All pupils have the right to a broad and balanced curriculum. This must also be supported by high-quality teaching and learning experiences. Schools have a duty to ensure that all pupils have equal access to the curriculum irrespective of their background, race, culture, gender, additional need or disability. The references to the curriculum within this chapter include the curriculum in its widest sense. That is, not only the learning happening in the classroom, but everything which happens in the life of the school. To understand the importance of supporting the rights of children and young people, it is helpful to look in more detail at the intended outcomes of legislation, codes of practice and policies. Policies on inclusion and equality of opportunity can only be successful if they help to raise achievement and to promote self-identity and good relationships through the participation of all children and young people.
It is important that you understand the cultural diversity of the pupils within the school and particularly those you are supporting. You will then be able to help pupils to make sense of their learning by making connections to their own lives. Your role may include providing pastoral support to individual children. Understanding and taking account of their background and culture is essential for you to build effective relationships and provide support.
Everyone working in schools must be aware of ways that children can experience prejudice and discrimination. Prejudice can occur through lack of knowledge and understanding of diversity. Prejudice is making assumptions about children or young people because they belong to a particular group. For example, a child who has a disability may be assumed to have learning difficulties.
Types of discrimination
Children and young people may experience direct discrimination or indirect discrimination.
Direct discrimination
This happens when children and young people are not allowed to access part of the curriculum and school activities because of their particular situation such as race, gender or disability. An example is where a school does not accept a pupil because of their special educational need or a group of pupils do not let another pupil join in with them because of their race.
Indirect discrimination
Staff need to be aware of ways that children and young people experience indirect discrimination. This is one is more difficult to spot. Indirect discrimination occurs when practice and procedures are applied without consideration to individuals’ circumstances. A child will not be excluded directly but will be unable to participate because of their personal situation. For example, a school visit to caves where pupils must wear a hard hat will indirectly discriminate against a pupil who wears a turban as part of their religion.
Discrimination can be: ● institutional: this happens when the policies and procedures of an organisation allow practice which directly or indirectly discriminates against someone ● individual: this may be practised by individuals or groups within the school. Individuals could be staff , visitors to the school or other children and young people.
hope this helps a little. xx
Help for Unit 304 please?
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