In a recent article for the Historical Association ( HA news- Autumn 2020) Jake Subryan Richards offers his advice:
” For teachers it is at KS3 where there is most flexibility. Stress the interconnections between Britain and the wider world, supported by the Runnymede Trust’s Our Migration Story. At GCSE, consider adopting the migrations option now offered by three examination boards. Give students new assignments such as investigating local Black histories or comparing minstrelsy in the past with ‘Blackfishing’ in the present. At A-level there are plentiful resources to help schools adopt the course on the African kingdoms.
Faced with this question I looked again at the various KS3 history curriculum models that I have been promoting with BAME in mind.I am about to publish these,but if you want a preview please email me.
The sorts of inclusions I have made a point of stressing are:
1. Starting the course by looking at the world in 1000, rather than Britain in 1066. This way you show pupils that Britain was not the epicentre of the world. Showing Islamic maps of the time remind pupils of the pre-eminence of China, the Middle East and even central America. Civilizations such as
