Introduction

The Religious Education 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/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 can be found on the ‘Non-statutory national framework’ page.