Taking account of all children's social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in the decision-making processes of organising curriculum and structuring learning experiences and assessment opportunities. This ensures that: all children have equitable access to resources and participation in the classroom; there is recognition and valuing of the experiences of all children; opportunities are provided for all children to value difference; and there is provision of multiple opportunities for all children to demonstrate their learning.