• All breakout activities for today can be found on this page.
• Please keep the tab open for ease.
• Scroll to each new activity when the time comes.
• Please make sure that all voices are heard and select a speaker, when required, to share a summary of what has been discussed. 

Breakout Activity One:

Reflect and Discuss - Celebrating Good Practice

Neuro-Inclusion

Instructions

• Your leader for this activity will be the person who was born in the earliest month of the year

• Your leader will select a speaker for the team, who will share a brief summary of what was discussed. If you prefer not to speak, choose another colleague

• Your Leader will guide you through the questions below.

• Make sure that all voices are heard - consciously include all members of the team!

In relation to Neuro-Inclusion:

Team One (Room One)

1. What do you and your team already do well but could do more consistently?

2. Is there anything you'd like to do better? What could you do to be more inclusive?

Team Two (Room Two)

1. What do we mean by accessibility and removing barriers?

2. Are we getting it right with regards to accessibility?

A) For colleagues

B) Candidates and current students

Breakout Activity Two:

Receptive/Expressive Communication Activity

Instructions

1. The person whose name is first alphabetically will be the leader of this activity.

2. Your leader will decide who will be Speaker A and who will be Speaker B.

3. Your leader will guide you through each part of the activity below:

PART ONE

In a moment, SPEAKER A is going to talk for one minute about their weekend and SPEAKER B is just going to listen.

OK – off you go [1 minute].

And stop!

How did that feel? Easy? Good!

PART TWO

Now, SPEAKER B is going to talk about their weekend for one minute. BUT they are not allowed to use any words containing the letter ‘e’.

Ready? Off you go! [1 minute].

And stop!

How did that feel? 

Were you able to speak as fluently as your partner? 

How did that make you feel? 

SPEAKER A - how did it feel listening as your partner was struggling to put their thoughts into words? Frustrating? Annoying?

Discuss:

What was the purpose of this exercise? 

How might it relate to your role? 

Breakout Activity Three: Student Case Studies

Instructions

• Let’s look at some student scenarios.
• Don’t worry about getting through them all.

For each of the following case studies, consider what “reasonable” adjustments, formal and informal, could be made to ensure that the learner feels supported and that there is no discrimination. 

Some helpful links to assist with this activity:

ACAS information on Reasonable Adjustments

GOV.UK information

Case Studies

1. Charli is an incredibly dedicated student, who has demonstrated great problem solving, and interpersonal skills. They have built trust and rapport with tutors and peers alike.

Charli has never believed their dyslexia to be an obstacle. However, recent changes in recording and reporting procedures have caused some anxiety.

This has been brought to your attention and you must decide on the advice, support you will offer:

•1.Charli

•2.Charli’s tutor

2. Jo is a second-year student, who has admirable energy and enthusiasm for their studies.

They show a natural aptitude to the practical aspects of the course. Jo has lots to say but often doesn’t seem to listen to others, loses focus, and gets side-tracked.

When it comes to organising paperwork, Jo seems more reluctant. At a recent one-to-one tutorial, some important data had gone missing, and this has caused some concern for their tutor.

1. What advice can you offer Jo’s Tutor

2. What practical support can be offered to Jo?

Please scroll below these Case Studies to find further guidance and examples of Adjustments.