Competences

a) ensure a safe educational environment which is sensitive to the cultures and beliefs of students and which is free of prejudice;
b) advise and guide colleagues on everyday issues of diversity, such as when organising activities that are inclusive;
c) produce teaching resources that are culturally sensitive;
d) ensure an equitable educational environment for students, irrespective of ethnicity, gender, faith and social class.

Knowledge 

a) Evaluate the various reasons that push or pull people to migrate;
b) Examine the link between migration and sustainable development;
c) Analyse different forms of multiculturalism;
d) Outline characteristics and the effects of Islamophobia, prejudice, stereotypes and hate speech;
e) Explain what privilege and disadvantage mean and why they matter;
f) Demonstrate the link between hate speech and violence.

Skills

a) List the implications of migration on migrants and host countries;
b) Outline and categorise the multicultural practices that take place in their school according to the different forms of multiculturalism;
c) Reflect on their practices to provide a more culturally responsive eductional experience to their students;
d) Identify prejudice and stereotypes they may hold;
e) Challenge and overcome prejudice and stereotypes;
f) Develop attitudes/resources that combat stereotypes and prejudice;
g) Describe experiences they deem Islamophobic and identify what makes them so;
h) Prepare a list of actions that can be taken to combat Islamophobia, hate speech and racism in schools and their community;
i) Recognise their own privileges and disadvantages vis-à-vis their peers;
j) Identify types of privilege and disadvantages their students bring with them to school;
k) Develop strategies to address privilege in the classroom.