• Induction toolkit
  • Understanding equity
  • School context
  • Raising expectations
  • School planning
  • NSW Institute of
    Teachers information

Understanding equity - Module 1   151EPD010

The Department of Education and Training (DET) is a NSW Institute of Teachers endorsed provider of professional development for the maintenance of accreditation at Professional Competence.

This DET course or program is registered professional development under the terms of the NSW Institute of Teachers Continuing Professional Development policy.

For teachers accredited at Professional Competence, completion of this course or program will contribute six hours (1.5 hours for each module) towards Institute registered professional development.

This course or program will address the following Professional teaching Standards:

6.2.1, 6.2.4, 6.2.6, 6.2.7

Click here to view additional information.

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Module outcomes
Facilitator’s notes
1A. What do we mean by equity in education?
1B. Why is equity important?
1C. Equity principles
Additional information

Module outcomes

The module will enable participants to:

• reflect on their understandings, knowledge and experiences about equity and low SES in a school community context

• deepen their dialogue about equity in outcomes

• recognise the importance of addressing the issues of equity and outcomes in education.

Facilitator’s notes

It is recommended that facilitators view the entire module prior to the workshop and that all handouts have been prepared prior to delivering the workshop. This resource contains notes for facilitators to guide them through the delivery of the workshop. A PowerPoint presentation with the summary points of the module can be viewed here.

The module consists of core activities which are considered essential to understanding equity. Optional activities provide additional opportunities to explore the issues. All activities are highlighted throughout the module.

All core activities and in particular those marked with an asterisk (*) must be completed by teachers towards maintenance of their accreditation at the Professional Competence level with the NSW Institute of Teachers.

Distribute the background reading, Review of the Recent Literature on Socio-economic Status and Learning: Report to the NSW Department of Education and Training, for Activity 1D1 Optional, prior to the workshop.

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1A. What do we mean by equity in education?

Background information

The idea of equality draws on notions of all people in our society being of equal value. This democratic principle underpins the provisions of public schooling. Equality is the provisions we make for dealing with all equally. Equity is based on a belief in equality and quality. It is the notion of fairness, the moral principles that determine what we agree to be just.

Equity refers to the arrangements made for dealing with differences among students, while recognising that they are all to be equally valued. Socio-economic differences are strongly associated with patterns in the outcomes of schooling.

All students are entitled to fair, equitable, and significant opportunities to obtain a high quality education and achieve the achievement standards for their stage of schooling to enrich their life choices.

Activities

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1B. Why is equity important?

Background information

Educational research suggests that the following groups may be disadvantaged in gaining access to the curriculum and participating fully in its aspects:

• students from low socio-economic backgrounds

• Aboriginal and Torres Strait Islander students

• students learning English as a second language

• students of non-English speaking background

• students who live in isolated rural communities

• both girls and boys may be disadvantaged by various forms of gender stereotyping.

The paper, Review of the Recent Literature on Socio-economic Status and Learning: Report to the NSW Department of Education and Training, provides an overview of the recent national and international literature in relation to socio-economic status and students’ outcomes from schooling.

Educational participation rates and achievement levels are lower for students from low socio-economic status (SES) backgrounds than for other groups of students. This is neither inevitable nor desirable. In a public education system it is unacceptable. Priority Schools Programs (PSP) aims to improve the educational outcomes of students from low SES communities.

The reasons for the links between educational outcomes and socio-economic status are complex. Students from low SES backgrounds are a diverse group encompassing the full range of learning abilities. Generalisations about the nature, background and experience of these students cannot do justice to the diversity of students or their communities. The schools on the PSP across NSW reflect this rich diversity of communities.

Download the PowerPoint demonstrating the persisting achievement gap by clicking on the slide below. It is accompanied with audio by Dr Geoffrey Barnes from the Educational Measurement and School Accountability Directorate.

The intersecting nature of factors which impact on student learning outcomes is best addressed in school and classroom planning.

The Educational Measurement and School Accountability Directorate (EMSAD) provides software, the School Measurement, Assessment and Reporting Toolkit (SMART) that details information to support specific intervention strategies for improving student learning outcomes.

Activities

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1C. Equity principles for learning

Background information

New South Wales Government schools are committed to providing for every student the conditions most likely to maximise their academic and social development and provide the foundations for full social inclusion and economic independence.

The major factors placing educational outcomes at risk include socio-economic disadvantage, poverty, low parental expectations, language background other than English, family or personal difficulties, geographic isolation, Indigenous background, disability and gender.

Educational research suggests that the following groups can be disadvantaged in gaining access to the curriculum and participating fully in its aspects:

• students from low socioeconomic backgrounds

• Aboriginal and Torres Strait Islander students

• students learning English as a second language

• students of non-English speaking background

• students who live in isolated rural communities

• both girls and boys may be disadvantaged by various forms of gender stereotyping.

Not all members of particular groups are equally disadvantaged. However, membership of more than one group has been shown to significantly compound the educational disadvantage faced by individuals.

The equity principles for learning are underpinned by the belief that the outcomes of schooling for individual or groups of students should not be dependent on their gender, cultural, social, economic, geographical and linguistic backgrounds. In particular:

• Each student is entitled to high quality education and training programs that ensure equity of outcomes.

• Students from disadvantaged backgrounds encompass the full range of learning abilities.

• Each student is capable of learning.

• Schools and teachers do make a difference to the outcomes of each student.

Strategic action at the State, regional and school level to identify, challenge and eliminate inequalities will contribute to students from these groups receiving a socially just education which leads to equitable outcomes for each student. This action will be most effective when:

• Quality teaching practices demonstrate an appreciation of each student’s needs, background and prior learning experiences.

• The school’s learning community is focused on improving outcomes for students.

• Resources and support are targeted to students identified as being at risk of not achieving NSW syllabus outcomes or of disengaging from schooling.

• Whole school planning identifies and works towards eliminating barriers for disadvantaged groups in accessing and participating in education.

• All members of the school community are encouraged and supported to take on leadership roles.

Download a copy of these equity principles.

Activities

Additional information

Read more about Priority Schools Programs and effective schools research.

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