The above activities 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 English curriculum for valuing diversity and challenging racism?

The national curriculum programme of study for English provides 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.

The English curriculum provides opportunities to value diversity and challenge racism.

Key stage 1

Children:

• develop an awareness of others and the similarities and differences between people from different backgrounds through shared and independent reading of appropriate fiction and non-fiction texts
• explore issues such as caring for others, showing respect and tolerance, and value differences through talking about and explaining experiences
• use writing for developing ideas.

Key stage 2

Children:

• read stories, poetry and non-fiction accounts from a range of cultures and traditions that explore the values, beliefs and experiences of different groups of people
• explore themes of cooperation, interdependence and conflict resolution through discussion and role play
• develop ways of using writing to help their thinking, and review and comment on what has been read, seen or heard.

Key stage 3

Children:

• explore and respond to the writing of major authors and poets from a range of cultures and traditions
• take different views into account and modify their own views in the light of what others say
• use a variety of drama techniques to explore text, characterisation and concepts of equality and social justice
• in writing, focus on presenting or arguing a case and influencing the reader.

What are the implications for teaching and learning?

The national curriculum statutory inclusion statement describes schools' responsibiltiy 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.

Effective teaching within the English curriculum should enable pupils to examine issues of cultural identity, study positive role models, challenge stereotypes and think critically. Pupils should be encouraged to:

• develop their understanding of the lives, attitudes and perspectives of different peoples and races through reading and discussing a range of quality texts from different cultures;
• choose and discuss texts, stories and situations with which they can identify and which support their own feelings of self-worth and personal growth;
• discuss, review, reflect and challenge the content and context of different fiction and non-fiction texts in the light of their own and others' experience and knowledge;
• develop confidence in speaking about a range of intellectual, emotional and moral issues with a developing objectivity and balance of argument;
• listen to the opinions of others and respect and value their contributions, even if these differ from their own;
• collaborate in group activities, including drama and role play, that allow them to work together to resolve some of the issues relating to their daily lives or beyond, if appropriate;
• write about their own ideas and feelings, and critically evaluate them in the light of views that may be different from their own.

Principles to inform teaching and learning

Setting suitable learning challenges

Pupils need to read and share texts that address, with imagination and sensitivity, issues of cultural similarities and differences. From key stage 1 onwards, pupils should be introduced to a wide range of texts that enrich their knowledge about different people and places, and allow them to discuss their experiences and perceptions of the world around them.

Responding to pupils’ diverse learning needs

Pupils bring with them a wide range of attitudes, feelings and perceptions as a result of experiences within their family, friendship circles and local neighbourhood. Often, pupils' experiences of the world at large are mediated through books, newsprint, television and, more recently, the internet. It is important that teachers acknowledge and respect pupils' experiences, and are aware of the origins of their experiences before exploring sensitive themes from story, poetry or information texts.

Overcoming potential barriers to learning and assessment

To overcome any potential barriers in learning, some pupils may require support in English language learning. Planning for this support should take into account such factors as pupils' age, length of time in the country, and knowledge and use of other languages, particularly their first language. The pupils should be carefully monitored to ensure that they do not have any learning difficulties.

Teaching English in a global context

Teaching English in a global context can help pupils to understand and appreciate the following.

• cultural similarities and differences
  The study of spoken language (including accent, dialect and the use of standard and non-standard English) can draw attention to the important role that language plays in identity, group membership and acceptance, and status within and between cultural groups.
  
• cultural context
  Teachers can help pupils to critically review their own and society’s assumptions of cultural identities and roles by:
  • enabling pupils to read a wide range of fiction and non-fiction texts about characters in different contexts, time and places and with varying perspectives;
  • discussing the negative ways in which these texts stereotype people, their lives and their beliefs.
    
• cultural change
  Issues of cultural change and development can be explored through, for example, the study of media texts such as newspapers and film material that reflect the lives of ethnic groups in the UK today. Also, pupils can examine how media texts reflect social change and cultural fusion, as well as their influence on public attitudes towards cultural diversity.
  
• cultural interpretation
  Pupils can explore similarities of interpretation and viewpoint as well as any differences in the cultural perspective of writers by studying traditional story forms. These forms have evolved over time and often visit and revisit popular themes such as family solidarity or abandonment, individual endeavour, and concepts of creation and rebirth.

Through role-play and drama, among other activities, pupils can reflect on aspects of their own identity and how they relate to others in the context of what they know and feel about their origins, family background and membership of social groups.