The activities on the left are examples of good practice. Although they do not include physical activity, they provide effective learning opportunities for pupils to value diversity and challenge racism.

The activities focus on helping pupils understand and appreciate aspects of cultural difference, context and change, while challenging and extending their perceptions of themselves and others. They can be integrated into PSHE and/or citizenship.

The activities are based on highly successful programmes that have interested and motivated children and significantly enhanced their participation in sport and physical activity. One reason they worked so well is that they were supported by a whole-school approach.

What is the potential in the PE curriculum for valuing diversity and challenging racism?

The national curriculum programme of study and the QCA/DfES schemes of work for PE provide starting points for valuing diversity and challenging racism in the classroom. The national curriculum statutory inclusion statement sets out schools' responsibilities for meeting the needs of all pupils and provides examples of how this can be achieved.

There are six kinds of physical activities covered in the 'Breadth of study' for PE:

• dance;
• games;
• gymnastics;
• swimming and water safety;
• athletic activities;
• outdoor and adventure activities.

In performing these activities, pupils are required to develop specific skills that not only advance their knowledge, skills and understanding of the PE activity, but also, by their nature, help pupils value diversity and challenge racism.

For example, in dance, pupils explore cultural expression (key stage 1, 6a, c, d; key stage 2, 6a, b; key stage 3, 6a, b, c, d). This gives them the opportunity to value diversity.

Also, generally, PE activities offer pupils opportunities to develop key skills and citizenship skills that can help them value diversity and challenge racism. PE activities offer pupils opportunities to:

• work with others;
• respect people with special needs and/or disabilities;
• give and receive feedback and praise;
• challenge bullying;
• improve self-image;
• develop empathy;
• improve self-confidence;
• challenge stereotypes;
• participate.

What are the implications for teaching and learning?

The national curriculum statutory inclusion statement describes schools' responsibility to provide a curriculum that meets the specific needs of individuals and groups of pupils. The statement sets out three principles that are essential to developing an inclusive curriculum:

• setting suitable learning challenges;
• responding to pupils' diverse learning needs;
• overcoming potential barriers to learning and assessment for individuals and groups of pupils - the statement also provides examples of how this responsibility can be met.

PE, sport and dance can be good forums for exploring issues related to multiculturalism and racism in society. Well-organised events can:

• bring people together through physical activity;
• break down barriers between groups;
• allow people to develop an understanding of and respect for each other;
• provide opportunities for recognising, sharing and celebrating cultural identity and diversity;
• provide a framework for discussing issues related to race, culture and religion through shared experiences.

Principles to inform teaching and learning

Effective teaching in PE can make a significant contribution to pupils' ability to value diversity and challenge racism through providing opportunities for pupils to:

• develop a sense of their own identity by making decisions about what they do and how they do it;
• work together in teams to achieve a common goal, respecting and valuing everyone's contribution and those of others;
• explore sports, challenges and dances from their own communities, religions and cultures;
• share and respect different people's values, perspectives and ideas;
• identify and discuss moral and social issues surrounding PE, sport and dance;
• recognise how competitions and festivals can give people a clear sense of identity and belonging;
• learn how to recognise and celebrate their own and others' success and how to cope with losing.

The PE curriculum should enable pupils to:

• have a say in which activities they experience and how they learn through them;
• make connections between activities learnt through the curriculum and others via their local community and wider society;
• select activities that are found in the local community and others that broaden pupils' experiences;
• enhance or extend their learning in extra-curricular activities that meet their needs and recognise the value and importance of their cultural and religious heritage;
• take into account the practices of different religious and cultural groups and how they impact on learning;
• learn in suitable environments - this includes recognising how clothing, pupil groupings and facilities such as changing rooms affect their ability to take part and to learn.