Many students have difficulty when first exposed to statistical concepts. In the case of service teaching arrangements where the focus is more on the statistical literacy needs of the profession and concepts need to be developed in short time frames the challenges are even more imposing, particularly if cohorts contain substantial numbers of non-English speaking background (NESB) students. In this paper the results of a responsive curriculum project modeled on the action research paradigm are described. Disparities between the performance of ESB and NESB students are identified and removed using changes to teaching and assessment strategies. A focus on literacy and conceptual outcomes within contexts relevant to the future professional needs of students, and assessment schemes to equitably support these, are seen to improve learning outcomes for all students. Key factors in the improved curriculum are identified and explained. (Contains 2 tables.)