A world-class curriculum and assessment system needs to inspire and challenge all learners and prepare them for the future. To achieve this, personalised, imaginative and flexible approaches to learning are essential.

Inclusion is about the active presence, participation and achievement of all pupils in a meaningful and relevant set of learning experiences. One of the main purposes of QCA guidance on inclusion is to establish the entitlement to a range of high-quality teaching and learning experiences, irrespective of social background, culture, race, gender, differences in ability and disabilities.

Planning an inclusive secondary curriculum

Planning for inclusion means thinking about how teaching and learning can be designed to match the needs and interests of the full range of learners. These will need to be addressed both inside and outside the classroom. The learners may include:

• the gifted and talented
• learners with learning difficulties and disabilities
• learners who are learning English as an additional language
• the different needs of boys and girls
• children who are in care
• learners with social, emotional and behavioural difficulties.

Young people will also bring a range of different cultural perspectives and experiences. These can be reflected in the curriculum and assessment and used to further an understanding of the importance of diversity issues.