Experiences and Outcomes (English)

Experiences and Outcomes

This section explores ideas and links for embedding race equality and anti-racism across experiences and outcomes. Click on the bars below to explore each level.

Practitioner Considerations

All learners should feel that they are represented in the curriculum; diverse representations of characters and cultures in texts need to be routine and normalised because they benefit children of all backgrounds. ‘Books play an important role as mirrors for children: these stories and characters will affect how they see themselves and the world around them, their motivation to read, and their aspirations to become authors and illustrators of the future.’ BookTrust Represents

Children should feel that their experience/culture is mirrored and explored in the texts. Overall the focus should be on increasing diversity to benefit all communities, and not only for minority ethnic communities, otherwise they will continue to be viewed as inferior.

Care should be taken to avoid ethnocentrism, in other words, treating white, majority ethnic cultures as the norm and superior to other cultures. Difference should be normalised and valued, without reducing difference to simplistic stereotypes. Including examples of differences and similarities helps children avoid seeing difference as negative or exotic (also known as exotification).

Learners could be supported to consider whose story is being shared, who benefits from the story, who is missing from the story and why this might be the case. They could be supported in using their critical literacy skills to take positive action for social justice.

In texts that include Minority Ethnic characters who are not given agency or a voice it is important to balance this out by exploring what these characters’ perspectives and experiences might be. Balance should be brought by including texts by Minority Ethnic writers.

Books can help children and young people to develop empathy for others. Resources are available to help them explore what it means to have ‘empathy’ for someone else.

There are a number of resources to help children and young people consider racial diversity in the books available to them. Research information is available to reveal the percentage of books which feature a Minority Ethnic character, author or illustrator.

It might be helpful to review existing text books and resources for content that may be no longer be appropriate and to consider images and language used.

Early Level

Early Level Practitioner Considerations

At the early level it is unlikely that children can articulate what diversity is or means to them, it is therefore important to be careful not to try and manufacture discussions but instead be ready with clear and helpful answers to any questions asked by children. The normalisation of diversity in books or resources and their availability to allow learners to explore is the important factor to help embed these values in our young children.

Children should not be discouraged from noticing and discussing differences in skin colours. Psychologist Beverly Tatum’s research shows that children not only recognise race from a very young age, but also develop racial biases by ages 3 to 5 that do not necessarily resemble the racial attitudes of the adults in their lives. Not talking about race and racism sends a message to children that it is a taboo topic, no matter what age. Affirming children’s questions and comments about race is a powerful tool to avoid making them feel that conversations about anti-racism are negative. Open conversations about race at a young can also help reduce the internalisation of racial stereotypes.

When modelling lessons, practitioners should aim to use a variety of character names, again representing different faiths and cultures. This is important for all classrooms, not just those that include minority members.

Early Level
Experiences and outcomes	Possible activities
I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. LIT 0-01b / LIT 0-11b	Children could explore different picture books together during play and storytelling sessions. As they share stories children might consider the diversity of characters in the illustrations, cover and author, making connections to their own experiences and the world around them. This could encourage children to choose books which positively reflect diversity. There are a number of resources to help children explore racial diversity in the books available to them. Research information is available to reveal the percentage of books which feature a Minority Ethnic character, author or illustrator. At early level resources such as texts should be available to children to explore, but conversation around them should not be forced. The aim is to normalise the representation of different skin tones, cultures and ethnicities so that difference is not seen as a deficit but as a common feature of humanity. BookTrust Represents: Research into representation of people of colour among children’s book authors and illustrators CLPE: Reflecting Realities – Survey of Ethnic Representation within UK Children’s Literature 2018 Lit in Colour \| Supporting inclusive reading in schools The addition of fairy or traditional tales and music from around the world support the development of literacy skills. Parents and families could be involved in this process as part of wider family engagement.
To help me understand stories and other texts, I ask questions and link what I am learning with what I already know. LIT 0-07a / LIT 0-16a / ENG 0-17a	As children explore texts they might discuss how cultures/ethnicities are featured. As children play and engage with texts might ask questions to explore some cultures/ethnicities which may be familiar or new to them.
I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-19a	As children engage with different texts in play and discussion, they are given the opportunity to see how ethnicities and cultures are featured in the setting, characters and storyline.
Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. LIT 0-26a	Children could explore diversity in the range of texts all around them by looking at stories, print and images in the setting and their local community. As they follow their interests and experiment with writing they might create their own texts which feature diversity or which feature their own culture and background.
I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways. LIT 0-09b / LIT 0-31a	As children have the opportunity to explore a range of texts which feature diversity, such as stories, television programmes and films they are likely to create their own response through play. Children could create their own characters and events which feature diversity and positive role models. This could emerge through, storytelling, mark making/writing, role play etc.

First Level

First Level Practitioner Considerations

First Level
Experiences and outcomes	Possible activities
I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. LIT 1-11a / LIT 2-11a	Children could explore a range of texts to identify how different cultures and ethnicities are represented. They could be encouraged to use the cover, illustrations, blurb and information about the author to reflect on texts. They could consider together the range of positive role models who are represented through characters and authors. This could encourage children to be more aware of diversity as they select and engage with texts. First and Second Level The Silence Seeker Teaching Notes: This resource was designed by Glasgow City Council to support writing / reading strategies with a short book study. The book ‘Silence Seeker’ explores forced migration, empathy and friendship. First and Second Level Hair Love resources workbook: This resource was designed by Glasgow City Council to support writing / reading strategies with a short book study. The book ‘Hair Love’ explores embracing natural hair, the power of persistence and family love.
To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. ENG 1-17a	Children could use questions to explore how diversity is represented in texts. Children could focus upon some popular texts within the class, such as books, films or television programmes. Children could create and reflect upon some questions around diversity, for example: whose story is being shared, who benefits from the story who is missing from the story/whose voice don’t we hear why this might be the case. First and Second Level The Silence Seeker Teaching Notes: This resource was designed by Glasgow City Council to support writing / reading strategies with a short book study. The book ‘Silence Seeker’ explores forced migration, empathy and friendship. First and Second Level Hair Love resources workbook: This resource was designed by Glasgow City Council to support writing / reading strategies with a short book study. The book ‘Hair Love’ explores embracing natural hair, the power of persistence and family love.
I can share my thoughts about structure, characters and/or setting, recognise the writer’s message and relate it to my own experiences, and comment on the effective choice of words and other features. ENG 1-19a	Children could begin by exploring how authors may choose to share a message through their stories. They could watch or listen to some authors describing how they encourage diversity through their writing and illustrations. For example: How the Rosa and Clive books celebrate inclusivity Children could explore how diversity is featured (or not) in the characters and storyline of a range of different texts. They may want to identify some examples where the writer has provided a positive or powerful message about diversity. First and Second Level The Silence Seeker Teaching Notes: This resource was designed by Glasgow City Council to support writing / reading strategies with a short book study. The book ‘Silence Seeker’ explores forced migration, empathy and friendship. First and Second Level Hair Love resources workbook: This resource was designed by Glasgow City Council to support writing / reading strategies with a short book study. The book ‘Hair Love’ explores embracing natural hair, the power of persistence and family love.
I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a / LIT 1-29a	As children become more aware of how diversity is reflected in texts in their setting and local community, they could create their own texts which feature positive representation and reflect their own culture and background. For example, they could promote diversity as they create information texts, such as posters, leaflets, advertisements etc. Children could develop a campaign for fairness and equality of representation, this could centre around world book day. An example of the importance of representation is outlined by Karen Edge and her son Isaac in this short video clip.
Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. ENG 1-31a	As children become more aware of how diversity is reflected in events and characters they read about, they could be encouraged to create their own stories which feature positive representation and reflect their own culture and background. For example, they could create their own characters and events which feature diversity and positive role models.

Second level

Second Level Practitioner Considerations

Second Level
Experiences and outcomes	Possible activity/practice
I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. LIT 1-11a / LIT 2-11a	Children explore texts which reflect different cultures, ethnicities and lived experiences. By engaging with various aspects of these texts they are able to consider how features such as character and setting are deployed to convey the writer’s ideas and key themes. By identifying with characters and their situation, children are able to develop empathy. All learners can learn more about the background and cultures of others. Learners should be supported to develop their critical perspective around representation of characters, cultures and events. Alongside children practitioners should reflect on the classroom texts and resources used to ensure that they are not reinforcing racial biases and stereotypes. The learning environment should encourage them to: view history as being made up of multiple perspectives build connections between the historical content of the curriculum and the everyday lives of learners openly address topics around (but not limited to) race, gender, sexuality, class, neurodiversity and dis/ability explore their own multi-dimensional and developing identities build a shared language around inclusion and diversity (inspired by Community Roots Charter School and Anti-Bias Tools & Strategies)
To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a	When engaging with a range of written and media texts focusing on social issues, children explore how cultural and racial diversity are represented. By asking and answering relevant questions, children are increasingly able to demonstrate an awareness of such issues and how they are conveyed through the writer’s exploitation of literary techniques. Learners should be encouraged to think critically about the use of language and how it can be used as a tool to give power, take power or share power. They should be supported in using their critical literacy skills to take positive action for social justice. These Scot Dec materials were created by English teachers in Scotland. The first activity introduces the need to hear multiple stories of the world and our place in it. There then follows three units with a focus on climate change, refugees and how we engage with the ‘other’. First and Second Level The Silence Seeker Teaching Notes: This resource was designed by Glasgow City Council to support writing / reading strategies with a short book study. The book ‘Silence Seeker’ explores forced migration, empathy and friendship. First and Second Level Hair Love resources workbook: This resource was designed by Glasgow City Council to support writing / reading strategies with a short book study. The book ‘Hair Love’ explores embracing natural hair, the power of persistence and family love.
I can: · discuss structure, characterisation and/or setting; · recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences; and · discuss the writer’s style and other features appropriate to genre. ENG 2-19a	Children continue to explore how authors choose to share a message through their stories. They watch or listen to authors describing how they encourage diversity through their writing and illustrations. Children continue to explore how diversity is featured in the characters and storylines of a range of age-appropriate texts. They are increasingly able to identify examples where the writer has provided a positive or powerful message about diversity. Learners could be supported to consider whose story is being shared, who benefits from the story, who is missing from the story and why this might be the case. It might be appropriate to support learners to challenge a narrative being presented and seek out counter narratives that are informed by lived experience. For example a text written about race by a white author could be explored alongside a text written about race by a Minority Ethnic author. Why Frogs and Snakes Never Play Together activity: through folk tales, this lesson plan explores the topic of diversity and will spark a discussion about the topic of prejudice. These Scot Dec materials were created by English teachers in Scotland. The first activity introduces the need to hear multiple stories of the world and our place in it. There then follows three units with a focus on climate change, refugees and how we engage with the ‘other’. First and Second Level The Silence Seeker Teaching Notes: This resource was designed by Glasgow City Council to support writing / reading strategies with a short book study. The book ‘Silence Seeker’ explores forced migration, empathy and friendship. First and Second Level Hair Love resources workbook: This resource was designed by Glasgow City Council to support writing / reading strategies with a short book study. The book ‘Hair Love’ explores embracing natural hair, the power of persistence and family love.
I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a	As children become more aware of how diversity is reflected in texts, they continue to create their own texts which reflect their heritage and feature positive representations of diversity. For example, they take opportunities to promote diversity and reflect their own heritage as they create information texts, such as posters, leaflets, advertisements etc. Learners could be supported to consider whose story is being shared, who benefits from the story, who is missing from the story and why this might be the case. It might be appropriate to support learners to challenge a narrative being presented and seek out counter narratives that are informed by lived experience. For example a text written about race by a white author could be explored alongside a text written about race by a Minority Ethnic author. Why Frogs and Snakes Never Play Together activity: through folk tales, this lesson plan explores the topic of diversity and will spark a discussion about the topic of prejudice. These Scot Dec materials were created by English teachers in Scotland. The first activity introduces the need to hear multiple stories of the world and our place in it. There then follows three units with a focus on climate change, refugees and how we engage with the ‘other’.
Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life. ENG 2-31a	As children continue to become aware of how diversity is reflected in events and characters they read about, they find opportunities to create their own stories which feature positive representations. For example, through their own writing, children create their own characters and storylines which reflect their own heritage, diversity and positive role models. When children are creating their own texts they should be supported to focus on humanising the voices and experiences of their characters. This is especially important if a learner is writing about a character with a different identity, cultural heritage or background to themselves. There is scope for learners to explore other identifies through their writing but they must be supported to avoid recreating stereotypes or tokenism.

Third and Fourth level

Third and Fourth Level Practitioner Considerations

Young people should not be discouraged from noticing and discussing differences in skin colours. Psychologist Beverly Tatum’s research shows that children not only recognise race from a very young age, but also develop racial biases by ages 3 to 5 that do not necessarily resemble the racial attitudes of the adults in their lives. Not talking about race and racism sends a message to children that it is a taboo topic, no matter what age. Affirming children’s questions and comments about race is a powerful tool to avoid making them feel that conversations about anti-racism are negative. Open conversations about race at a young can also help reduce internalising racial stereotypes.

Third and Fourth level

Experiences and Outcomes

Possible activity/practice

When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking.

LIT 3-02a

(See also LIT 4-02a)

Through the development of skills in listening and talking, young people are given regular opportunities to explore a range of topics including social issues such as racial equality and cultural diversity. Through formal and informal group discussion and interactions they are encouraged to form views, justify these with evidence and challenge opposing views in ways that are respectful and inclusive.

Learners could be supported to consider whose story is being shared, who benefits from the story, who is missing from the story and why this might be the case. It might be appropriate to support learners to challenge a narrative being presented and seek out counter narratives that are informed by lived experience. For example a text written about race by a white author could be explored alongside a text written about race by a Minority Ethnic author.

Learners should be supported to develop their critical perspective around representation of characters, cultures and events. Alongside young people, practitioners should reflect on the classroom texts and resources used to ensure that they are not reinforcing racial biases and stereotypes. The learning environment should encourage them to:

view history as being made up of multiple perspectives
build connections between the historical content of the curriculum and the everyday lives of learners
openly address topics around (but not limited to) race, gender, sexuality, class, neurodiversity and dis/ability.
explore their own multi-dimensional and developing identities
build a shared language around inclusion and diversity (inspired by Community Roots Charter School and Anti-Bias Tools & Strategies)

When listening and talking with others for different purposes, I can:

· communicate information, ideas or opinions;

· explain processes, concepts or ideas; and

· identify issues raised, summarise findings or draw conclusions. LIT 3-09a

(See also LIT 4-09a)

In response to engaging with texts or through discussions with others, young people are able to explore and express their point of view, informally and in more formal contexts such as solo talks and presentations. Opportunities to produce such writing are increasingly used to challenge inequality and argue positively for social justice.

These Scot Dec materials were created by English teachers in Scotland. The first activity introduces the need to hear multiple stories of the world and our place in it. There then follows three units with a focus on climate change, refugees and how we engage with the ‘other’.

I can:

· discuss and evaluate the structure, characterisation and/or setting using some supporting evidence;

· identify the main theme of the text and recognise the relevance this has to my own and others’ experiences; and

· identify and comment on aspects of the writer’s style and other features appropriate to genre using some relevant evidence. ENG 3-19a

(See also ENG 4-19a)

By engaging with a variety of written and media texts, young people explore features such as theme, characterisation and relationships and consider how writers often use these to convey powerful messages on racial inequality and the lived experiences of people in the past and the present day. For example: “Teenage rebels”: Cane Warriors author Alex Wheatle on writing about young people living through incredible events

Learners should be encouraged to think critically about the use of language and how it can be used as a told a tool to give power, take power or share power. They should be supported in using their critical literacy skills to take positive action for social justice.

I can persuade, argue, evaluate, explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence. LIT 3-29a

(See also LIT 4-29a)

Young people are given opportunities to create their own non-fiction texts, such as discursive or persuasive writing, in which they draw on robust and relevant evidence to support a clear line of thought. Opportunities to produce such writing are increasingly used to challenge inequality and argue positively for social justice.

Why Frogs and Snakes Never Play Together activity: through folk tales, this lesson plan explores the topic of diversity and will spark a discussion about the topic of prejudice.

Having explored the elements which writers use, I can create texts in different genres by:

· integrating the conventions of my chosen genre successfully;

· using convincing and appropriate structures;

· creating interesting and convincing characters; and · building convincing settings which come to life. ENG 3-31a

(See also ENG 4-31a)

Through the exploration of genre, learners increasingly develop a critical awareness of cultural and racial representations. They are given opportunities to create their own fiction texts in a variety of forms. In doing so, they explore themes such as racial inequality, cultural identity and social diversity in ways that reflect a growing awareness of, and empathy with, the lived experiences of everyone.

When young people are creating their own texts they should be supported to focus on humanising the voices and experiences of their characters when exploring diversity. This is especially important if a learner is writing about a character with a different identity, cultural heritage or background to themselves. There is scope for learners to explore other identifies through their writing but they must be supported to avoid recreating stereotypes or tokenism. This can be done through recognising their own positionality and through finding texts that are written by a person with lived experience of the identity they are exploring.

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Experiences and Outcomes (English)

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