Identity and cultural diversity

Download identity and cultural diversity overview.

Learning about identity and cultural diversity can help young people to live and work together in diverse communities, both in this country and the wider world. It can also help them develop their identity and sense of belonging which are fundamental to personal well-being and the achievements of a flourishing and cohesive society.

The UK already consists of a huge range of ethnicities, cultures, languages, beliefs and religions. These are not static but constantly changing and fusing, so that people identify with different aspects of their heritage in different situations. Diversity also encompasses age, social class, regional differences, gender, sexual orientation, religious and non-religious beliefs and values.

Young people need to develop the ability to see themselves as part of this diversity, and to critically reflect on who they are. Schools can give them the opportunity to explore their identities in a safe and positive environment, and to discuss what is important to them and their families. This develops a sense of belonging to a community that values them and improves their understanding of what binds people in communities together. When individuals recognise and value their own culture, beliefs and traditions, they can better understand how others develop their identities.

The identity and cultural diversity curriculum dimension helps learners to gain a broad understanding of the country they are growing up in: its past, its present and its future. They learn about its range of cultures and traditions, its political system, values and human rights, how it has evolved to be as it is, and in particular, how they are able to contribute through democratic participation to its future development. 

Pupils will engage critically with the following questions:

• Who do we think we are?

• What connects us with and distinguishes us from others in the UK and the rest of the world?

• What are our roles in shaping a cohesive society?

Young people can learn to appreciate and understand the complex diversity of our society through the opportunities offered as part of the planned curriculum of the school. They need to acquire a positive attitude towards difference, which can come about through a strong school ethos of valuing individuals and their contributions to the school community.

Developing the identity and cultural diversity dimension in the curriculum is an important part of the work schools undertake to promote community cohesion. Teaching opportunities can form part of what is taught through subjects, through cross-curricular activity and through other learning activities that are part of a school's curriculum. The case studies provide practical examples of how schools have approached this dimension.

Work on identities and cultural diversity may provoke extremely strong sentiments in some learners. There are a number of specific ways in which teachers can encourage learners to value diversity and challenge racism.

1.  By using appropriate resources

• Explore how technology has transformed ways of working together to create knowledge and to share ideas and information.

• Use images and artefacts to show diversity within as well as between cultures and groups.

• Ensure representations of minority cultures and groups are not reduced to tokenistic artefacts and customs.

• Ensure the choice of examples and activities provide balance. Ask questions such as ‘Am I using examples and activities that represent only one dominant culture?' and ‘Can I draw on a more diverse range of examples and activities?'

2.  By presenting a broad and balanced view of diversity, culture and identity

• Give learners an accurate view of beliefs, practices and lifestyles of minority ethnic communities, cultures and groups.

• Emphasise that any specific culture or group is diverse, dynamic and changing.

• Avoid presenting minority cultures or groups as problematic or exclusively as victims.

• Compare and contrast minority ethnic communities, cultures and groups living in the UK with their counterparts in different countries to illustrate differences within a community, culture or group.

• Investigate with learners how minority and majority communities, cultures and groups influence each other.

• Recognise that many communities, cultures and groups share some, but not all, values. There may be values, attitudes or opinions that are problematic for others within the same community, culture or group and for those from other backgrounds.

 3.  By challenging assumptions 

• Question commonly held opinions and stereotypes (for example that migration is a recent occurrence in the UK).

• Explore and highlight the influence of communities, cultures, groups and traditions from around the world on the UK.

• Investigate and challenge how the media portrays different countries and peoples (for example at times of natural disaster, war and conflict).

 4.  By creating an open climate 

• Use ground rules and distancing techniques when discussing sensitive and controversial issues such as racism, to ensure learners can contribute ideas, listen to and respond to what others say, challenge ideas they do not agree with and reflect on what they have learnt.

• Avoid making any individual or group feel uncomfortable about who they are or the background they have, through careful management of discussion points.

• Encourage learners to take pride in their identity and culture including their nationality, faith and family traditions.

• Encourage learners to use their experiences of art, literature, music, film and artefacts from different cultures to explore their own values, ideas and identity.

When planning for the identity and cultural diversity curriculum dimension it is important to identify  learning outcomes and the opportunities learners will need to help them achieve these.

For example:

• Young people need to be offered explicit opportunities to explore their identities if they are to develop their own sense of belonging and self esteem.

• To understand the consequences of intolerance and discrimination, young people need to be able to engage critically with controversial issues and debates.

Download this simple PDF to help you plan for the identity and cultural diversity dimension in your curriculum.

Community cohesion refers to a society in which there is a sense of belonging across all communities, where diversity is appreciated and valued, and where there are similar life opportunities for all.

A cohesive society is a fairer and happier one. Schools have a duty to promote community cohesion, and from September 2008 Ofsted are required to inspect and report on the contributions made in this area.

In addition to valuing individual members of the school and ensuring that pupils find out about the wide range of groups and cultures represented in society, schools should work with and use resources in the local community. They can do this by addressing three questions:

• What does our school know about the community it serves and community issues?

• How are we using that knowledge to promote community cohesion, serve the needs of our learners and address the issues?

• How will we know whether our strategy has been successful in promoting community cohesion?

Schools should consider how the whole curriculum develops and promotes community cohesion by exploring the following questions:

• What is taught and learned in the curriculum that promotes community cohesion?

For example, students could learn about identity and belonging, diversity and shared values, human rights and equalities. Skills developed might include effective participation through active citizenship and how to take informed and responsible action. 

• How is equality and excellence ensured for all learners, including harder to reach groups?

Schools should ensure that equal opportunities are provided for all to succeed at the highest possible level. Barriers to access and participation in learning should be removed. 

• How are learners engaged in opportunities to interact positively and to learn about people from different backgrounds to their own?

The identity and cultural diversity overview will help schools consider possible learning outcomes and plan opportunities for learning that relates to community cohesion in the curriculum.

You may find the following websites and publications helpful.

Identity and cultural diversity dimension

Identity and diversity: living together in the UK

A review of educational resources published by the Professional Association for Citizenship Teaching

Who do we think we are?

An educational programme exploring identity, diversity and citizenship with students and their teachers 

Community cohesion

Guidance on the duty to promote community cohesion

This guidance explains what is meant by community cohesion, describes how a school can contribute to community cohesion and outlines the work that many schools already do to promote community cohesion. Download or read more about the guidance here.

Community cohesion online resource pack

This online resource pack builds on that guidance linked to above by providing additional practical advice, information and support to help schools meet their community cohesion duty.

Ofsted inspection guidelines for community cohesion

This guidance is used by inspectors when inspecting maintained schools' duty to promote community cohesion.