Solid enough stuff, though the video ends rather abruptly...and there's a spelling mistake ('Sri Lankan' too. Oops.

Getting the class to participate and creating a safe learning environment is good for sharing ideas and perspectives.

Course was good to make you look at things from a different prospective

Good general information about the 9 protected characteristics.

Useful examples within the classroom given.

Marvelous

Very interesting and I feel that this is now a subject that is a potential minefield as although the 9 characteristics are protected that as society is changing these are being widened to bring in areas not previously considered

Important subject.

This was a good module as it encourages you and give practical examples how to ensure diversity is celebrated and content is inclusive representing everyone.

This is a good session demonstrating how a variety of resources can be used in teaching and learning which move away from the for frequently used 'staged' pictures.

Just a basic introduction, but not too bad.

Compared to lots of the equality and diversity training modules I have seen, this was one of the better ones. The only I thing I would say, is in relation to the language used in the module; the text form appears to be more complex in structure than in the wording in the video content. It appears more academic in focus, and may be a little more inclusive if simplified in some areas (particularly the wording of the questions - I found I needed to re-read these elements a few times to make sure I was following correctly.)

A reminder of the nine protective characteristics and the impact on teaching and learning. Intersting statement "why do you want a picture" What is it you are trying to show?

Very thought provoking unit. Not easy to ever get this right in a society where everything seems more under scrutiny than ever before.

Basic but a good refresher

You could make this more inclusive by using 'they' pronouns instead of 's/he' which does not allow for non-binary people

This was a useful module to refresh what I know about the protected characteristics, but also how I may make assumptions based on my knowledge of learners' background and culture, disability or gender etc.

Thought-provoking module.

Good

Good module

Valuable lessons in this module!

Amazing resources and insights

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OK

Useful introduction to using the protected characteristics in resources and activities.

This was very interesting. It is important not to judge people on appearances as frequently it is wrong, especially with disabled and learning difficulty students. Most just need adjustments or support to guide them to help them succeed.

Interesting subject

Nice module about the nine protected characteristics.

Too much in one go, need a break, will redo this section again later

Good outline of the 9 protected characteristics

A good, thought-provoking module.

A useful and well-balanced overview of the topic - though I was a little uncertain of the inclusion of the Old English Translator at the top of the links list. I don't think speaking in Old English is yet a right enshrined by law...

I am having difficulty with one of the statements in the find 3 of 6 which a teacher shouldn't challenge question. I am struggling to understand why as a teacher one wouldn't challenge when a student allows their views based on faith or no-faith to affect their reasoning. By definition, reason should be based on logic and therefore supported by evidence. Surely as teachers we should be encouraging students to support their arguments with evidence and not belief. I agree that we shouldn't discriminate against someone based upon religious belief or indeed belittle them because of those beliefs, but surely we should be able to challenge their views especially where there is little or no objective evidence to support that position. What if someone's religious beliefs directly impact upon another protected group or characteristic? In that case I wouldn't challenge their religious belief but I would feel obliged to challenge their assertions and request evidence or proof to uphold that view and would probably provide evidence or proof in the form of a counter-argument.

Great, thanks