your CPD record
Equality, Diversity and
Inclusion
Lesson 3 of 3
The Power of Advertising

This advert from the 1950s was the catalyst for Coke going global and
becoming the most popular soft drink ever!
If Pepsi had made a better advert first, they may have been the top
seller.

Discuss:
1. Why do you think it influenced so many people?
2. How does advertising impact on our attitudes and choices?
3. Is advertising a good or bad thing?

Watch: https://
www.youtube.com/watch?v=MbJ
Ta3hITPc
Lesson Aims:

1. To know what influences your attitudes, values and behaviour.

2. To reflect on your own attitudes, values and behaviour.
3. To think about how you can ensure you do not discriminate.
Headlines

 You will work in groups.

 There are three rounds to this challenge.
 In each round, you will read three
different newspaper headlines.
 You must detect the ‘real’ headline. The
other two are made up.
Headlines

Round 1:
Increase
in foreig
o ut of workers
over pas
n
e e z ed ners t 5 ye ar s
n s squ foreig
o
Brit force by
k
wor

EU opens and foreign

workers flock to Britain
 Headlines

Round 2: Black men

gun c rime violent city
'to blame f
or most
o w 67 % of crime’!
h
Stats s are black
ts
suspec

Black to blame or not?

 Headlines

Round 3:
f c ontrol’!
a re ‘ out o A survey re
veals that g
e girl s irls overtak
Te e n ag boys in teen e
age drinkin
g

Girls – Britain’s next generation of

drinkers!
Headlines

Headline 1 - Real headline:

Britons squeezed out of

workforce by foreigners
Headlines

Headline 2 - Real headline:

Black men ‘to blame for most

violent city crime’!
Headlines

Headline 3 - Real headline:

Teenage girls are ‘out of control’!

Headlines

Discuss:
1. How would these headlines affect readers’ views?
2. What stereotypes could they create?
3. What kinds of behaviour can they lead to?
Influences

 In pairs, list as many things as you can that influence people to

think or do something.
 Now rank them; starting with 1 for the thing that influences you
the most.
 Feedback to the whole group.
Attitudes, Values and Behaviour

Attitudes are …

Values are …

Attitudes
Behaviour

Behaviour Attitudes
Values
Values
 Challenging Gender Stereotyping
Discuss the following …
1. How do you feel about boys wearing dresses when they play
dressing-up?
2. What do you say when a child says “girls are rubbish at football!”?
3. How can you support boys to practice being caring?
 Your Attitudes, Values and Behaviours
 Watch: https://www.youtube.com/watch?v=b1nJqpqgzR0
 It is important that each of us inspects ourselves so that we become aware of our attitudes and
values.
 Then we can change the discriminatory behaviour that we will very likely find we do without
realising.
 For example, the language we use to describe people can reinforce stereotyped and prejudiced
ideas or it can be used to treat others respectfully.
 You must evaluate the impact of your own attitudes, values and behaviour when supporting
equality, diversity and inclusive practice.
 Useful websites for further research:
 https://ideas.ted.com/prejudiced-thoughts-run-through-all-our-minds-the-key-is-what-we-do-with-them/
 https://www.entrust-ed.co.uk/insights/reflecting-equality-diversity-and-inclusion-early-years
 https://www.zerotolerance.org.uk/resources/Just-Like-a-Child.pdf
 https://inclusions.org/wp-content/uploads/2017/11/Children-are-Not-Colorblind.pdf
 How can
Support Teaching yo
collect t u
his
evidence
?
Unit C4:
 4.3 Explain learners’ use of home language and local accents and dialects in a manner which
values cultural diversity and reinforces positive self-images.
 5.2 Demonstrate how to adapt communication with adults for:
• Cultural and social differences
• The context of the communication
• Communication differences
 6.3 Demonstrate ways of encouraging and supporting children and young people to:
• Understand and respect other people’s individuality
• Respect the feelings and points of view of others
 7.1 Explain what is meant by inclusion and inclusive practices.
 7.2 Identify barriers to children and young people’s participation.
 7.3 Demonstrate ways of supporting inclusion and inclusive practices in own work with children
and young people.
Level 3 Early Years
 2.1. Access information, advice and support about equality, diversity and inclusion.
1. Interview your manager/mentor or a colleague who specialises in equality, diversity and inclusion e.g. the
setting’s SENCO. Ask them about what your setting does and what you can do to support the children.
Ask them about the needs of the children in your setting.
2. Carry out research on the internet and in books to find out more about the children’s needs e.g. culture,
disability, emotional support.
3. Submit a candidate explanation to explain what you did. Include your interview questions, the answers you
gained from the interview and from your own research and a reference list for the research you carried out.
 2.2. Reflect on ways information, advice and support about equality, diversity and inclusion can be
used to inform practice.
 What have your learnt from your interview and research in 2.1? How will this affect your practice going
forwards? What else do you need to find out about in the future?
 3.3. Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity
and inclusive practice.
 What attitudes, values and behaviours do you have that have a positive impact on children (in terms of
equality, diversity and inclusive practice)? What attitudes, values and behaviours might you have that
could negatively affect the support given to children (in terms of equality, diversity and inclusive practice)?
What could you do to prevent or reduce this negative effect?
Level 2 Early Years

Unit 3
 3.2 Reflect on the impact of own attitudes, values and behaviour when supporting equality,
diversity and inclusive practice.
Reflecting
 What are you
Today’s aims were: going to do
differently
now?

1. To know what influences your

attitudes, values and behaviour. What skills do
you need to work
2. To reflect on your own attitudes, on to be better at
values and behaviour. supporting
children?
3. To think about how you can ensure
you do not discriminate.
Where can you
gain more
information
about this
topic?
 EPA Questions

What is a value?
How is this different How does your
to valuing a child? attitude affect your
behaviour?
Give an example
of one way you
have challenged
stereotypes.