1 /Radical revision of FE curricula and qualifications*

Stage 1

1.1a
How does the institution* ensure its curricula reflect contemporary values and promote anti-racism?

1.1b
How do assessments and qualifications undertaken by students engender cultural inclusiveness?

Stage 2

1.2a
How do institutional statements (on educational character, mission, vision, values, learning and assessment strategies) reflect contemporary values? Is there a consistent anti-racist thread through these?

1.2b
How do curriculum models and their implementation allow students to develop knowledge and skills that are applicable to their historical, current and future contexts, in all subjects?

1.2c
How are the ideas, influence and contributions of people from ethnically diverse backgrounds promoted through teaching approaches (e.g. curriculum content, tutorial programmes, extra-curricular activities) and all learning environments (e.g. physical, physiological, digital)?

1.2d
How are students encouraged to explore alternative perspectives, views and attitudes including the impact of racism and colonial history, in culturally safe environments?

1.2e
How do leaders review and influence all curricula, assessment and qualifications to ensure their cultural inclusiveness?

Supplementary to 1.2e: Where appropriate, how does the institution influence key stakeholders responsible for the oversight, design and/or development of post-16 curricula and qualifications e.g. Ofqual, QAA, IfATE, universities, awarding organisations, professional bodies, employer groups, etc.?