Qualifying to Teach high expectations of all pupils; respect their social,cultural,linguistic,religious and ethnic backgrounds understand how pupils’ learning can be affected by their physical,intellectual,linguistic,social cultural and emotional development establish a purposeful learning environment where diversity is valued This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way Download P1.1_3.1c Authored by Aftab Gujral, St Martin's Lancaster. Accessed from date created [Oct 2004]

Qualifying to Teach take account and support pupils’ varying needs so that girls and boys, from all ethnic groups, can make good progress select and prepare resources, taking account of pupils’ interests and their language and cultural backgrounds be able to support those who are learning English as an additional language This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way Download P1.1_3.1c Authored by Aftab Gujral, St Martin's Lancaster. Accessed from date created [Oct 2004]

ASSIMILATION SEPARATISM HARMONY

Education for All Consideration should be given to pluralist issues within the central and compulsory core of all initial teacher training Efforts should be made by all teacher training institutions to ensure that all their students have an opportunity of gaining some practical experience in a multi-racial school The right of ethnic minority communities to seek to establish their own voluntary aided schools is firmly enshrined in law

Education for All Ethnic minority languages should be included in the curriculum where there is likely to be sufficient demand The fundamental change that is necessary is to recognise that the problem is not how to educate the children of ethnic minorities but how to educate all children Britain is a multi-racial and multicultural society and all pupils must be enabled to understand what this means In our view the most important potential source of ethnic minority teachers in the future is the ethnic minority pupils currently in schools

Language Issues in the Multi- lingual School the range of languages to be recognised and taught as part of the curriculum the use of mother tongue in the learning process home-school communications phase I language learners

Language Issues in the Multi- lingual School the masking of cognitive ability reinforcement: 9 to 4 curriculum content frame of reference identity and self-esteem

In the Multi-cultural/multi- racial/multi-lingual Classroom the impact of extended holidays to the Indian sub-continent the need to provide differentiated teaching and learning for EAL gender sensitivity the acceptance of mother tongue in the process of learning

In the Multi-cultural/multi- racial/multi-lingual Classroom the pronunciation of names and the significance of names divergent views: music and modesty reporting pupil progress to parents and carers who may be unfamiliar with the system and possibly ill-educated themselves the cultural bias of much teaching material and the tokenism of others

In the Multi-cultural/multi- racial/multi-lingual Classroom religious festivals and celebrations which do not chime with the academic year the appreciation of codes of dress, jewellery etc the management of learning at home This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way Download P1.1_3.1c Authored by Aftab Gujral, St Martin's Lancaster. Accessed from date created [Oct 2004]