• What is the definition of Equality, Diversity, Inclusion and Discrimination?
• Are you aware of legislation relating to Equality and Diversity such as the Equality Act 2010? Encourage learners to research into this
• Go over the 4 British Values and get learners to produce ideas on how this links into Equality and Diversity
• Learners can list ways that they are treated fairly at college/work 
• How do they promote diversity within their settings?
• Discuss with them different cultural celebrations and why it’s important to be aware of different cultures and religions
• Disabilities- are their workplaces accessible for all and is there any training they could do around additional needs?
• LGBT- ask learners if they are aware of this and ways to provide inclusive environments for all i.e., fair employment opportunities, discuss pride. 
• Being treated negatively or discriminated against because of your race, gender, sexuality etc can have a huge impact on mental health, discuss your learner’s thoughts on this and signs to look out for
• Are learners aware of the bullying policy in their workplace and who to talk to if they have any concerns at work?

You'll need a BBC iPlayer login to watch this content.

Warning: Contains some strong language and upsetting scenes. Deals with suicide.

Below are some money management resources that are aimed at young people in particular.

Finance

The topics for this year are:

Our Community

Black History Month

Our Planet

Disability Awareness

Health and Wellbeing

Social Media

Relationships

Diversity

Mental Health

Crime and Punishment

Careers, Employability and Aspirations

Finance

Some topics relate to Access Training's commitment to become more sustainable and to minimise the negative impact on the environment.

• Sustainability is the capacity to endure and thrive indefinitely by meeting the needs of the present without compromising the ability of future generations to meet their own needs.
• It's about finding a balance between economic, social, and environmental considerations.

• Sustainability is not a luxury; it's a necessity for the survival and well-being of humanity and the planet.
• It ensures that our actions today do not compromise the quality of life for future generations.

• Protecting and preserving the natural world.
• It involves responsible resource use, conservation, and minimizing negative impacts on ecosystems.
• Examples: reducing carbon emissions, protecting biodiversity, and promoting clean energy.

• Creating just and equitable communities.
• It involves ensuring equal access to resources, promoting social cohesion, and supporting human rights.
• Examples: providing quality education, affordable healthcare, and fostering diversity and inclusion.

• Maintaining a stable and thriving economy.
• It involves sustainable production and consumption patterns, as well as equitable distribution of wealth.
• Examples: promoting responsible business practices, supporting local economies, and reducing income inequality.

• Improved quality of life for current and future generations
• Enhanced resilience to environmental and social challenges
• Long-term economic stability and reduced resource scarcity.

• Every individual plays a role in contributing to sustainability through daily choices and actions.
• Communities can drive change through collective efforts, such as sustainable initiatives and advocacy.

1. Environmental Sustainability: This involves practices that protect and enhance the natural environment. It includes reducing carbon emissions, conserving energy and water, managing waste effectively through recycling and composting, preserving biodiversity, and promoting the use of renewable resources.
2. Social Sustainability: Social sustainability focuses on fostering a sense of community, equality, and well-being among all members. It includes providing access to quality healthcare, education, and housing, promoting diversity and inclusion, ensuring social safety nets for vulnerable populations, and enhancing social cohesion through community engagement and participation.
3. Economic Sustainability: Economic sustainability entails building a resilient and thriving local economy. This involves supporting local businesses, promoting sustainable production and consumption patterns, creating job opportunities, and ensuring fair wages and working conditions.
4. Urban Planning and Infrastructure: Sustainable community development considers urban planning that encourages walkability, bike-friendly infrastructure, efficient public transportation, green spaces, and mixed-use zoning. This minimizes congestion, pollution, and resource wastage.
5. Resilience and Adaptation: A sustainable community is prepared to address and adapt to challenges such as climate change, natural disasters, and economic fluctuations. This involves developing disaster preparedness plans, implementing climate-resilient infrastructure, and promoting sustainable agriculture.
6. Education and Awareness: Educating community members about sustainable practices and their benefits is crucial. This can include workshops, campaigns, and programs that raise awareness about environmental conservation, responsible consumption, and social equity.
7. Local Governance and Decision-Making: Effective local governance plays a vital role in sustainability. Engaging with local government, advocating for sustainable policies, and participating in decision-making processes ensures that sustainability remains a priority.
8. Collaboration and Partnerships: Achieving sustainability requires collaboration between individuals, community organizations, businesses, and government entities. Building partnerships and networks can amplify efforts and create a more holistic approach to sustainability.
9. Monitoring and Evaluation: Regularly assessing progress towards sustainability goals allows the community to track its achievements, identify areas for improvement, and adjust strategies as needed.

1. b) Environmental, social, and economic considerations
2. b) Using renewable energy sources like solar and wind
3. a) Providing equal access to resources and promoting social cohesion
4. a) Building more parking lots
5. c) Individuals contribute through their daily choices and actions
6. c) Implementing a comprehensive recycling program and encouraging the use of reusable products
7. a) Supporting local businesses and buying locally-produced goods
8. b) Create a sense of belonging and ensure equal opportunities for all
9. c) Make eco-friendly choices, participate in local initiatives, and support sustainable practices
10. b) It ensures a better quality of life for current and future generations

• Childhood Cancer Awareness Month 
• World Alzheimer’s Month
• Organic September
• September 10^th World Suicide Prevention Day
• September 19^th Youth Mental Health Day  
• September 19^th-25^th Recycle week. 
• September 21^st International Day of Peace
• September 21^st World Alzheimer’s Day 
• 24^th- 30^th September Forest Week

• How do Fundamental British Values support our community? Think about mutual respect and tolerance.
• What does community mean to you?
• How is your community perceived by non-members? Does this impact on you? Think about stereotyping and prejudice as well as any positives.
• Why is diversity important in a community?
• Are you aware of what sustainability is? Research social, economic, and environmental sustainability. 

• A PowerPoint which looks at what the month is about, why we have and it and some significant individuals. 
• A Windrush reading list which may be useful if anyone wants to know more about what it is or educate younger children on this. 
• A BAME factsheet which looks at ways that some ethnicities are more likely to be impacted with their mental health than others. 

• Are you aware of Black History month and why it takes place?
• Is there anything that your place of work does to embed and promote this?
• In what ways can it be beneficial for you, and your work setting to learn about this?
• What is one thing you can research relating to the topic?

• Are you aware of Black History month and why it takes place?
• Is there anything that your place of work does to embed and promote this?
• In what ways can it be beneficial for you, and your work setting to learn about this?
• What is one thing you can research relating to the topic?

We will be aiming to discuss waste and diet choices and the impact that can have on the environment and the planet.

The Veganuary website (above) is a very useful resource.

The goal is for no trash to be sent to landfills, incinerators, or the ocean.

Currently, only 9% of plastic is actually recycled.

The attached YouTube video explains this.

Learner Activity A

• Do you recycle at home?

• What happens to waste after the refuse collectors remove it?

• Have you heard of the phrase "Zero Waste" before today?

Learner Activity B

Think of as many ways you can reduce plastic or waste in general. E.g. reuse a water bottle etc.

Do you know about any "Zero Waste" shops locally?

In Nottingham for example there is Shop Zero Nottingham and Dash Vegan. Do you know any others?

You can select a topic at the attached website and see how it links into your area of work and your apprenticeship.

Why might it be important for you to know about this?

But here's how much swapping meat for veg really helps the planet.

Beef in particular has a huge impact on the planet. A study of 40,000 farms in 119 countries published in the journal Science found that although livestock provide just 18 per cent of the calories we eat globally, farming them uses 83 per cent of all farmland.

Unlike plants, when you calculate livestock’s environmental impact you also have to take into account all the crops grown to feed animals.

According to the United Nation's Food and Agriculture Organisation (FAO), an estimated 33 per cent of all croplands are used to grow livestock feed.

Learner Activity A:

Do you understand exactly what being a Vegan is and the impact it can have?

Are any friends or family members Vegans?

How have you seen trends, attitudes and opinions towards being Vegan change over the past few years?

Learner Activity B:

If you work with service users or customers as part of your apprenticeship you may want to consider the following questions:

• Do you need to consider the dietary requirements of your service users / customers?

• If so, how would you find this information out?

• How does your workplace promote equality and diversity for those with different dietary and cultural needs?

“Join millions of food waste warriors by downloading Too Good To Go - the world’s number 1 app for fighting food waste. You can buy quality local food for as little as £2 - great food that would otherwise have gone to waste.”

• Fantastic new discounts for Green Rewards users combatting climate change 

• Go Jauntly App showcases walking trails across Nottingham

• Can you be a Zero Hero this November?

• Get your items fixed at Nottingham Fixers' Repair Cafe.

A. Saving Water

B. Recycle and reuse

C. Upcycling

D. Sustainable fashion

The social model of disability is a way of viewing the world, developed by disabled people.

The model says that people are disabled by barriers in society, not by their impairment or difference. Barriers can be physical, like buildings not having accessible toilets. Or they can be caused by people's attitudes to difference, like assuming disabled people can't do certain things.

The social model helps us recognise barriers that make life harder for disabled people. Removing these barriers creates equality and offers disabled people more independence, choice and control.

Not everyone uses the social model and that’s ok. How anyone chooses to talk about their impairment is up to them. 

The video explains this in more detail.

All text is taken from the Scope website.

• How would you define Disability?

• Can you tell me different types of disabilities?

• What ways does your workplace support those with a disability?

• How may have COVID 19 impacted those with a disability?

• Do some research into the Equality Act 2010 and the 9 protected characteristics.

• How can you raise awareness of disabilities in your area of work?

Some data suggests that this might even be twice as likely.

Some of the statements might be quite challenging to read, but are included as genuine statements which you might experience in life.

You can write your answers on a separate piece of paper and compare them with the answers provided at the bottom of this section.

1. Only people who can’t walk use wheelchairs.

2. You have a friend who has a speech impairment and sometimes you’re not sure what he said. To make things easier, you should pretend that you understand.

3. When you meet someone who is blind or visually impaired, you should introduce yourself to that person.

4. When communicating with people who are deaf or hard of hearing, it is necessary to speak through an interpreter.

5. It’s safe to assume that people with disabilities usually need help.

6. It’s okay to gossip about people who are deaf hard or hearing because they can’t hear you anyway.

7. People who use wheelchairs can’t go anyplace fun.

8. People with cerebral palsy usually have a cognitive disability, too.

9. People with disabilities want to be treated just like everyone else.

10. When you meet someone with a guide or companion dog, you should make friends with the dog first so that the dog is comfortable with you being nearby.

11. Among other professions, people with disabilities work as stockbrokers, lawyers, doctors and teachers.

12. People with disabilities prefer to hang out with others who have disabilities.

13. Most public places such as cinemas and restaurants are easy for people who use wheelchairs to enjoy.

14. People with disabilities can’t dance.

15. It’s okay to ask people with disabilities about their disabilities.

16. People with disabilities can participate in competitive sports.

17. People with disabilities can’t live on their own when they grow up.

18. Disabilities are illnesses to be treated by medical professionals in the hope of a cure.

19. People can become disabled at any point in their lives.

20. Many people with disabilities feel their real disability involves problems with the environment rather than problems with their bodies.

TRUE. People with disabilities are involved in a full range of professions.

12. People with disabilities prefer to hang out with others who have disabilities.

FALSE. Friendship is usually based on common interests and activities, not on whether or not a person has a disability.

13. Public places such as cinemas and restaurants are easy for people who use wheelchairs to enjoy.

FALSE. Although the law calls for public places to be accessible to people who use wheelchairs, the fact is that there are still many places that are difficult for people who use wheelchairs to navigate. When you make plans with someone with a disability, possible architectural barriers should be considered.

14. People with disabilities can’t dance.

FALSE. Most people have their own styles of dancing, and people with disabilities are no different.

15. It’s okay to ask people with disabilities about their disabilities.

TRUE. What’s important is how you ask. Don’t ask, “What’s wrong with you?” Instead, learning more about a person’s disability should be a part of getting to know each other.

Even then, some people may be willing to answer questions, while others may choose not to. Be sensitive to and respect their wishes.

16. People with disabilities can participate in competitive sports.

TRUE. Competitive sports are as important to people with disabilities as they are to those without. Having a physical, sensory or cognitive disability does not necessarily preclude involvement in individual or team sports. People with disabilities ski, play tennis and racquetball, race in 10Ks and marathons and participate in dozens of other sports. Keep in mind, though, that just like everyone else, some people with disabilities love sports, while others just aren’t interested.

17. People with physical disabilities can’t live on their own when they grow up.

FALSE. With adapted housing, personal assistants, accessible transportation and available employment, most people with physical disabilities can and do choose to live independently.

18. People can become disabled at any time in their lives.

TRUE. People can be born with a disability or the disability may come after birth, the result of illness, age or an accident. Statistics show that during their lifetime, 50% of people will experience a disability.

19. Disabilities are illnesses to be treated by medical professionals in the hope of a cure.

FALSE. Disabilities are not the same as illnesses. People with disabilities are not sick, and most are seeking acceptance and inclusion rather than a ‘cure’.

20. Many people with disabilities feel their real disability involves problems with the environment rather than problems with their bodies.

TRUE. Architectural barriers limit participation, productivity, and independence. For instance, if a person who uses a wheelchair is offered a job that they cannot accept because it is located on the second floor of a building without an elevator, the real problem is that there is no elevator.

FALSE. While is it true that many people who use wheelchairs can’t walk, many can. People with disabilities who can walk on their own or with the aid of braces or a walker may tire easily and choose to use a wheelchair because it gives them more independence.

2. You have a friend who has a speech impairment and sometimes you’re not sure what he said. To make things easier, you should pretend that you understand.

FALSE. Never pretend you understand what someone is saying if you don’t. Instead, ask your friend to repeat himself. If you’re still having trouble, make your best guess about what the person is saying and ask if you heard correctly. Occasionally, your friend may need to write something down for clarity.

3. When you meet someone who is blind or visually impaired, you should introduce yourself to that person.

TRUE. Introductions are always appropriate when meeting new people. When you have a friend or acquaintance with vision loss, it is appropriate to simply state your name whenever you meet them. “Hi Michael, it’s John Anderson.”

4. When communicating with people who are deaf or hard of hearing, it is necessary to speak through an interpreter.

FALSE. Because some people who are deaf or hard of hearing use sign language, others read lips and still others use a combination of both, you need to find out how you can best communicate with them. If they have an interpreter, it’s perfectly fine to use this person, but look at and speak directly to the person with the disability, not to the interpreter. The interpreter with stand beside you and interpret as necessary.

5. It’s safe to assume that people with disabilities usually need help.

FALSE. Most people with disabilities prefer to be independent. When offering help to someone with a disability, always ask first, wait for their response and then ask them about the best way to provide the help they need. Don’t feel bad if your help is turned down.

6. It’s okay to gossip about people who are deaf hard of hearing because they can’t hear you anyway.

FALSE. People who are deaf or hard of hearing are just as likely to know they are being talked about as other people would be. Even if they do not hear exactly what’s being said, they will notice. Why be rude?

7. People who use wheelchairs can’t go any place fun.

FALSE. People who use wheelchairs may face some architectural barriers when going out into the community. But this doesn’t mean they can’t go anywhere fun. Instead, it’s a reason to check out the places you plan to go ahead of time to see if there are potential problems. Decisions can then be made to work around barriers or to choose another location. Knowing what to expect ahead of time will make planned activities more enjoyable for everyone.

8. People with cerebral palsy usually have a cognitive disability, too.

FALSE. Cerebral palsy is a disability affecting movement. Although cerebral palsy affects the motor control centre of the brain, it does not affect one’s natural intelligence.

9. People with disabilities want very much to be treated just like everyone else.

TRUE. People with disabilities have said that this, more than anything, is what they want—to be included and treated just like everyone else.

10. When you meet someone with a guide or companion dog, you should make friends with the dog first so that the dog is comfortable with you being nearby.

FALSE. You should always meet the person before their dog! Guide and companion dogs are working and should not be disturbed. As you’re getting to know the person, you can ask about the dog, and ask to be introduced.

You might want to consider the following questions relating to Mental Health:

1. What does your employer do to support your mental health and well-being?

2. How does a good diet and exercise improve our wellbeing?

3. What are your goals to help you improve your mental health and well-being?

4. COVID 19 is still impacting us all unfortunately, discuss with your TA how this this may be impacting you mentally and the sector you.

5. Research mental health services available to you within your local area.

Below are some key dates for 2024 for you to be aware of all related to Health and Wellbeing.

January- Dry January with no alcohol for 31 days

January- Veganuary 2024

February 4^th- World Cancer Day

February 7^th- Safer Internet Day

March 8^th- International women’s day

April 2^nd- World Autism Day

May 13^th- 19^th- Mental Health Awareness week

June- Pride Month

September 21st- World Alzheimer’s day

• Studies/qualifications

• Selfcare

• Managing stress

• Improving your physical health

• Quitting smoking/drinking alcohol

• Learning to save money.

• Mental health support

• Personal goals, for example, learning to drive.

There are additional resources covering online safety.

Hopefully there is something useful to you about how to keep yourself and others safe whilst online.

Some are selected below.

Warning

• Contains upsetting scenes.

• Deals with Self-Harm and Eating Disorders

Here are some of the questions to consider relating to this topic:

• What forms of social media do you use?

• In what ways do you keep safe when using social media platforms?

• Discuss the positive and negative impacts of social media.

• How do you think social media impacts our mental health?

• Are you aware of policies and procedures of your workplace relating to social media?

• During COVID-19 did you find social media positive or negative, give examples for each.

But is that a good thing or a bad thing?

The resources below might help to inform you about the good and bad things about social media.

The attachment shows original photographs which have been photoshopped. Can you see all of the differences?

• Relations inside the family

• Friendships

• Acquaintances

• Romantic connections

• Relationships at work

• Situational connections

  
  

The closeness of these many types of relationships can differ substantially, and within each of these fundamental categories, there are various types of relationships which will vary for everyone.  

Relationships are not only with people but can be with things such as:

• Alcohol

• Drugs

• Food

  
  

Having negative relationships / addictions with the above can have an impact on your mental health, relationships with people and what support would be required.

Consider how communication, cooperation, consideration, and compatibility are all important to a relationship.

Think about / write down some ideas for each as your Trainer Assessor might discuss this with you.

Can you think of a specific relationship to help you with this?

See some of the links below for ideas.

Can you think of any examples from your own experience and how your workplace / social group supports their mental health and well-being.

Some examples might be:

• having enough holidays

• opportunities to build relationships through team activities

• job shares available

• support from managers

• a chance to voice their concerns.

You might want to select one which you would like to talk about.

• What is the definition of Equality, Diversity, Inclusion and Discrimination?

• Are you aware of legislation relating to Equality and Diversity such as the Equality Act 2010?

• What are the four Fundamental British Values and how do they link into Equality and Diversity?

• List the ways that you are treated fairly at college/work.

• How do you promote diversity within your workplace?

• Why is it important to be aware of different cultural celebrations and religions?

• Disabilities. Is your workplace accessible for all and is there any training they could do around additional needs?

• LGBT. Are you aware of this and ways to provide inclusive environments for all i.e., fair employment opportunities, discuss pride.

• Being treated negatively or discriminated against because of your race, gender, sexuality etc can have a huge impact on mental health, discuss your thoughts on this and signs to look out for.

• Are you aware of the bullying policy in your workplace and who to talk to if you have any concerns at work?

See how you could get involved and benefit yourself and others.

Here are some of the questions to consider relating to this topic:

1. In what ways do you take care of your mental health? This can simply be having an enjoyable hobby, talking about their feelings, going to counselling, knowing what factors and triggers impact their mental health, attending the GP

2. How does your work environment support your mental health? Do they give a fair amount of annual leave, are managers accessible to discuss personal matters and health/wellbeing, do they encourage a good work/home-life balance

3. What ways do you balance the demands of studying with other commitments, such as caring responsibilities or work?

4. Are you aware of services and organisations to support you with your mental health?

5. What goals are you working towards that support your mental health?

6. Name some individuals who have had a positive impact on your mental health?

Below are links to the NHS.uk website and the following conditions:

• Autism

• Dementia

• Obsessive Complulsive Disorder (OCD)

• Tourette's Syndrome

• Schizophrenia

Have a look at each of the conditions.

Did you know about the signs and symptoms of each condition?

Sometimes, life can be tough. And when life’s tough, things can get overwhelming and make it hard to manage your feelings. But you don’t have to go it alone.

Reaching out for help isn’t easy. It’s common to feel unsure about how to ask, or wonder if you need to reach out at all. But asking for help is always okay. Whether you’re going through something big right now, have an ongoing mental health problem that needs support, or you’re just having a bad day, the important thing is not to try and cope on your own.

Asking for help is the first step to feeling better.

*quote taken from youngminds.org.uk

The answers are included in the sections below.

Nature has a significant impact on our psychological well-being, and spending time in natural environments can have numerous benefits for mental health.

Please read the resources below to learn more about this.

Click here to access the Access Training Padlet for Support with your Mental Health

Here are some of the questions to consider relating to this topic:

• What are the most common criminal offences in your local area?

• Are you aware of key legislation that protects individuals from crimes?

• Are you aware of your local knife crime rates?

• Does knife crime have an impact on the area which you work? e.g. Healthcare.

• What are the effects that crime has on an individual’s mental health? (Think about those involved, the victim, perpetrator, family, friends, community etc)

• Research the roles of different organisations that work to reduce crime, e.g. The police, schools / colleges, local projects.

• What policies and procedures are in place at your workplace to reduce crime? For example, Health and safety, Safeguarding and GDPR. How do you help put these into place?

It will then reveal the actual sentence that the person received.

See if you agree or disagree with the sentencing.

Do you think it is fair?

SMART stands for Specific, Measurable, Achievable, Realistic and Time Bound.

The attached resource explains how to set yourself SMART goals and targets.

SMART objectives are useful in all aspects of life, including your career and personal life.

What do your next steps look like once you have completed your current learning programme? how long might this take?

The website above explains what they are and how they might be useful in creating your own personal vision statement.

The Access Training website contains details of current apprenticeship vacancies for example.

Your Trainer Assessor will discuss this topic with you as part of your progress review.

Questions to consider might be:

• Do you know what you want to do next, once your have completed your current learning programme?

• Do you have a dream job / career?

• How could Access Training help you with your next steps?

• Is your apprenticeship helping you to achieve your careers aim?

• Are you learning the correct knowledge, skills and behaviours to help you achieve your careers aims?