- When planning, teachers should set high expectations and provide opportunities
for all pupils to achieve, including boys and girls, pupils with special
educational needs, pupils with disabilities, pupils from all social and
cultural backgrounds, pupils of different ethnic groups including travellers,
refugees and asylum seekers, and those from diverse linguistic backgrounds.
Teachers need to be aware that pupils bring to school different experiences,
interests and strengths which will influence the way in which they learn.
Teachers should plan their approaches to teaching and learning so that
all pupils can take part in lessons fully and effectively.
- To ensure that they meet the full range of pupils' needs, teachers should
be aware of the requirements of the equal opportunities legislation that
covers race, gender and disability.
- Teachers should take specific action to respond to pupils' diverse needs
by:
- creating effective learning environments
- securing their motivation and concentration
- providing equality of opportunity through teaching approaches
- using appropriate assessment approaches
- setting targets for learning.
Examples for B/3a - creating effective learning environments
Teachers create effective learning environments in which:
- the contribution of all pupils is valued
- all pupils can feel secure and are able to contribute appropriately
- stereotypical views are challenged and pupils learn to appreciate and
view positively differences in others, whether arising from race, gender,
ability or disability
- pupils learn to take responsibility for their actions and behaviours
both in school and in the wider community
- all forms of bullying and harassment, including racial harassment, are
challenged
- pupils are enabled to participate safely in clothing appropriate to
their religious beliefs, particularly in subjects such as science, design
and technology and physical education.
Examples for B/3b - securing motivation and concentration
Teachers secure pupils' motivation and concentration by:
- using teaching approaches appropriate to different learning styles
- using, where appropriate, a range of organisational approaches, such
as setting, grouping or individual work, to ensure that learning needs
are properly addressed
- varying subject content and presentation so that this matches their
learning needs
- planning work which builds on their interests and cultural experiences
- planning appropriately challenging work for those whose ability and
understanding are in advance of their language skills
- using materials which reflect social and cultural diversity and provide
positive images of race, gender and disability
- planning and monitoring the pace of work so that they all have a chance
to learn effectively and achieve success
- taking action to maintain interest and continuity of learning for pupils
who may be absent for extended periods of time.
Examples for B/3c - providing equality of opportunity
Teaching approaches that provide equality of opportunity include:
- ensuring that boys and girls are able to participate in the same curriculum,
particularly in science, design and technology and physical education
- taking account of the interests and concerns of boys and girls by using
a range of activities and contexts for work and allowing a variety of
interpretations and outcomes, particularly in English, science, design
and technology, ICT, art and design, music and physical education
- avoiding gender stereotyping when organising pupils into groups, assigning
them to activities or arranging access to equipment, particularly in science,
design and technology, ICT, music and physical education
- taking account of pupils' specific religious or cultural beliefs relating
to the representation of ideas or experiences or to the use of particular
types of equipment, particularly in science, design and technology, ICT
and art and design
- enabling the fullest possible participation of pupils with disabilities
or particular medical needs in all subjects, offering positive role models
and making provision, where necessary, to facilitate access to activities
with appropriate support, aids or adaptations. (See Overcoming
potential barriers to learning and assessment for individuals and groups
of pupils.)
Examples for B/3d - using appropriate assessment approaches
Teachers use appropriate assessment approaches that:
- allow for different learning styles and ensure that pupils are given
the chance and encouragement to demonstrate their competence and attainment
through appropriate means
- are familiar to the pupils and for which they have been adequately prepared
- use materials which are free from discrimination and stereotyping in
any form
- provide clear and unambiguous feedback to pupils to aid further learning.
Examples for B/3e - setting targets for learning
Teachers set targets for learning that:
- build on pupils' knowledge, experiences, interests and strengths to
improve areas of weakness and demonstrate progression over time
- are attainable and yet challenging and help pupils to develop their
self-esteem and confidence in their ability to learn.
