The Diversifying the Curriculum Conference 2025
Written by Bennie Kara
Co-Founder of Diverse Educators
At Diverse Educators’ Diversifying the Curriculum Conference, Hannah Wilson started the event by reminding us all that the work on ensuring curriculum is deep, broad and diverse is not done yet. Our speakers certainly reminded us just how much we can do to make sure that we are constructing a curriculum for all.
Christine Counsell’s opening keynote was joyful to listen to, not least in part due to her incredible depth of awareness and knowledge about the humanities curriculum. She connected effective learning to effective curriculum design and spoke about how thoroughness is possible and how thin unconnected content does not serve the needs of our children. She reminded us that the humanities are replete with story and that each lesson should have children longing for the next one. In her keynote, she recognised the need to work hard to deliver unfamiliar content but also how that hard work pays off when students have experienced language, symbols and narratives repeatedly throughout the curriculum from year 3 onwards in her words meaning comes from relationships with everything else and that the curriculum should be a series of constant bursts of energy fueled by indirect residents and anticipation.
In Emily Folurunsho’s session, we were treated to an in-depth look at Black British history and how important it is to ensure that British students learn about Black British history and not just the history of Black Americans. She was clear in her message that the first time that students encounter a black figure from history should not be through the lens of enslavement. She talked us through three themes that allow us as educators to give a fuller picture of Black British history as possible. She talked about figures from the pre-Anglo-Saxon past, from the Tudor age and from the Victorian age. It is important, she said, that we study Windrush and its legacy, but that we also contextualise Windrush in light of broader race relations in the mid 20th century. She talked compellingly about how Black British history has a connecting influence in terms of providing representation and presence for black students, touching on her own history in Britain and how she personally learned about Black history. She went on to explore how Black British history is challenged in its presence and its validity. To ensure that Black British history is truly embedded into the curriculum, we must seek sources from Black voices and we must refer to Black historians.
In David Bartlett’s session on the global boyhood initiative, we learned about the need for healthy masculinity and healthy emotions in boys and how that goes hand in hand with healthy gender expectations. He explored what healthy gender expectations look like and how to facilitate young people in breaking free from limitations. In his session he explored gender differences and gender stereotypes, asking: what is nature and what is nurture? He highlighted the idea of pink and blue roles in the development of gender identity and responsibility.
Dana Saxon’s session on roots and relevance started with Dana’s personal experience of history as a subject. She talked about how history was not for her in her early experiences and how she felt that her history had been erased. It was only as an adult that she started family history research and that gave her a sense of personal ownership of her story and the ability to create and curate the family archive. She explored the disconnect in history teaching, asking who decides which histories are more important and invited us to consider who is remembered and who this suggests matters. She was clear in her message that history has been distorted, disfigured and destroyed and that erased histories disempower people. She stressed the need to find untold stories and the stories of migration because there are empowering stories hidden deep in our archives. It is a way, she said, of connecting the dots and answering the questions: how did we get here and why does it matter?
Samantha Wharton spoke about Black British literature. She referenced her work and resources on Leave Taking by Winsome Pinnock. Focusing on this text, she explored the context of Pinnock’s play and how teachers can take a cross curricular approach in delivering lessons on it. The text, according to Wharton, is a valuable insight into shared immigrant experiences, family dynamics, the generation gap and matriarchal figures, as well as themes of education and what is deemed sub normal. She encouraged us to go beyond the classroom when exploring literary texts like Leave Taking. She referenced the work of Lit in Colour, outlining the statistics on representation in literature and explored how a simple audit activity can develop thinking about diversity in the curriculum.
Krys McInnis’ session touched on the journey between diversifying the curriculum and decolonizing the curriculum. He asked us to consider positionality in approaching this process, stressing that all people have lived experience and we all have different starting points when undertaking curriculum reform. He spoke compellingly about redistributing power, centring the voices of the colonised and challenging the notion of who holds knowledge and how we make space for marginalised voices and epistemologies. He told us that unlearning is needed and that we need to be willing to adjust, not just approach the process of decolonization as a road map or a checklist so that we can say we are done. In essence he asked us to rethink knowledge and also how language is used today to define power and perspective.
I finished my day listening to Shammi Rahman talking about how RE can help us embrace unity. It was shocking to hear that 500 secondary schools report delivering 0 hours of RE and that led Shammi to ask the question: what is the value of RE for staff, for students, for communities and for parents especially when it can prevent misunderstandings and misconceptions around people and their faiths. Shammi helped us understand that children may be missing out on the opportunity to talk and listen as it is such a central skill in RE and that, in doing so as teachers, we can help them avoid generalisations about groups of people. She stressed that it is difficult to have broad knowledge but that we do need to make time to read and to become comfortable with being uncomfortable in delivering certain aspects of RE. We cannot let our fear of offending people or getting names wrong prevent us from teaching RE lessons that are outside of our own experiences. She went on to talk about what difference it may have made to her peers if they knew about the contributions of her community to the national story. She stressed the need to use quality resources, referencing the work of Mary Myatt and also the work of Nikki McGee. McGee’s work on Black history tours to enrich the curriculum is an excellent source of support for teachers. She finished by reminding us that the beauty of RE is in its intersections.
David Lowbridge-Ellis’s closing keynote reminded us that working in diversity, equity and inclusion is often an unpaid, frustrating and thankless job. He also reminded us that we need to articulate our commitment to the work and to keep bringing about the message of why this work is important. He referenced the work of Dr Rudine Sims Bishop in 1990 on the importance of windows, mirrors and sliding doors as a key metaphor. He pointed out that the choices we make in the resources and examples we put in front of our students may result in students feeling like they belong in the classroom. That it is crucial to make sure that there are windows into the world outside of students so that they are developing a broad cultural capital. He too referenced the work of Lit in Colour. But he returned to his driver and one that perhaps we should all pay attention to, the need to have children we are serving to have a better school experience then we did. It is incredibly important that our values show that we are committed to this work. And it is not just about the curriculum, he spoke about accountability and how some people have the opportunity to shape and influence recruitment, to shape development priorities and equality’s objectives. This is a large sphere of influence.
It was not possible to attend every single session, as much as I would have liked to. But there were common threads and I hope that you can see them in this summary. The Diversifying the Curriculum Conference remains as relevant as it did five years ago because as we said at the start, the work is not yet done.
Reimagining Your Curriculum: Steps to Embrace Diversity and Equity
Written by Krystian McInnis
Krystian McInnis is a Religious Education consultant, advisor, and researcher specialising in decolonising and diversifying Religious Education. With a career that spans the public, private, and charity sectors, he brings extensive national and international experience in curriculum diversification and decolonisation. As the Co-Founder of Reimagining Education, Krystian is dedicated to creating a more inclusive and equitable educational system where everyone feels seen, heard, and that they belong.
In recent years, educators worldwide have begun to scrutinise their curricula for underlying biases and exclusions, calling for a wider range of diverse materials to enhance every student’s learning journey (Kara 2022). While many teachers hold a strong commitment to equality, their curricula still lack diversity, and often fail to reflect the multiplicity of perspectives that make up our increasingly globalised world. As societies grow more diverse, educational institutions face increasing pressure to adapt curricula that genuinely reflect the communities they serve. For many educators, “reimagining” the curriculum to embrace diversity and equity means moving beyond mere rhetoric or the adding of decorative slides; it requires a transformative approach that at its epicentre embraces inclusion, broadens perspectives, and fosters a deeper understanding of global issues. This ultimately brings to the forefront an essential question: how can educators reimagine and enrich their curricula to ensure all students see themselves represented, where they can feel seen, heard and believe that they belong.
The Need for Change
In May 2020, following the senseless killing of George Floyd Jr, amidst a time of isolation and solitude, many individuals began questioning not only their personal beliefs but also the societal structures that perpetuate inequality. The mere stance of not racist, no longer suffice, saw many people make an active shift towards reconsidering their position to one of anti-racist, intentionally seeking ways to disrupt and remove the barriers many face on a daily basis worldwide both from a personal and an institutional perspective.
With this being the landscape, many teachers decided they wanted to make meaningful changes and begun questioning their lessons and curriculums, exploring the inclusivity of them and to what extent they were representative of the diverse nature of the country and communities they served. Nabagereka and Melzer (2022) argue that for children and young people to fully engage with their learning, they need to see themselves reflected in what they are learning about. Furthermore, they argue that by not feeling represented in the curriculum, this can be disempowering and discouraging, negatively impacting pupil wellbeing, stopping them from achieving their full potential. Therefore, diversifying the curriculum extends beyond a mere nice to have, but rather critical for student care.
Engaging All Learners: The Imperative of an Equitable Curriculum
A diverse and inclusive curriculum plays a fundamental role in developing cultural competence, empathy, and critical thinking in students. It allows all students to see themselves and others within their learning, not only fostering a sense of belonging but also supporting with the much-needed work on social cohesion too. Banks (2015) argues that inclusivity in education not only enriches the learning experience for students from marginalised communities, but also benefits all students by broadening their worldviews and preparing them for a multicultural society. Without a deliberate effort to incorporate diverse perspectives, we risk perpetuating a curriculum that reflects an extremely narrow and predominantly Eurocentric, White male-dominated narrative.
Whilst the uptake has been slow, and efforts lagging within many institutions, the call for a more diverse curriculum has been clear. The Commission on Race and Ethnic Disparities (CRED) report recommended curriculum reforms to increase the representation of Black, Asian, and Ethnic Minority communities, arguing that more inclusive content could help reduce racial disparities (CRED, 2021). Additionally it asserted that a curricula reflecting a range of experiences, histories, and perspectives contributes to a learning environment that is more engaging, inclusive, and better prepares students for citizenship in a multicultural world.
Limitations in Traditional Curricula
It would be remiss of me however, to not state there are barriers and limitation. The first step however, in building a diverse and equitable curriculum is acknowledging the limitations in traditional approaches. Traditional curricula often exhibit an over-reliance on Western-centric authors, perspectives, and historical events, particularly within the humanities. Within this we have seen the intentional omitting of stories, contributions and voices of cultures, far too often classified as ‘other’ (Au, 2009). Therefore, a curriculum audit is a way which can identify gaps, guiding us to understand where imbalances and exclusions may exist. I would recommend that when starting an audit to critically assess a curriculum, it is vital to consider the following questions:
- Are there voices, narratives, or cultural perspectives missing from my curriculum?
- Does the curriculum offer diverse perspectives within each subject area?
- How does the material encourage students to engage critically with the world around them?
Building an Inclusive Curriculum
Creating an inclusive curriculum involves more than the mere adding of decorative diverse images, but rather relies on three core elements: representation, relevance and reflective engagement.
Representation: Critical to an inclusive curriculum is the reflection of a wide range of perspectives, including those from various racial, cultural, socioeconomic, and gender groups. It is important to remember, diversification does not remove existing literary masterpieces by White authors, nor does it erase Western history, or remove Europe from the map in geography lessons as some might suggest, but rather broadens the amount of narratives being explored. For example, presenting African nations not merely through a lens of poverty, but also in terms of their rich resources and complex histories offering a fuller picture of the individual countries. In doing so, it helps to present a balanced narrative of events allowing students to engage with an in-depth, more nuanced understanding of the world around them.
Relevance: Schemes of work should be culturally and contextually relevant to students’ lives. Whilst the communities practitioners serve now might be monocultural, it is imperative that they are preparing their students for the wider, multicultural Britain they live in, and the globalised world around them. Critical to a diverse and inclusive curriculum is one that not only engages students academically but also fosters critical consciousness, helping students to understand, question, and reshape the world they live in, allowing for them to question and formulate their own worldviews. By doing so, we can at least begin to develop a curriculum that resonates with students’ identities and experiences, enabling them to connect their learning to broader societal issues.
Reflective Engagement: As reflective practitioners, it is of upmost importance that we encourage students to reflect too, with a robust diverse curriculum allowing for this to take place. An inclusive curriculum encourages students to question dominant narratives and think critically about issues of power, privilege, and inequity. Ultimately, through reflection, we create the space for students to explore and understand their own positionality too. Within this, students move from being merely passive recipients of knowledge to active participants in uncovering and understanding complex social dynamics (Au, 2009).
Conclusion: Embracing Diversity as a Journey, Not a Destination
Creating an inclusive curriculum is not a one-time task but an ongoing journey. While some may fear the time commitment required for these changes, it’s important to remember that small steps—such as integrating diverse materials or adapting lesson plans—are all meaningful progress. By embracing diversity iteratively, we can gradually build curriculums that reflects the values of equity and inclusion.
Note, resistance from stakeholders may arise, especially when changes challenge long-standing traditions. However, professional development and collaboration with colleagues is crucial for this work to be successful, whilst also not overwhelming ourselves or the curriculums already in place.
Whilst the journey might be difficult, it is certainly a rewarding one. Through intentional and incremental work of diversifying your curriculum now, I assure you one thing: The work you do won’t just change the classroom, but will change you as a person too. As practitioners, we have an opportunity and an obligation to be part of this change, so that the teachers of tomorrow no longer have to justify the necessity of a representative curriculum and their pupils never have to suffer the pain of questioning their place in the classroom or society again. An inclusive curriculum not only enriches the educational experience but also helps students navigate a complex, interconnected world. By transforming our curricula, we take an essential step toward creating a society where all students feel seen, heard and that they belong. While the journey may be complex, the rewards—students who are more empathetic, culturally competent, and engaged global citizens – are worth it.
Cultural Intelligence in the Classroom
Written by Cecilia Harvey
A quadrilingual Social Anthropologist whose passion for the richness of diversity and the psychology of the human race, Cecilia focuses her Equity, Diversity & Inclusion work on connecting people through difference. As a subject matter expert, Cecilia has driven and coordinated strategic initiatives centred around identity, gender, LGBTQ+, ethnicity and disability, working with multiple stakeholders. Accomplished in designing training programmes such as unconscious bias awareness, microaggressions and inclusive language, Cecilia’s deep understanding of culture, psychology and behaviours has allowed her to become an Accredited Facilitator in Cultural Intelligence (CQ ®).
In 2024, cultural intelligence (CQ) is not merely a desirable trait but a critical competency for thriving in a globalised, diverse, and interconnected world. In sectors ranging from business and education to diplomacy and personal interactions, CQ equips individuals and organisations with the tools necessary for success and positive contributions to global society. As migration continues to shape societies, CQ plays a pivotal role in fostering cohesive communities.
The benefits of CQ extend beyond the business realm. Educators, in particular, can greatly benefit from high levels of cultural intelligence. Educational institutions that host international students or conduct exchange programs reap significant advantages from faculty and staff with high CQ. It enhances the educational experience by creating a more inclusive and understanding academic environment. Students with high CQ are better prepared for global citizenship, possessing the skills to thrive in diverse settings.
By fostering CQ, educators can better support their students, leading to improved academic outcomes and a more inclusive school community. Just as businesses benefit from CQ, so too do educational institutions, which create environments where everyone can succeed and thrive. Investing in cultural intelligence is not merely a strategic business move; it is a transformative approach that can revolutionise education, leading to a more inclusive and effective learning and working environment.
Here’s how CQ can help educators navigate effectively in increasingly diverse classrooms:
- Enhanced Communication: Educators with high CQ can better understand and interpret the cultural contexts of their students, leading to more effective communication. This understanding helps address the unique needs of students from diverse backgrounds.
- Inclusive Curriculum Design: CQ equips educators with the knowledge to design curricula that are inclusive and reflective of diverse cultural perspectives. This enriches the learning experience and ensures all students feel represented and valued.
- Improved Student Engagement: By recognizing and valuing cultural diversity, educators can foster a sense of belonging among students, leading to higher levels of engagement and participation in the classroom.
- Conflict Resolution: High CQ allows educators to navigate and mediate conflicts that may arise from cultural misunderstandings. This skill is crucial for maintaining a harmonious and productive learning environment.
- Professional Development: For educators, CQ is an essential component of professional growth. It encourages continuous learning and adaptation, keeping educators at the forefront of best practices in multicultural education.
- Cultural Sensitivity in Assessment: Understanding cultural differences in learning and assessment styles helps educators develop fairer and more effective evaluation methods. This ensures that assessments are truly reflective of student capabilities, not biased by cultural misunderstandings.
- Personal Development and Global Awareness: On an individual level, CQ fosters personal growth and global awareness. It encourages empathy, open-mindedness, and adaptability, qualities essential for both professional success and personal enrichment in an increasingly interconnected world.
Advancing Black history education in the UK
Written by Katie D'Souza
Katie D'Souza is a recent MA Education graduate, whose dissertation titled "Understanding the impact of 'our island story': exploring feelings of identity and belonging for Black British students" is currently under review for publication in the Curriculum Journal. Katie has since worked for a small business called The Educate Group, supports university staff to diversify their curricula and lead more inclusively, and now works at the Office of the Children's Commissioner, helping to ensure that the government listens to the voices of the children and young people living in this country.
Did you know that you can ask your MP to host a roundtable for you in parliament? The Black Curriculum (TBC) founder, Lavinya Stennett, certainly knew this, and last week took the opportunity to bring together key players in the Black history sphere for a critical discussion of Black history education in the UK, hosted by Bell Ribeiro-Addy MP.
TBC’s mission is to work with key stakeholders to embed Black history into the national curriculum. This roundtable sought to find practical and productive actions for ways to achieve this, and further cemented the determination for Black history to be meaningfully incorporated into the national curriculum, all year round.
With contributions from Professor Deirdre Osborne, expert in feminism, race and poetics, Michelle Codrington Rogers, citizenship teacher and NASUWT President, and award-winning history teacher and author Shalina Patel, amongst others, participants left this roundtable energised to arm the next generation of students (and ultimately leaders) with the comprehensive knowledge of history they need to navigate our increasingly globalised world.
A survey conducted by Bloomsbury in 2023 found that more than half (53%) of those surveyed could not name a Black British historical figure, and that only 7% could name more than four. The same survey suggests that less than 1 in 10 Brits believe that Black people have resided in England for more than 1000 years, assumptions erring towards 200 years, when in fact the answer in closer to 2000. Is this really the state of our history education system at the moment?
More can, and should, be done. Teaching Black history does not just build essential knowledge about structural and institutional racism, and Black brilliance, joy, and success. It also helps to create a sense of belonging for students with diverse heritage in UK classrooms, which may even serve to improve attainment and academic progress.
However, as it stands, the only mandatory (statutory) topic on the Key Stage 3 history curriculum is the Holocaust. Whilst the Department for Education has defended this set up as giving schools and teachers the freedom and flexibility to include Black history, in practice, the non-statutory nature translates as schools having little incentive to change their existing approach to history.
Shalina’s powerful account of her experience as a history teacher of 15 years spoke to the importance of the supportive leadership team in her school giving her both the time and resources to construct a department that is committed to building an inclusive history curriculum.
Unfortunately, this is not the case for everyone. When there is resistance to change at management and/or senior leadership team level, it can make it really difficult for teachers to do this important work alone.
Bell’s remarks further emphasised the role that teacher confidence and resources play in delivering a comprehensive Black history education. She reasoned that all teachers must be equipped to do justice to Black history in the classroom, so that the responsibility does not fall solely on teachers of colour. TBC’s resources are a great way to begin to do this, as Robert Primus, a secondary school history teacher, advocated, but this must be paired with some more concrete changes to the way history is taught in our schools.
Therefore, in the face of a general election in July, we urge the next government to consider the following asks from TBC and the other participants at this roundtable:
1 Introduce mandatory racial literacy training
The consensus at the roundtable was that we know teaching Black history is essential but that there are real, practical barriers to achieving this widely across the UK. TBC together with sisters Naomi and Natalie Evans who founded Everyday Racism ask that the next government introduces mandatory racial literacy training for school staff and leaders, under the rationale that racial literacy acts as a form of safeguarding for students from diverse backgrounds. Every adult interacting with children and young people must understand the intersectionality of identity in the UK and how the way that narratives and histories are told in the classroom deeply affects the sense of self and belonging of those listening. It’s imperative that teachers are given the time, headspace and resources to become more racially literate, and we believe making this training statutory is the way to make this happen.
2 Make Black history a statutory part of the curriculum
Recent RSHE guidance published by the Department for Education has proven that if they want to, the government is willing to prescribe what schools should and shouldn’t teach. Whoever forms the next government should make Black history a statutory part of the history curriculum. The reality is that value of teaching Black history for improving cultural understanding, increasing sense of belonging, and students seeing themselves reflected is unfortunately often overlooked by headteachers and senior leaders for whom the current school system places such great emphasis on grades and exam results. Making Black history statutory will support teachers to overcome challenge from their school leadership, as the content will be on official specifications and be included in exam materials too. There has already been some good progress in this space at Key Stage 4, where GCSE exam boards recently introduced a migration thematic study, covering migrants in Britain as well as the history of Notting Hill, but for the Key Stage 3 curriculum much remains to be achieved.
3 Equip teachers to meaningfully integrate Black history
Black history must not be seen as a tick-box exercise but should be meaningfully integrated into the curriculum. To realise this ambition, teachers must be equipped with the resources and empowered with the knowledge and confidence to do justice to Black history without ‘othering’ the stories of the past. For example, learning about Mansa Musa and the richness of West Africa before any mention of the transatlantic slave trade will support both teachers and students to reframe their understanding of Black history. Or when studying medieval England, to simultaneously look at medieval Mali, or Japan, or Baghdad. It is not necessarily a case of overhauling the whole curriculum, but weaving interesting and positive stories into the topics that are already so well known. It is about teaching a full history, not just the version constructed by the victors. As Bell summed up nicely, ‘you’re not learning a complete history if you’re not learning about black history’.
Supporting our neurodivergent girls with their Relationships and Sex Education
Written by Alice Hoyle
Alice Hoyle is a Wellbeing Education Consultant specialising in Relationships Sex and Health (RSHE) Education and Sensory Wellbeing with a special interest in Neurodiversity and girls. She has worked as a teacher, PSHE lead, Youth Worker, LEA Education adviser and now works with local authorities, academy chains, universities and schools. She has authored 3 very different books on mental health, RSHE and sensory wellbeing.
As an education consultant of over 20 years experience in Relationships Sex and Health Education (RSHE), and a neurodivergent (ND) mum of ND daughters, I am passionate about supporting this group of girls with their RSHE. So here are some of my top tips for doing this work:
- Support them to practise tuning into their guts & listening to their ‘spidey senses’
Teach girls to tune into their own bodies as much as possible, recognising that any issues with interoception/ alexithymia may mean this will need constant revisiting. The emotion sensations feelings wheel may help here. Use the model of ‘comfort, stretch, panic’ from our book Great Relationships and Sex Education to support understanding when to speak out and get help and who their trusted adults are.
- Embed the Ethical Relationships Framework across everything
Use this ethical relationships framework to help the girls understand what they should expect from their relationships from Moira Carmody and Jenny Walsh (page 11 and also in Great RSE).
- Taking Care of Me (meeting your own needs)
- Taking Care of You (balanced with meeting the needs of the other person)
- Having an Equal Say (making sure there is no coercion, control or power imbalances)
- Learning as we go (nobody is born perfect at relationships, there will be periods of rupture and repair or sometimes ending)
Constantly revisit and reinforce these simple ‘rules’ for ethical friendships and relationships so they become embedded across their interactions.
- Explore ND specific nuances to ethical relationships
To build on this ethical relationships work, discuss masking and how we should feel safe enough and able to unmask with people we care about and trust and what that could look like (Taking care of me and you). Explore verbal and non-verbal ways of communicating our needs as well as how we can learn to tune into other peoples verbal and non-verbal cues. Explore the double empathy problem as a challenge for Neurotypical (NT) and Neurodivergent (ND) interactions. (Having an equal say and learning as we go).
- Unpick social norms and expectations particularly around gender.
Challenge gender stereotypes and celebrate what it means to be a neurodivergent female. The Autism Friendly Guide to Periods, Different not Less and The Spectrum Girls Survival Guide are fab resources to have in the room for students to flick through if in need of a diversion if the main subject of the lesson becomes overwhelming! Use resources such as this Padlet , the Autistic Girls Network and Girls have autism too.
- Deconstruct Idioms and use clear language
There are many idioms around relationships and sex that can be confusing for ND young people; ‘Voice breaking’; ‘bun in the oven’; ‘Netflix and chill’; ‘don’t give sleeping people tea’. You will need to do some research into the current ones for your cohort and help your group deconstruct them so they can ascertain the real meaning. Use correct words and not euphemisms for body parts. It is especially important to explain what a vulva is (a terrifying number of folk think it’s a type of car!).
- Use Games and Objects to increase engagement and practise communication skills.
Use low pressure talking games like Feel good jenga (sentence starters on jenga blocks which works phenomenally well with ND pupils) or Attractive and Repulsive qualities in a magnet game to for discussions in low stakes fun ways. Build in opportunities for Object Based Learning, by getting models you can handle means the girls can really understand things in a more tangible way.
- Teach consent in direct ways.
Avoid using the “tea and consent video” as it is an unhelpful confusing analogy. There are lots of different ways you can educate about consent. Parents and Teachers often don’t like hearing ‘No’ and societal expectations teach us that girls are supposed to be agreeable and passive. Therefore, it can be really helpful to go back to basics with teaching the 3 part No and the 3 part responding to a No.
- Saying No: Firm body language, unsmiling facial expression, and a loud, clear “No.”
- Hearing No: Stop immediately, check in with the person, and suggest an alternative activity.
You can have a lot of fun practising saying and hearing NO and exploring role plays and social stories to build confidence with asserting boundaries! There is of course an important caveat that if a No is ever overridden and an assault happens it is not the victim’s fault, blame lies with the perpetrator, and there is always a trusted adult (help the girls identify who they are) who can help.
- Understanding the senses can support understanding of sensuality and pleasure.
Research shows that good sex tends to be safer sex. Where appropriate (depending on the age and stage of development of the young woman) you may want to include safe conversations about forms of intimate self touch, (this could be stimming, sensory seeking or masturbation) as well as conversations about sensuality. More generally we need to do much more work on supporting ND girls to understand and advocate for their own sensory needs. Developing their sensory autonomy will go a long way in supporting their understanding of consent and bodily autonomy in relationships.
For more help doing this work then please get in touch via my website www.alicehoyle.com. Good luck!
Mirrors, Windows and Sliding Doors: A Metaphor for the Diverse Curriculum
Written by Hannah Wilson
Founder of Diverse Educators
In the dynamic landscape of education, the curriculum serves as the foundation for shaping young minds. As we strive for a more inclusive and representative educational experience, the metaphor of Mirrors, Windows, and Sliding Doors offers a powerful framework for curriculum development. This metaphor, introduced by Dr Rudine Sims Bishop, encapsulates the essence of diversity, equity, inclusion and belonging within educational content, emphasising the importance of reflection, observation, and engagement for all learners.
Mirrors: Reflecting Students’ Own Lives
Mirrors in the curriculum are essential for students to see themselves – their cultures, identities, and experiences – reflected in what they learn. When students encounter stories, histories, and perspectives that resonate with their own lives, they feel validated and recognised. This reflection fosters a sense of belonging and self-worth, which is crucial for their overall development and academic success.
For curriculum specialists and subject leaders, this means incorporating diverse voices and narratives across all subjects. For example, in literature, selecting texts from a variety of authors who represent different backgrounds ensures that every student can see themselves on the page. In history, presenting a more inclusive perspective that acknowledges the contributions and experiences of marginalised groups and provides a fuller understanding of the past.
Windows: Viewing Others’ Lives
Windows offer students a view into the lives and experiences of people different from themselves. Through these glimpses, learners develop empathy, understanding, and a broader perspective of the world. Windows help dismantle stereotypes and prejudices, fostering a more inclusive mindset among students.
To create these windows, educators need to curate a curriculum that includes global perspectives and diverse narratives. In geography, this might involve studying various cultures and their relationships with the environment. In science, discussing contributions from global scientists highlights the universal nature of discovery. Providing opportunities for students to engage with content that portrays different lifestyles, beliefs, and challenges cultivates an appreciation for diversity and interconnectedness.
Sliding Doors: Engaging and Interacting
Sliding doors represent opportunities for students to enter into, and interact with, different worlds. This element encourages active engagement and personal reflection. When students can metaphorically ‘step into’ the experiences of others, they gain deeper insights of different identities and build meaningful connections.
Interactive projects, collaborative learning experiences, and role-playing activities serve as sliding doors in the curriculum. For instance, a history project where students re-enact historical events from multiple perspectives can provide profound learning experiences. In literature, writing assignments that ask students to create narratives from the viewpoint of characters unlike themselves can deepen empathy and understanding.
Integrating Mirrors, Windows, and Sliding Doors
To integrate these concepts effectively, curriculum specialists and subject leaders must be intentional and thoughtful in their approach. This involves:
- Reviewing and Revising Existing Curriculum: Conducting thorough audits to identify gaps and biases. Ensuring that the content reflects a diverse range of voices and perspectives.
- Collaborating with Diverse Communities: Engaging with parents/ carers, community leaders, and organisations to gather input and resources. This collaboration can enrich the curriculum with authentic, representative materials.
- Providing Professional Development: Equipping teachers with the skills and knowledge to deliver an inclusive curriculum. Training on cultural competence, unconscious bias, and inclusive teaching strategiesl.
- Utilising Technology and Media: Leveraging digital resources to access a wider array of content. Using online platforms, virtual exchanges, and multimedia can bring diverse voices and experiences into the classroom.
- Encouraging Student Voice and Choice: Empowering students to share their stories and choose projects that reflect their interests and identities. Designing student-centred approach fosters a sense of ownership and relevance in their learning.
The metaphor of Mirrors, Windows, and Sliding Doors provides a robust framework for creating an inclusive and representative curriculum. By reflecting students’ identities, offering insights into others’ lives, and facilitating active engagement, educators can cultivate a learning environment that values diversity, promotes equity, centres inclusion and builds belonging. As curriculum specialists and subject leaders, embracing this metaphor not only enriches the educational experience but also prepares students to thrive in a diverse and interconnected world.
New Official Study Guide for GCSE Set Text Leave Taking by Winsome Pinnock
Written by Samantha Wharton
Samantha is a seasoned educator from East London, with ancestral roots tracing back to the Caribbean nations of Antigua and Guyana. She brings a wealth of academic achievements, including a degree in Communications and Media from Brunel University, a PGCE in English and Drama from the Institute of Education at University College London, and an MA in Black British Literature from Goldsmiths University.
A new official study guide for Leave Taking by Winsome Pinnock, authored by educators Samantha Wharton and Lynette Carr Armstrong, brings a fresh approach to GCSE English literature, enhancing the teaching and learning experience for GCSE English Literature students and teachers.
Samantha Wharton and Lynette Carr Armstrong bring a wealth of expertise from over 50 years of combined experience in education. As co-writers of this study guide, they have meticulously crafted an in-depth exploration of Leave Taking, ensuring that it delves into the nuances of the text with precision and clarity.
But what sets this study guide apart is its academic rigour and its authors’ lived experience and insight. As children of the Windrush generation, Samantha and Lynette possess a profound understanding of the worlds depicted in Pinnock’s play. Their lived experiences and living memories enrich the guide, providing readers with authentic perspectives that resonate with the characters and themes of Leave Taking.
Crucially, Samantha and Lynette had the privilege of consulting with Winsome Pinnock herself during the development of this guide. Pinnock’s invaluable commentary is woven throughout the text, offering readers a rare glimpse into the playwright’s mind and enriching their understanding of her work.
Leave Taking is not just another set text—it is a vital piece of literature amplifying Black voices and sharing insights into the Black British experience. Samantha Wharton and Lynette Carr Armstrong emphasise the importance of showcasing these narratives through Black voices with shared experiences. In a world where the Black experience has been historically erased, texts like Leave Taking must be unpacked and explored with sensitivity and nuance.
This study guide is more than just a pedagogical tool—it is a labour of love, insight, and experience. Samantha has taught Leave Taking at St Angela’s School in London, where staff and students have met it with enthusiasm. The diverse cohort of teachers at St Angela’s have thoroughly enjoyed teaching the text, while the students are excited to see modern characters that reflect their own experiences.
The release of the official study guide for Leave Taking by Winsome Pinnock marks a significant milestone in GCSE English literature. With Samantha Wharton and Lynette Carr Armstrong at the helm, educators and students can embark on a journey of discovery that celebrates Black voices, amplifies lived experiences, and enriches the educational landscape for generations to come.
The duo are committed to supporting teachers in implementing Leave Taking into the classroom. They will offer future training experiences, including workshops and seminars, to provide educators with the tools and insights to effectively teach this text. These training sessions will cover various aspects of the play, including thematic analysis, character studies, and classroom activities.
To inquire about future training opportunities or to reach Samantha Wharton and Lynette Carr Armstrong for further information on the study guide, educators can contact them via email at samantha.wharton@gmail.com and Lynettedcarr@hotmail.com. They are eager to collaborate with schools and educational institutions to enhance the teaching and learning experience of Leave Taking. They are available to answer any queries or provide additional support as needed.
The study guide has received recognition from Lit In Colour, a prominent platform championing diverse voices in literature. It was endorsed in their latest newsletter and featured in The (incomplete) Lit In Colour list, a curated collection of essential resources for educators looking to include diverse perspectives in teaching. This recognition reinforces the guide’s reputation as a valuable tool for promoting inclusivity and representation in education, making it indispensable for educators passionate about diversity and equity.
The official study guide for Leave Taking by Winsome Pinnock can be found through various channels. It is available on the Nick Hern Books website, the same publisher as the play, ensuring authenticity and reliability. Furthermore, the guide can be purchased on popular online platforms like Amazon!
The study guide and texts are available here:
https://www.nickhernbooks.co.uk/leave-taking-gcse-study-guide
https://www.nickhernbooks.co.uk/leave-taking-bundle-deal
https://www.amazon.co.uk/Leave-Taking-GCSE-Student-Guide/dp/1839041366
Press coverage about the play:
‘The godmother of Black British playwrights’ – Guardian on Winsome Pinnock
Guardian ‘Three decades since its debut Winsome Pinnock’s pioneering portrayal of the lives of black Britons feels shockingly contemporary… Pinnock was a pioneer and her piece still hits homethrough its often shocking honesty about the hazards facing black people in Britain’
Time Out ‘A devastatingly powerful story of a British-Caribbean family… whyWinsome Pinnock’s play isn’t on the English Literature syllabus is a mystery to me, given its shocking contemporary relevance… this play warms and devastates’
Two generations. Three incredible women. Winsome Pinnock’s play Leave Taking is an epic story of what we leave behind in order to find home. It premiered in 1987, and was revived at the Bush Theatre, London, in 2018, in a production directed by the Bush’s Artistic Director, Madani Younis.
Five reasons why schools should teach Princess & The Hustler at GCSE
Written by Jessica Tacon
Jessica Tacon is second in charge of the English Department at City of London Academy Highgate Hill and is a member of NATE’s (National Association for the Teaching of English) ‘Reviewing Literature’ working group. She created The Right Writing campaign which aims to improve racial diversity in English Education.
In September 2022, AQA launched ‘Spark something’ to inspire and support English teachers to teach their new set texts. To improve the diversity and inclusion of their English Literature GCSE offer, particularly racial diversity and inclusion, AQA introduced a new novel, My Name is Leon by Kit de Waal, as well as a new poetry cluster and two new plays: Leave Taking by Winsome Pinnock and Princess & The Hustler by Chinonyerem Odimba.
I was lucky enough to be asked by BBC Bitesize to become their lead writer on Princess & The Hustler. This is Odimba’s heart-warming and heart-wrenching story about Princess, a 10-year-old girl, and her family living in Bristol between Christmas 1962 and September 1963. In the play’s opening scene, her father, The Hustler, returns after being away for a long time. Throughout the plot, Princess dreams of being winner of Weston-super-Mare’s Beauties of the West contest; Odimba says that part of her motivation for writing the play was to allow young Black girls to feel “beautiful” as well as “strong and capable”. The story is set against the backdrop of the Bristol Bus Boycott of 1963. At this time, the Bristol Omnibus Company was upholding a colour bar, which meant that they refused to hire Black or Asian bus drivers or conductors. The people of Bristol protested against this racial discrimination by refusing to ride the buses.
After the initial research stage, BBC Bitesize asked me to write revision-focused content for their website on the text. By this point I was already in love with Princess as well as Odimba’s story of family, struggle, and self-love. Below are five (of many) reasons why I believe schools should absolutely be teaching this text as part of the AQA modern text section of the literature GCSE.
Reason 1: Young people need stories about people like them fighting for what they believe in
From early in the play, Wendell Junior, Princess’ older brother, is a devoted fighter of the cause of the Bristol Bus Boycott. He attends marches and speaks passionately about the need for change. Young people are the future, and this important aspect of the story can remind them just how much power their voices and actions can have.
Reason 2: The play communicates important lessons and messages
The play, in very nuanced ways, teaches important lessons that will genuinely help students to understand themselves and to navigate the world around them. One example is the colourism that Princess experiences throughout the book which is often very subtle. There is an instance where her lighter skinned half-sister, Lorna, is invited to a birthday party by a girl at school, but she is not. Odimba does not explicitly point out that this is the reason why Princess is not invited, but the reader is encouraged to infer this through careful hints. This is an important lesson about how prejudice and discrimination are often insidious. However, this in no way means that these instances are any less harmful. This will show students that not all prejudice has to be explicit and obvious to be wrong and painful.
Reason 3: The historical events are part of England’s history
Princess & The Hustler sheds light on a very important period in England’s history. It absolutely should be taught in a specification which aims to help young people to “appreciate the depth and power of the English literary heritage”.
Heritage does not happen and is not learnt about in a vacuum; teaching texts about England’s heritage, whether showing aspects of the country in a good or bad light, are an asset to achieving the aforementioned aim.
Reason 4: The play covers a variety of themes
I was reluctant for any of these reasons to be about the exam itself. However, of course, it would be somewhat irresponsible to teach texts to students at a GCSE level with no consideration as to how it will help them to succeed in their exams (and, in lots of ways, consequently their future). That said, Princess & The Hustler covers a variety of themes that offer opportunities for students to analyse in detail. Themes like family, love, conflict, prejudice, and power are all richly peppered and embedded throughout. Diversity has become somewhat of a buzzword. And yet, this play alone offers true diversity in the sense that in such a small story it covers so much.
Reason 5: Young people need stories about self-love
We are living in a world of social media and, heartbreakingly, growing numbers of mental health issues among teenagers. It seems necessary here to celebrate the fact that at its very core, this is a story about a girl who, against a lot of external barriers, learns to love herself.
Mavis, Princess’ mum, says to her when she is struggling with her self-image:
“Phyllis James you listen, and you listen good!//Whether your hair long or short. Skin good or bad.//Us…//Us…girls and women with our skin dark as the night, every shade of brown, glowing like fresh-made caramel, or legs spindly like a spiders we are everything that is beautiful on this earth.//And you…you the prettiest of them all because you are my girl”.
I think we can all agree that this is absolutely beautiful advice for young people to be exposed to.
For more information about the BBC Bitesize revision resource to accompany Princess & The Hustler, please visit www.bbc.co.uk/bitesize
Using stories and voices to combat the narrative of antisemitic hate: opportunities afforded by the Curriculum for Wales.
Written by Jennifer Harding-Richards
Jennifer is currently on secondment working as RVE and RSE adviser to schools across three local authorities as well as RVE adviser to the SACRE’s in each of the three authorities. She is passionate about education and especially keen on ensuring that social justice and equity are at the heart of all RVE and RSE curriculum planning, development and pedagogy within the Curriculum for Wales. She is the RE Hubs lead for Wales and a member of the steering committee for the Welsh Jewish Heritage Centre. She has previously worked as a freelance educator for the Holocaust Education Trust and has an MA in World Religions.
According to a recent report (ref 1), there were three times the numbers of antisemitic incidents reported across Wales in 2023, compared with 2022. The incidents which included threats, abusive behaviour and assault, represent a rise of 338%.
Wales is the first, and so far, the only home nation to have made the teaching of Black, Asian and Minority Ethnic histories a mandatory element of their curriculum and are committed to being an anti-racist nation by 2030. The anti-racist action plan (ref 2) includes the vision, values, purpose and strategies needed to support this and understandably, education has a large role to play.
The Curriculum for Wales, introduced in 2022, empowers individual schools to craft and cultivate their own unique curriculum. The aim of each school’s curriculum is to nurture students who are:
- ambitious, capable learners, ready to learn throughout their lives
- enterprising, creative contributors, ready to play a full part in life and work
- ethical, informed citizens of Wales and the world
- healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
As we work towards an anti-racist nation, we are reminded about the power of education. Nelson Mandela’s infamous quote ‘education is the most powerful weapon with which you can change the world’ really resonates with the vision that we have in Wales. We know that far-right philosophies and beliefs are infiltrating mainstream culture, and our children are intoxicated with the images, speeches and behaviour of those that preach such ideologies. As educators, we have the responsibility to counteract such narratives and use our privileged position as curriculum designers and teachers to support our learners to become ethical and informed citizens, able to not only take their place within our diverse society, but to contribute and make positive change.
Wales has a rich, diverse and multi-cultural history. We have a rich legacy of inclusive education as well as a welcoming acceptance for the many diverse cultures and followers of faith that have made Wales their home. The story is told of how some of the first Jews in Wales, arriving in Merthyr Tydfil in the eighteenth century, peered through the windows of some local homes, and on seeing a Bible in every one, decided that this was a place where they could stay and be welcomed.
Using Welsh Jewish stories and voices within our school curricula, whilst obviously not eradicating antisemitism in its entirety, will help develop a generation of young people who are able to humanise and personalise others, avoiding stereotypes and challenge the narrative of the media and those with the loudest voices. We want our children to become ethical and informed citizens, capable of independent thought and able to critically engage with the toxicity of hate that surrounds us on a daily basis.
There are so many Welsh Jewish stories that deserve to be told, individuals who have helped shape our society and made a positive impact on others. Leo Abse, for example, a social reformer, and Labour MP for 30 years. He was influential in the shift in laws and norms towards the acceptance of homosexuality and divorce. We want our pupils to engage with discussion around his ideals and values and how they have changed Wales for the better. His aunt, Lily Tobias, had a multilingual childhood in Ystalyfera which fostered in her a political activism, a sense of social justice and a determination to try and change the world. Her legacy cannot ever be underestimated. Kate Bosse Griffiths, escaped Nazi Germany and along with her husband, became a founding member of ‘Cylch Cadwgan’, an organisation that welcomed and celebrated writers, poets and pacifists. Her own writing focused on her feminist ideals and sense of spirituality. She made a huge difference to those around her.
In working towards an anti-racist Wales, in celebrating and recognising cynefin (ref 3) and using our subsidiarity and autonomy to design our own bespoke curriculum for our learners, we have a real opportunity to use stories and voices to challenge stereotypes, antisemitic tropes and narratives of hate.
References
‘We’ve not seen this since the Holocaust’: Antisemitism in Wales up by 300% after outbreak of war:
Anti-racist Wales Action Plan
https://www.gov.wales/anti-racist-wales-action-plan-contents
‘cynefin’
A Welsh word for which there is no direct translation. It refers to the ideas of habitat and a sense of rootedness, It describes the environment in which one is naturally acclimatised.
Diversity in the Curriculum: The Vital Role of SMSC Subjects
Written by Laura Gregory-White
Laura is an RE Regional Advisor for Jigsaw Education Group. She has over 15 years experience as an educator and curriculum lead across Primary and Secondary.
In today’s pluralistic society, where diversity is a fundamental part of who we are, conversations around diversity in schools and the curriculum are increasingly important. Subjects like Religious Education (RE) and Personal, Social, Health, and Economic Education (PSHE) are vital tools in our curriculum offering. Investing in these subjects, invests in our children and young people’s successful development of the skills and knowledge that help to navigate the complexities of our diverse world with empathy, understanding, and a commitment to social justice.
In Primary schools, where all the teaching staff will have an impact on curriculum development, it is crucial that we are giving them the necessary time and expertise to enable this. From the teachers developing and delivering the individual lessons, the subject leads with oversight for the entire curriculum journey, to the senior leaders who set the values that underpin curriculum design within a school. We all share the responsibility of designing curriculum that not only imparts knowledge but fosters a sense of belonging and inclusivity preparing our children to become global citizens. This journey begins with a deliberate and conscious approach to curriculum design. Every decision we make, from the voices we amplify to the resources we use, must reflect the diversity of human experience.
When facilitating discussions with RE subject leads on this topic, we speak about the implicit and explicit features of the curriculum. The implicit being those decisions we make as curriculum designers about what we include and represent. It means asking ourselves critical questions: What perspectives are included in our syllabi? Whose voices are being centred? Are we offering a diverse range of representation? These considerations extend beyond the mere content of our subjects; they seep into the language we use, the images we present, and the values we share. These decisions may not be explicitly obvious to the children in our lessons, but it frames a journey for them that better represents the world they are growing up in. Without this careful consideration, we can unintentionally establish an unconscious bias or reinforce stereotypes.
Alongside these implicit considerations is the explicit curriculum, where we dedicate time in lessons to directly address issues of diversity, equity, inclusion, justice, and belonging (DEIJB). It’s about more than just ticking boxes; it’s about fostering meaningful dialogue, challenging biases, and nurturing a culture of respect and understanding. SMSC subjects provide the structured opportunities for students to explore complex societal issues, interrogate their own beliefs and biases, and develop the critical thinking skills necessary to navigate an increasingly interconnected world. For staff to feel confident in leading these discussions, we need to support the ongoing development of their knowledge and understanding of these issues as well as the ways in which safe learning environments can be established, and discussion and debate can be managed. This will support them in feeling confident to plan in these explicit curriculum opportunities for our children.
This is not a small job or short conversation with a defined end point. This is ongoing work, and it should be contextual. It is important that schools support their staff to engage with this through investment in high-quality resources, providing the time and opportunity for evaluation and review, and dedicating time to ongoing learning and development for staff.
In a world dominated by technology, AI, and algorithms, education needs to do more than impart knowledge. It must nurture empathy, compassion, and a sense of collective responsibility. To achieve this, we must elevate and enhance subjects like RE and PSHE. They are essential components of a well-rounded education that prepares students to navigate the complexities of the modern world.