The activities on the left are examples of good practice. They 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.

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

The non-statutory guidelines for PSHE and citizenship at key stages 1 and 2 and for PSHE at key stages 3 and 4, the national curriculum programme of study for citizenship at key stages 3 and 4 and the QCA/DfES schemes of work for citizenship 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.

PSHE and citizenship provide a curriculum context within which schools can provide planned and coordinated opportunities for pupils to explore attitudes and values, and to develop knowledge, skills and understanding that support inclusion, challenge racism and value diversity. PSHE and citizenship require a whole-school approach that combines curriculum provision with whole-school policies and practices. The Respect for all PSHE and citizenship activities can contribute to whole-school PSHE and citizenship provision. A scheme of work for the citizenship strand of the PSHE and citizenship framework for key stages 1 and 2 will be published and distributed to schools in the summer term of 2002. It will include guidance on PSHE and citizenship and teaching about diversity, and the units will include examples of activities that address this aspect of the framework.

• Key stage 1 PSHE and citizenship
• Key stage 2 PSHE and citizenship
• Key stage 3 citizenship
• Key stage 3 PHSE
• Key stage 4 citizenship
• Key stage 4 PHSE

Key stage 1 PSHE and citizenship

During key stage 1 PSHE and citizenship, children learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. The relevant components of the PSHE and citizenship framework are:

Developing confidence and responsibility and making the most of their abilities

Children should be taught:

1a - to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
1b - to share their opinions on things that matter to them and explain their views
1c - to recognise, name and deal with their feelings in a positive way

Preparing to play an active role as citizens

Children should be taught:

2a - to take part in discussions with one other person and the whole class
2b - to take part in a simple debate about topical issues
2c - to recognise choices they can make, and recognise the difference between right and wrong
2f - that they belong to various groups and communities, such as family and school

Developing good relationships and respecting the differences between people

Children should be taught:

4a - to recognise how their behaviour affects other people
4b - to listen to other people, and play and work cooperatively
4c - to identify and respect the differences and similarities between people

Key stage 2 PSHE and citizenship

During key stage 2 PSHE and citizenship, children learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They learn about the wider world and the interdependence of communities within it. The relevant components of the PSHE and citizenship framework are:

Developing confidence and responsibility and making the most of their abilities

Children should be taught:

1a - to talk and write about their opinions, and explain their views, on issues that affect themselves and society
1c - to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action

Preparing to play an active role as citizens

Children should be taught:

2a - to research, discuss and debate topical issues, problems and events
2c - to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities
2e - to reflect on spiritual, moral, social and cultural issues, using imagination to understand other people's experiences
2f - to resolve differences by looking at alternatives, making decisions and explaining choices
2i - to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
2k - to explore how the media present information

Developing a healthy, safer lifestyle

Children should be taught:

3f - that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong

Developing good relationships and respecting the differences between people

Children should be taught:

4a - that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view
4b - to think about the lives of people living in other places and times, and people with different values and customs
4d - to realise the nature and consequences racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help
4e - to recognise and challenge stereotypes
4f - that differences and similariteis between people arise from a number of factors, including cultural, ethnic racial and religious diversity, gender and disability

Key stage 3 citizenship

The scheme of work for citizenship at key stage 3, published in autumn 2001, includes guidance on citizenship and teaching about diversity. Unit 4, 'Britain – a diverse society?' specifically addresses the requirements to teach about the diversity of national, religious and ethnic identities in the United Kingdom, and the need for mutual respect and understanding.

The following aspects of the citizenship programme of study make explicit links with ethnic and cultural diversity, requiring schools to ensure that pupils acquire and apply relevant knowledge and understanding:

Knowledge and understanding about becoming informed citizens

Pupils should be taught about:

1a - the legal and human rights and responsibilities underpinning society, basic aspects of the criminal justice system, and how both relate to young people
1b - the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
1g - the importance of resolving conflict fairly
1i - the world as a global community, and the political, economic, environmental and social implications of this, and the role of the European Union, the Commonwealth and the United Nations

Developing skills of enquiry and communication

Pupils should be taught to:

2a - think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT-based sources
2b - justify orally and in writing a personal opinion about such issues, problems or events
2c - contribute to group and exploratory class discussions, and take part in debates

Developing skills of participation and responsible action

Pupils should be taught to:

3a - use their imagination to consider other people's experiences and be able to think about, express and explain views that are not their own
3b - negotiate, decide and take part responsibly in both school and community-based activities
3c - reflect on the process of participating

Key stage 3 PSHE

The non-statutory guidelines for PSHE provide a context within which pupils can learn:

1b - to respect the differences between people as they develop their own sense of identity
2g - to recognise when pressure from others threatens their personal safety and well-being, and to develop effective ways of resisting pressures, including knowing when and where to get help
3a - about the effects of all types of stereotyping, prejudice, bullying, racism and discrimination and how to challenge them assertively
3b - how to empathise with people different from themselves
3d - to recognise some of the cultural norms in society, including the range of lifestyles and relationships
3j - to resist pressure to do wrong, to recognise when others need help and how to support them

Key stage 4 citizenship

The scheme of work for citizenship at key stage 4, published in spring 2002, includes guidance on citizenship and teaching about diversity. Unit 3, 'Challenging racism and discrimination', specifically addresses the requirements to teach about the origins and implications of the diverse national, religious and ethnic identities in the United Kingdom, and the need for mutual respect and understanding. The following aspects of the citizenship programme of study make explicit links with ethnic and cultural diversity, requiring schools to ensure that pupils acquire and apply relevant knowledge and understanding:

Knowledge and understanding about becoming informed citizens

Pupils should be taught about:

1a - the legal and human rights and responsibilities underpinning society and how they relate to citizens, including the role and operation of the criminal justice systems
1b - the origins and implications of the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
1i - the United Kingdom's relations in Europe, including the European Union, and relations with the Commonwealth and the United Nations
1j - the wider issues and challenges of global interdependence and responsibility

Developing skills of enquiry and communication

Pupils should be taught to:

2a - research a topical political, spiritual, moral, social or cultural issue, problem or event by analysing information from different sources, including ICT-based sources, showing an awareness of the use and abuse of statistics
2b - express, justify and defend orally and in writing a personal opinion about such issues, problems or events
2c - contribute to group and exploratory class discussions, and take part in formal debates

Developing skills of participation and responsible action

Pupils should be taught to:

3a - use their imagination to consider other people's experiences and be able to think about, express, explain and critically evaluate views that are not their own
3b - negotiate, decide and take part responsibly in school and community-based activities
3c - reflect on the process of participating

Key stage 4 PSHE

The non-statutory guidelines for PSHE provide a context within which pupils can learn:

1b - to have a sense of their own identity and present themselves confidently in a range of situations
1d - to recognise influences, pressures and sources of help and respond to them appropriately
2b - to use assertiveness skills to resist unhelpful pressure
3a - about the diversity of different ethnic groups and the power of prejudice
3b - to be aware of exploitation in relationships
3c - to challenge offending behaviour, prejudice, bullying, racism and discrimination assertively and take the initiative in giving and receiving support
3d - to work cooperatively with a range of people who are different from themselves

Throughout all key stages, pupils reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They learn how to respect our common humanity, diversity and differences so that they can form and maintain effective relationships.

The 'Breadth of opportunities' sections of the guidelines encourage pupils' participation in activities that address issues concerning diversity and anti-racism. For all the key stages, these sections suggest pupils have opportunities to:

• take responsibility;
• feel positive about themselves;
• participate;
• make real choices;
• meet and work with people;
• develop relationships;
• consider social and moral dilemmas;
• find information;
• ask for/provide help and advice.

In this context, pupils may:

• act as a befriender (or mentor), as a playground mediator, or represent the school at inter-cultural community events;
• gain recognition for the role they play in school life, such as organising activities for younger pupils or leading anti-bullying initiatives;
• work with people from the local, national and global community, including community and religious leaders and national and international aid organisations;
• communicate with children in other countries by web conferencing, e-mail or letters;
• encourage respect and understanding between different races and deal with harassment;
• contribute to the development, implementation, review and monitoring of school policies about anti-bullying or equal opportunities;
• take part in an action research project designed to reduce crime and improve personal safety in their neighbourhood;
• work together in a range of groups and social settings with their peers and others, exploring and discussing issues such as the similarities in and differences between cultures, races and religions;
• provide peer information and advice services;
• develop and implement strategies to challenge racism when they experience or observe it.

What are the implications for teaching and learning?

The national curriculum statutory inclusion statement describes a school's 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.

PSHE and citizenship provide an essential context for developing the attitudes, values, knowledge, skills and understanding pupils need for learning in and contributing to inclusive environments, both in school and out in the wider community. Good practice for teaching in PSHE and citizenship includes:

• enabling teachers and pupils to respond to the diverse learning needs of the learners (eg gender issues, special educational needs, different abilities and disabilities);
• providing a curriculum context for pupils to learn to recognise stereotypes, bullying and racial harassment situations so that they can develop skills to challenge these behaviours and to resolve any conflicts that may arise;
• making use of the range of social and cultural backgrounds within the school and its wider community;
• encouraging research into the demographic profiles of the various communities that make up modern UK society, whether or not the school has a diverse community;
• providing a context for all pupils, whatever their race or ethnicity (eg Travellers, refugees, asylum seekers), to be given opportunities to relate their stories and become increasingly valued members of their school communities;
• encouraging staff and pupils to work together to overcome barriers to learning;
• promoting the involvement and participation of all pupils;
• helping the development of positive relationships with local, national and global communities.

Principles to inform teaching and learning

Approaches to teaching and learning in PSHE and citizenship should promote the active involvement of the pupils. The role of the teacher is often that of facilitator, supporting pupils as they learn to assess evidence, negotiate, make decisions, solve problems, work independently and in groups, and learn from each other. It is not enough for pupils to know about PSHE and citizenship issues; they need to participate in them. This is especially true when pupils are exploring issues, attitudes and values relating to diversity and racism.

Fundamental to PSHE and citizenship is the need to discuss sensitive, controversial and challenging social and moral issues, and to make sense of them in the context of pupils' own life experiences.

A safe learning environment should be provided: pupils must develop their own ground rules rather than be presented with ones produced outside the class. They then need to test out their rules in discussion and group activities, amending them as necessary. The Teacher's guide in the scheme of work for citizenship at key stage 3 has more details about establishing ground rules for a learning environment that supports pupils in:

• discussing views that may be contrary to their own;
• giving and receiving relevant suggestions and criticism;
• promoting appreciation, courtesy, concern, respect, responsibility and understanding.

When exploring issues relating to diversity of race, religion and culture, these elements need to be in place:

• a range of teaching strategies: these are needed to provide the necessary breadth of effective learning opportunities. They will include an emphasis on active learning, enquiry, discussion and participation in PSHE and citizenship activities. Use should be made of visits and visitors, media sources and real school and community activities;
• a combination of approaches to curriculum provision: allocated curriculum time for PSHE and citizenship should be complemented by teaching the subject through other curriculum areas and through whole-school activities and events;
• intended learning outcomes: these must be developmental and sequential to ensure continuity and progression as topics/themes are revisited throughout the key stages;
• relevance to the planned provision: any PHSE and citizenship teaching should address the needs (immediate and future) and interests of pupils in the context of their social, moral, cultural, political and economic environment. This contributes towards pupils developing positive attitudes to teaching, school and society in general;
• access and inclusion: all pupils should have opportunities to participate in the activities and experiences on offer at the school, including subjects on the timetable and extra-curricular activities.

Teaching PSHE and citizenship in a global context

PSHE and citizenship help pupils to appreciate:

• cultural difference
  There are diverse ways that people see and represent themselves and their world, and address personal, social, health and citizenship issues.
  
• cultural context
  The ideas, beliefs and values that people put forward reflect the time and place in which they are working or studying.
  
• cultural change
  Following on from the idea of context, cultures are not static: they evolve within the context in which they were originally formed and as a result of population migrations (both voluntary and enforced by circumstances).
  
• cultural interpretation
  Our perception of our identity depends on a number of factors including: where we come from; our lifetime's experiences; and how we feel about these. These perceptions influence how we respond to and understand the work of others and how we respond to the time and place in which we live. The PSHE and citizenship curriculum must facilitate this self-examination and raise awareness of the experiences of others through a wide variety of media.