Planning for an inclusive curriculum A school that is truly inclusive of its population monitors and evaluates the progress that each child makes. It identifies any child who may be missing out, difficult to engage or feeling left out from what the school provides. It provides and monitors a well-planned curriculum that is reflective of its children, their families and the local community. It takes practical steps, in the classroom and beyond to meet children s needs effectively and promote tolerance and understanding in a diverse society. All schools are responsible for preparing all children for life in a culturally and racially diverse society in modern-day Britain and providing an inclusive curriculum that is broad and balanced. Not only does this help all learners to understand and respect other cultures, it is a statutory duty under current Equality legislation. Equality Act (2010) General duties for settings & schools: to eliminate discrimination Specific duties for settings & schools: to publish equality information to advance equality of opportunity to prepare and publish equality objectives to foster good race relations Community Cohesion Schools and settings also have a duty to promote Community cohesion. The Local Government Association Guidance on Community Cohesion defines a cohesive community as one in which: there is a common vision and sense of belonging to all communities the diversity of people s backgrounds and circumstances is appreciated and positively valued those from different backgrounds have similar opportunities strong and positive relationships are being developed from different backgrounds in the workplace, in schools and within neighbourhoods British Values (2014) The DfE has also recently advised on the duty of all schools to promote 'British values': "Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs". The link below explains in more detail how the department expects this to happen:
https://www.gov.uk/government/publications/promoting-fundamental-british-valuesthrough-smsc The National Curriculum (2014) The Statutory Guidance of the new National Curriculum document states that: Every state-funded school must offer a curriculum which is balanced and broadly based and which: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society prepares pupils at the school for the opportunities, responsibilities and experiences of later life Curriculum planning, its relevance for children and its delivery, is a crucial force in ensuring the best attainment of Black and Minority Ethnic children, including those for whom English is an Additional Language. All children, including those from minority backgrounds and those with English as an Additional Language need to see their own cultures, histories and experiences featured in the curriculum to feel that the school values and respects their heritage. All children should feel that they have a contribution to make to the learning in return. Equally important, however, is that all children should have the opportunity to explore issues from a range of cultural perspectives. An Inclusive curriculum therefore: engages all children regardless of their background or home circumstances creates a culture of high expectations enhances the learning and teaching environment prepares all children for living in a culturally diverse society. Planning for a culturally inclusive curriculum: draws on, but does not depend on, personal experiences enables children to share their family knowledge and cultural experience draws on the cultural heritage of parents and carers of BME children as well as other cultural heritages uses books, materials and artefacts which reflect BME cultures and heritages. Pause for reflection Auditing the curriculum A good starting point for settings and schools to explore the inclusivity of their curricula would be to audit current provision. The following questions are adapted from those considered by Ofsted when inspecting educational inclusion ( Testing Inclusivity, Evaluating Educational Inclusion ):
What action is being taken by the school to promote racial harmony, to prepare all children for living in a diverse and increasingly interdependent society and specifically to prevent racism? What action is being taken by the school to promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs? Are BME children achieving as much as they can and deriving maximum benefit from what the school provides? If not, which BME children or BME groups are not achieving as well as they should? Why not? How do you explain any difference for BME children in terms of achievement, learning and teaching and access to curricular opportunities? What actions are being taken to raise the standards of attainment of BME children or BME groups who are underachieving or at risk of doing so? Is the action appropriate, sufficient and effective or likely to be effective? How well is the school responding to the different challenges that have arisen? Ofsted recommends that: (the) inclusion of race equality concepts in lessons should be seen as a normal part of effective teaching and learning (Ofsted 2005) A culturally inclusive curriculum Characteristics of a culturally inclusive curriculum include the following: teaching children about cultural and linguistic diversity (not about other cultures) providing opportunities in the curriculum for children to share each other s cultural experiences providing opportunities for children to use their linguistic and cultural experiences to support learning and aid motivation demonstrating that all children s and parents cultures are valued by the school through events, displays and communications between home and school devising curriculum content which counters stereotyping and challenges a solely Eurocentric approach, for example teaching about the contributions of non-european cultures to the development of mathematics, science, etc involving children in planning programmes of study providing planned teaching about human rights, race and racism and other controversial or sensitive issues which allow children to challenge stereotypes, racism and prejudice affirming all children s identities and raising self-esteem through PSHE and citizenship programmes creating links with sections of the wider community in the locality to enrich the range of experiences for all children.
In effective schools, race equality concepts enrich the curriculum as a whole, contributing to effective teaching and learning and support pupils attainment (Ofsted 2005) Strategies settings and schools have used to develop an inclusive curriculum Auditing the learning environment for evidence of cultural and linguistic diversity; e.g.: a) multilingual displays which value linguistic diversity in the school community and support learning; b) displays which reflect the ethnic, cultural linguistic and religious backgrounds of pupils and the school community; c) displays which include global perspectives and challenge bias, racism and stereo-typing; e.g. showing BME people as readers, writers and professionals; d) resources, reading and listening materials which reflect and value diversity; e.g. showing positive BME role models; dual language and community language books, fiction as well as non-fiction from a range of cultures (local and global) Buying (or borrowing from local libraries and other sources) resources which represent the range of people in Britain and their contexts, including a good range of books, magazines and newspapers on paper, electronically or through audio-cd Teaching displays, which are interactive, well-maintained and relevant, in all parts of the school, linked with the curriculum and with the school population, particularly reflecting BME cultures and the presence of children and families of dual and mixed heritage. Modifying medium-term planning sheets to allow planning for culturally diverse classrooms. Children are encouraged to express themselves in their home languages, to support their developing fluency in a range of language modes, and to explore their knowledge of when to use each one. Parents of BME heritage (including bilingual parents) targeted to provide first-hand support for focused school curriculum related work, including preteaching of key vocabulary; (bilingual) story-telling; singing. Drawing on poets and other creative artists whose origins lie outside the UK, to support the curriculum. BME role models featured in assemblies, representing a wide range of career and other life options. Arranging visits to people and places in the local community and further afield which reflect relevant facets of BME heritages. Weekly clubs to nurture multiculturalism; linguistic diversity; the co-identity of shared heritage children, etc. Being aware of and acknowledging a broad range of festivals and celebrations, planning to include them in assemblies, where relevant and feasible, and as part of the curriculum whenever possible.
Over to you What does your setting or school need to do: to develop the knowledge and understanding that teachers and practitioners have of the background, culture and abilities of BME children, including those whose first language is not English? to create opportunities within the National Curriculum to show recognition and respect for BME children s cultural, ethnic, religious and linguistic identities? To what extent does your school: challenge teachers and children s stereotypical views about particular BME groups? recognise that teaching staff have a key role in tackling racial discrimination, promoting equal opportunities and race relations? teach children to be critical thinkers, with the ability to understand and become involved with issues related to identity, origins, global migration and settlement? Kick Start Enterprise consultants have supported a number of settings and schools to plan for cultural and linguistic diversity. We would be happy to hear from you if you would like support to put any of the above into practice in your setting or school: Call us on: 0844 8708 132 Email us on: info@kickstartenterprise.com Visit us at: Kick Start Enterprise 4 Colston Avenue, Bristol BS1 4ST