The purpose of this study is to suggest the basic deliberation on policy and implementation of cultural diversity education for intercultural speakers in English classes. To achieve the purpose, the 2022 revised English National Curriculum was analysed in terms of cultural diversity education. The findings are as follows: (1) Intercultural communicative competence for intercultural speakers wasn't specified in the characters and the goals of the curriculum. (2) The value, norm, belief, and cultural custom of cultural diversity were not presented in the teaching materials. (3) Accomplishment standards were not established transparently in the aspect of cultural diversity. (4) Teaching-learning methods and classroom activities were not specified for learners to get high motivation and involvement in classes. (5) Scope and sequence were not considered based on grade clusters in terms of education for cultural diversity. From the findings, it was suggested that direction on policy and implementation of cultural diversity education needs to be established based on content and structural design for intercultural speakers to systematically and effectively improve their competence on cultural diversity in primary English classes.