11. An inclusive curriculum is in place to support all students to reach their full potential in the context of high expectations (AOF4).


The school explains to the community its plans and procedures for ensuring that all teaching and learning activities and materials are inclusive and free of negative bias and discrimination.

Criteria and procedures are developed to identify negative bias and discrimination in teaching and learning activities and materials.

Educators learn about the characteristics of culturally responsive teaching, along with strategies for using this approach in all teaching and learning activities.

Professional learning for all staff includes opportunities to build understanding of how attitudes, beliefs and behaviours are reflected in discriminatory practices and affect the experiences of students in multiple ways.

Procedures are in place in each school to support inclusive teaching and learning activities.

Effective Practice

The school involves parents, families and the community in discussions about how inclusive curriculum supports students’ learning.

Procedures are in place to identify and remove negative bias and discrimination in all teaching and learning activities and materials.

Educators use culturally responsive teaching and inclusive curriculum materials in all learning activities.

Students’ learning needs are supported through Differentiated Instruction.

Educators use a Collaborative Inquiry approach to meet the needs of students by engaging them in personally relevant learning.

Students learn about the authentic histories, cultures, perspectives and experiences of diverse people.

Students see themselves positively reflected in the learning environment.

Students learn skills in critical thinking, active learning, problem solving, and global education.


The school provides parents and families with advice and assistance to enable them to support inclusive learning at home and in the community.

Educators regularly use existing procedures to identify and remove negative bias and discrimination in all teaching and learning activities and materials.

Culturally responsive teaching and the use of inclusive curriculum strategies and materials are embedded into all teaching and learning activities, and into all school and board improvement plans.

A culture of high expectations permeates the school environment and is reflected in the relationship between all adults and the students.

All teaching and learning activities are reviewed regularly to ensure that they are free from negative bias and discrimination.

Peer-to-peer learning models are in place to enhance the sharing of inclusive instruction and assessment practices.

Innovative practices in inclusive instruction and assessment practices are continuously shared among all members of the learning community.

Educators explicitly link EIE principles to pedagogy, curriculum and classroom practice to help prepare all students to be engaged, productive and responsible global citizens.


12. Inclusive and anti-discriminatory assessment procedures are used to measure student performance and achievement (AOF 4).


The school establishes guidelines and procedures for student assessment which reflect equity and inclusive education principles.

Professional learning on the use of reliable, valid and bias-free assessments and program evaluations is provided.

Educators participate in professional learning in inclusive assessment practices

Effective Practice

Individual student progress is tracked using student performance data and student and parent input, and is monitored and shared with parents and families.

Student achievement data are analysed on an ongoing basis and used in school improvement planning.

Placement decisions resulting from assessment procedures, which include student and parent input, are flexible to meet student needs.


Inclusive assessment procedures are embedded into all teaching and learning activities, and into all school and board improvement plans.

Educators use a variety of assessment and evaluation tools, procedures and opportunities to improve teaching and learning, and to provide feedback to students, parents and families on students’ academic progress.

Data on student achievement are used to identify achievement gaps (and to develop strategies to close those gaps), as well as to improve overall student achievement.

Parents and students have informed discussions with educators about student assessment and participate in decisions about student placement.