Resources Per Subject

Leading Black Inclusion in the UK

Resources Per Subject


The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

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  • Read easily, fluently and with good understanding

  • Develop the habit of reading widely and often, for both pleasure and information

  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

  • Appreciate our rich and varied literary heritage

  • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

  • Use discussion in order to learn; they should be able to elaborate and explain

  • Clearly their understanding and ideas are competent in the arts of speaking and listening, making formal

  • Presentations, demonstrating to others and participating in debate.


Elizabeth Acevedo, Hair Click Here

In Spanish, Cabello Click Here

The poem in English and its translation to Spanish can be accessed here Click Here

This poem provides an opportunity to reflect on racism while discussing Black hair and the origins of Black People

The urgency of intersectionality by Kimberlé Crenshaw Click Here

Discussing intersectionality. It could be a good idea to start discussing social identities to understand the concept.

It can also help the following video on the single story:

The danger of a single story by Chimamanda Ngozi Adichie Click Here


The national curriculum for citizenship aims to ensure that all pupils:

  • Acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government

  • Develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced

  • Develop an interest in, and commitment to, participation in volunteering as well as other

  • Forms of responsible activity, that they will take with them into adulthood are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs.

Area of focus (KS3) Possible toolkit resource
KS4 Additions:
Parliamentary democracy and the key elements of the constitution of the United Kingdom, including the power of government, the role of citizens and Parliament in holding those in power to account, and the different roles of the executive, legislature and judiciary and a free press The history of black MPs the first people of colour Bernie Grant Keith Vaz, Dianne Abbot and Paul Boateng

What they stood for and their impact in modern day politics.

The different electoral systems used in and beyond the United Kingdom and actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond The history of Black peers in the UK and the role of The House of Lords

Lord Constantine the first Black person in the house of Lords March 1969

The different ways in which a citizen can contribute to the improvement of his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity Community leaders and the growth of community ownership, Youth Volunteer groups, Mentorship. Black Leaders, Reach Society, 56 Black Men,


The importance of tropical crops - Slave trade and the British economy - Higher History Revision - BBC Bitesize


The urgency of intersectionality by Kimberlé Crenshaw Click Here

Discussing intersectionality. It could be a good idea to start discussing social identities to understand the concept.

It can also help the following video on the single story:

The danger of a single story by Chimamanda Ngozi Adichie Click Here


The national curriculum for geography aims to ensure that all pupils:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

Are competent in the geographical skills needed to:

  • Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Areas of focus Possible Toolkit applications
Locational knowledge (Ports and Harbours in the UK shape the country
Place Knowledge History of Liverpool, Bristol and Cardiff docks
Human and physical geography Migration of people post War and early 1900s


The Human Planet: How We Created the Anthropocene by Simon L. Lewis (
130 years ago: carving up Africa in Berlin | Africa | DW | 25.02.2015
(Video clip) The Racist map of the world with Jane Elliott - YouTube


The national curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

  • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

  • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Areas of Focus Possible Toolkit Resources
The development of Church, state and society in Medieval Britain 1066-1509
The development of Church, state and society in Britain 1509-1745
Ideas, political power, industry and empire: Britain, 1745-190
Challenges for Britain, Europe and the wider world 1901 to the present day Black British History and black peoples contribution to british history
A local history London a multicultural city how and why
The study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066
At least one study of a significant society or issue in world history and its interconnections with other world
Developments [for example, Mughal India 1526-1857;
China’s Qing dynasty 1644-1911; Changing Russian empires c.1800-1989;
USA in the
20th Century].


16 Key Events In The History Of Anti-Black Racism In The UK | HuffPost UK (
A brief history of institutional racism in the UK and US — Quartz (


In this episode of Talks at GS, David Olusoga, British historian and professor, discusses why he was inspired to pursue a career as a historian, the origins and significance of Windrush Day, and the impact history has on everyone individually as well as society overall. Click Here


The national curriculum for languages aims to ensure that all pupils:

  • Understand and respond to spoken and written language from a variety of authentic sources

  • Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation

  • Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt

  • Discover and develop an appreciation of a range of writing in the language studied.

Areas of Focus Possible Toolkit Resources
Modern foreign language:

Grammar and vocabulary
Linguistic competence

(History of dialects and languages in the UK with influence from Africa and  Caribbean Patios


Understanding unconscious bias | The Royal Society - YouTube
Students Learn A Powerful Lesson About Privilege - YouTube