3.1 Ensuring Further Wellbeing, Equality How do you ensure To what extent does Use of Resilient development and Inclusion that equality leads to our school celebrate Kids of RME staff and improved outcomes All diversity? partners take due for all learners? curriculum, well does How account of the what extent To our school ensure Strong pupil voice with use of legislative do you value and that the curriculum is Authority framework related to celebrate diversity? designed to develop wellbeing, equality do you How Progression and promote equality and inclusion. challenge and diversity and Framework curriculum discrimination? The eliminate provides children do you How discrimination? and young people ensure that age, Seek out more with well-planned disability, gender learning and and progressive reassignment, teaching opportunities to marriage and civil opportunities explore diversity and partnership, multi-faith issues, pregnancy, race, for E & D and to challenge religion or belief, sex within IDL racism and religious and sexual intolerance. orientation are not and barriers to Children young people are participation and knowledgeable achievement? about equalities and inclusion. They feel able to challenge discrimination, xenophobia and intolerance when they come across it.
3.1 Ensuring Wellbeing, Equality and Inclusion All staff and partners take due account of the legislative framework related to wellbeing, equality and inclusion. The curriculum provides children and young people with well-planned and progressive opportunities to explore diversity and multi-faith issues, and to challenge racism and religious intolerance. Children and young people are knowledgeable about equalities and inclusion. They feel able to challenge discrimination, xenophobia and intolerance when they come across it. To what extent does our school celebrate diversity? How well does our school ensure that the curriculum is designed to develop and promote equality and diversity and eliminate discrimination? How do you ensure that equality leads to improved outcomes for all learners? To what extent do you value and celebrate diversity? How do you challenge discrimination? How do you ensure that age, disability, gender reassignment, marriage and civil partnership, pregnancy, race, religion or belief, sex and sexual orientation are not barriers to participation and achievement? Use of Resilient Kids Strong pupil voice Further development of RME curriculum, with use of Authority Progression Framework Seek out more learning and teaching opportunities for E & D within IDL
promoting_diversity_and_equality_policy_december-2017.docx