| 1: A Framework for Diversity
The National Curriculum
The National Curriculum makes a powerful and unequivocal statement of entitlement for all pupils:
"The National Curriculum secures for all pupils, irrespective of social background, culture, race, gender, differences in ability and disabilities, an entitlement to a number of areas of learning and to develop knowledge, understanding, skills and attitudes necessary for their self-fulfilment and development as active and responsible citizens."
(The school curriculum and the National Curriculum: values, aims and purposes
http://www.nc.uk.net/nc_resources/html/valuesAimsPurposes.shtml QTS 2.2)
At the same time, the National Curriculum statement on inclusion makes clear the responsibility of schools to provide a curriculum that meets the specific needs of individuals and groups of pupils: The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils. http://www.nc.uk.net/nc_resources/html/inclusion.shtml
There is a certain tension between these two aims. On the one hand, we have a centrally prescribed, statutory curriculum for each subject with, particularly at KS3, a very detailed set of objectives to be covered. The focus here is on a general entitlement, on systematic coverage in order not deprive any pupil of the opportunity to study, say, Shakespeare. And, of course, there are the National Curriculum tests and GCSEs, to be taken at set ages, rather than when pupils are ready for them, as with the music grade exams, for example. On the other hand, there is the clear requirement to plan for, and respond to, individual needs. This throws up the question: how do you square coverage of a centrally prescribed curriculum, and the accompanying tests and exams at fixed ages, with meeting the needs of individual learners who have differing starting points and differing rates of progress?
This question is particularly pertinent with regard to the needs of bilingual students. As Joan Goody writes:
“We need to be free to acknowledge, in the way we organise our teaching, the different starting points of young people and their many routes of learning, particularly, but not only, in the multicultural, multilingual classroom.We need to be able to see the diversity that pupils bring to the classroom as ultimately enriching, as forming part of the resources that stimulate the teaching and learning of all.In more practical terms we need the time to make the classroom welcoming and safe -- where there is a place for children's own cultures, traditions and values, and where young people can learn how to work together creatively and collaboratively, can talk frankly and listen to each other, and have opportunities to formulate their thoughts and to reflect.We as teachers need to be relaxed enough to listen to our pupils as individuals and to enter into discussion with them.All this takes time, slows down the pace, but we very soon reap the benefits.”
(Joan Goody in ‘When the hurly-burly’s done’ Burgess T, Fox C & Goody J,
Perspectives on English Teaching 1
NATE 2002)
 
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