Cultural Diversity Policy into practice Rationale It is intended that the curriculum should reflect the culturally diverse society to which pupils belong and of which they will become adult members. We at Hatfield Woodhouse Primary School consider multi-cultural development to be essential both for each individual pupil and society as a whole. We believe that pupils should be given the opportunities to develop their own appreciation and understanding of their own cultural heritage and traditions, alongside a knowledge that others may refer to a different heritage, tradition and value. It is hoped that the school leads each pupil into an appreciation of the richness of diversity which will prepare them for life in a multi-cultural society. Aims Our aims are to enable each pupil to develop a sense of personal identity which is: • confident, strong and self affirming; • open to change, choice and development; • receptive and generous towards other identities, and prepared to learn from

them. Summary of Objectives These objectives, which are set out under the three headings of: • knowledge and understanding • skills • attitudes place emphasis not only on learning about diversity but also on values and concerns which other communities and cultures have in common. Knowledge and Understanding • knowledge of one’s own cultural traditions; • knowledge of different cultures; • knowledge of the physical, social and psychological needs which human beings

have in common, including nutrition and shelter, and values relating to freedom, self-respect and belonging;

• knowledge of the ways in which different cultures respond to these fundamental needs and moral concerns;

Skills • ability to contribute to one’s own cultural traditions; • ability to learn from different cultural experiences and to empathise with people

with different traditions; • ability to identify instances of prejudice, bias, intolerance and discrimination; • ability to engage in discussion with people with traditions other than their own. Attitudes • willingness to sustain the positive aspects of their own traditions; • willingness to learn from different traditions, cultures and identities; • willingness to challenge instances of prejudice, bias, intolerance and

discrimination; • willingness to accept reasonable procedures for resolving conflicts.

The Broad Curriculum Opportunities for multi-cultural education pervade the whole curriculum. This means both the planned and hidden curriculum. A broad, balanced approach allows the maximum opportunity for the acquisition of knowledge, skills and attitudes relevant to multi-cultural education. Whole School Ethos Whole school ethos is a significant factor in furthering multi-cultural understanding. The ways in which teachers and other adults in the school community model qualities, values, attitudes and skills into learning is of prime importance. The attitudes, empathy and interpersonal skills of the teacher have a great influence on the developing attitudes of pupils. The principles of good practice demonstrated across the taught curriculum in the subjects where multi-cultural education will be emphasized. Art • Pupils are encouraged to appreciate a range of cultural traditions in the visual

arts, and make imaginative use in their own work of diverse styles. • Pupils are encouraged to see that artistic heritages significant to themselves are

valued and draw on these in their own work. • Pupils are offered a balance of examples of Western, non -Western Modern and

Traditional art. • Pupils listen to and respect the view of others when discussing art. • These concepts are reflected in classroom displays. English • The fiction, drama and poetry offered reflect a wide range of genres, times and

places; and refer to a wide range of human conditions, experiences and achievements.

• Pupils are taught to use a variety of forms of expression in their own writing. • Pupils develop analytical skills to recognise bias in literature and the media, and

learn to question stereotypical images. • Pupils are given the opportunity to discuss different, accents and dialects. Geography • Pupils draw on their experience of family and community and reflect on their own

personal experience. • Pupils are taught to recognise differences and commonalities in man’s

relationship with the environment. • Pupils are taught that negative images of developing countries, for example in the

media which portray developing countries as poverty stricken and “backward “ should be challenged and corrected.

• Links are made with other subjects and cross curricular themes.

History • Pupils are given the opportunities to gain sufficient knowledge to link significant

events in British history to the context of the wider world. • A range of perspectives and viewpoints are presented and pupils are taught to

distinguish between fact and opinion. • In all aspects of history, social, cultural, religious and ethnic influences and

differences are represented Music • Pupils become familiar with a wide variety of musical traditions. • In composition and performance pupils draw on a range of musical traditions,

genres and conventions. • Pupils are taught to appreciate differences and ways in which each work of music

is related to its specific context in culture, time and place. • Pupils are given opportunities to appreciate that in many cultures music is

extremely closely related to other art forms, such as theatre, dance, and religious and ceremonial occasions.

• The music of all cultures is valued. Physical Education • Activities are planned to be acceptable to pupils of all religious observances, and

provision is made for any pupil who may be fasting due to a religious observance. • Evaluation of performances, enable pupils to respect themselves and others as

performers and as supportive members of a group or team. Religious Education and Collective Worship • Diversity of religious beliefs are treated sensitively as a valuable resource. • Pupils are encouraged to reflect on their own experience of family and community

and learn from each other. • Common elements, concerns and values in human experience and in religious

traditions are emphasised, eg) with regard to stages of life and the celebration of festivals and to the moral and spiritual teachings which are reflected in stories and doctrines.

• Pupils are taught an awareness that world faiths contain a diversity of teachings and worship.

• Pupils are taught to recognise that all religious traditions have teachings and stories, which promote tolerance and justice.

• Major faiths are shown in their world-wide contexts. • It is ensured that any visit to a religious place of worship does not reinforce

negative attitudes. Science • Pupils are taught that scientific knowledge is not the product of the West, or of

any single culture, but has developed and continues to develop all over the world. • A range of investigative approaches is used. • Links are made with other subjects, as appropriate. Design and Technology • Through links with other subjects technology is seen in its social, cultural and

historical contexts.