Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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8 Analysis of the Approach of the School to the Development of Cultural Diversity Awareness (CDA) and Intercultural Communicative Competence (ICC) in the English Curriculum, Syllabuses and Official Documents – Data Source 4: Document Analysis
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8.3 Findings
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8.3.2 Analysis of the Syllabuses for English Classes Followed in KS2

8.3.2 Analysis of the Syllabuses for English Classes Followed in KS2

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The analysis of the KS2 English syllabuses for Years 5 and 6 revealed that references to culture primarily appear in the context of set literary works, which include fiction, nonfiction, and poetry from both British and international backgrounds. While a mix of target and international cultures is present, the emphasis remains largely on English-speaking contexts. Materials range from printed texts to digital sources like blogs and video clips, yet the representation of international perspectives is limited.

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The predominant cultural dimension is big C culture, particularly through literature and historical themes. Pupils engage with authors and their social contexts, drawing links between historical events and literary interpretation. Shakespeare’s background contextualises Romeo and Juliet, while historical novels such as War Horse and One Boy’s War introduce themes from World War I. Some resources broach deep culture; for instance, Migrations – Open Hearts, Open Borders and poems like Maya Angelou’s Caged Bird address migration and racism, yet these remain marginal compared to the overwhelming presence of big C and little c culture elements.

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ICC components are addressed in varying degrees. Knowledge and understanding are promoted through exploration of historical and social themes, while skills development is reflected in the focus on grammar, vocabulary, discourse features, and stylistic variation. Activities such as researching the Windrush generation or comparing English language varieties enhance both knowledge and sociolinguistic awareness. Although attitudes such as empathy, openness, or curiosity are not explicitly stated, the tasks imply their development through engagement with diverse narratives and collaborative work. More advanced ICC components, like action or critical cultural awareness, are neither central nor consistently integrated.

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The role of teachers in the KS2 syllabuses is largely supportive and indirect. While students are given responsibility for completing tasks independently or collaboratively, teachers are expected to guide, monitor, and facilitate progress. The focus is strongly learner-centred, encouraging autonomy, project work, and discussion. Students are expected to read, write, present, analyse, and reflect through individual, pair, or group tasks, combining cognitive and affective learning outcomes.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Although the KS2 syllabuses introduce diverse literary content and hint at cultural themes, the prioritisation of target culture and absence of explicit ICC objectives result in a narrow framing of intercultural learning. Deep culture topics appear but lack consistent integration, and the development of empathy, critical reflection, or action-based learning is more implicit than intentional. Teacher autonomy is acknowledged, but responsibility for cultural exploration is largely left to student engagement with texts. Thus, while the syllabuses contain fragments of ICC and CDA-related aims, their realisation depends on how teachers and students navigate the materials and tasks beyond the surface level of literary content.
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