At The Wells Academy, we focus on the equality and diversity in our curriculum provision. Through our implementation we ensure our learning journey’s address discrimination, equality of opportunity, and foster good relations in a manner that values and responds to diversity.
Our inclusive curriculum ensures teaching methods and assessments do not place students at a disadvantage, communicating a transparent expectation of assessment, enabling all learners the opportunity to succeed. We ensure students are exposed to and are given the opportunity to expand their knowledge and understanding of many different cultures and identities in a manner appropriate to the subject being taught.
Our planning across the curriculum provides content that addresses different perspectives integrating themes of equality, diversity and cultural relativity. This is evident in both subject-based lessons and our PDC curriculum, where teacher planning gives the opportunity to reflect on their own identities, biases, and backgrounds. Planning also broadens students understanding in how these impact on their own and others learning and life experiences.
Teachers employ a range of adaptive delivery strategies to ensure the curriculum is inclusive for all. Through sequenced ‘student voice’, via the PDC curriculum, we identify and plan to overcome barriers that prevent students from all backgrounds reaching their potential. The robust ‘student voice’ process enables curriculum leaders and pastoral teams to redesign and shape their curriculums to address the prevalent issues impacting on the lives of our learners. This responsive, adaptive approach ensures The Wells Academy is a safe, welcoming and tolerant learning environment where students feel comfortable to be themselves.