The activities that schools participated in around Stephen Lawrence Day linked directly to aspects of the 2019 Ofsted Education Inspection Framework in relation to:
- Curriculum intent: a school’s curriculum should be rooted in the solid consensus of the school’s leaders about the knowledge and skills that pupils need in order to take advantage of opportunities, responsibilities and experiences of later life. In this way, it can powerfully address social disadvantage.
- School leaders embraced the vision of SLD and enabled and encouraged staff and pupils to participate in SLD, including planning activities within the wider community.
- Subject planning by participating schools in core and foundation subjects took account of the need for pupils to understand their own and diverse British identities.
- Curriculum implementation: The subject curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory. It is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points.
- Many participating schools discussed issues such as ‘truly British’; the use of symbolism associated with ethnic identity in literature.
- Tailored lessons were structured so that pupils could conceive a timeline of settlement in England and UK and the different waves of immigrants and consider concepts of racism located in history linked to slavery.
- Curriculum impact: all learning builds towards an end point. Learners are being prepared for their next stage of education, training or employment at each stage of their learning. Inspectors will consider whether pupils are ready for the next stage by the point they leave the school or provision that they attend.
- Pupils were inspired to “Live their best life” through learning about Stephen’s life and legacy, including changes to the law in Britain, which had been achieved through the campaigning work of Baroness Lawrence.
- Pupils focused on celebrating diversity and difference. Activities were planned to promote awareness on the impact of discrimination, sometimes linked to events that may have taken place in their own communities. Pupils were provided with ethical dilemmas to enable them to consider attitudes and choices they will face inside and outside the school.