The English team considers the diverse requirements of all learners at all stages of its work. The team strives to make the overall spread of its work inclusive.

We aim to promote fairness for learners:

• across the full range of attainment at all ages/key stages, including those with learning difficulties and those who are gifted and talented
• who have difficulties in aspects of communication, language and literacy or for whom English may be an additional language
• with disabilities or sensory impairments
• from different cultures and religions
• of both genders and from different social groups
• recognising that learners may have more than one requirement, for example, gifted and talented learners with severe visual impairment.

When developing and carrying out our work, we ask questions such as:

• What is the range of learners affected by this work?
• Have we a reason for focusing on a specific group of learners?
• Have we given reasons for excluding any group of learners?
• Have we consulted appropriate groups of learners or their champions about the work?
• Do we know and understand how different people learn?
• Are the planned arrangements working? For example, can the signer work with our modified tests? Can learners from all cultural groups access our materials meaningfully? Are the materials equally motivating for girls and boys?

We keep our work under review and monitor and evaluate projects and initiatives in terms of diversity and inclusion. This informs future work and identifies where it is necessary to focus on the needs of specific groups of learners.

Further information on providing effective learning opportunities for all pupils through the English national curriculum can be found at the National curriculum - inclusion link on the right.

Pupils with learning difficulties

These materials draw on effective practice across a range of schools. The materials include general guidelines, and guidelines on developing skills as well as subject-specific guidance for English.

Respect for all

The Respect for all project considers how racism can be challenged and diversity valued. Respect for all stresses the need for all pupils, regardless of their cultural heritage, to value cultural diversity and be equipped to challenge racist assumptions. As developing an inclusive curriculum is a statutory requirement of the national curriculum, teachers need to ensure that all pupils are encouraged to develop and display attitudes of mutual knowledge, understanding and acceptance. Classroom practitioners can approach the teaching and learning of cultures and identities in the following ways:

• multicultural education - assimilation to cultural pluralism
• anti-racism - cultural pluralism and beyond
• critical multiculturalism - multicultural versus anti-racist education.

Materials on this site will be updated regularly as awareness develops and expertise spreads.

Respect for all in English

This part of the Respect for all site provides English activities that are examples of good practice. The activities provide effective learning opportunities for pupils to value diversity and challenge racism. They focus on helping pupils understand and appreciate aspects of cultural difference, context and change, while challenging and extending their perceptions of themselves and other people.

Gifted and talented

This is a website that provides up-to-date guidance for teachers, coordinators and others involved in teaching the gifted and talented in the context of an inclusive curriculum. It aims to help schools and colleges develop an inclusive curriculum by providing information and advice on:

• establishing effective policies for gifted and talented pupils and students
• setting suitable learning challenges; matching teaching to learners' needs
• suggesting possible units of work to support those pupils aged 5 to 16 who are gifted and talented in particular national curriculum subjects (including English)
• providing case studies which both illustrate a range of types of provision and raise a variety of issues.