In 1903, labourers digging a drainage ditch in Somerset’s Cheddar Gorge uncovered an unknown man’s skeleton, which experts subsequently dated to around 7000 BC. ‘Cheddar Man’, as he came to be known, quickly earned fame as the oldest complete skeleton of the species Homo sapiens to be discovered in Britain – yet, unexpectedly, his appearance contrasted sharply with archaeologists’ preconceptions. Instead of having pale skin and fair hair, Cheddar Man’s DNA indicates that he had a dark-brown or black complexion and curly dark hair, suggesting that his origins surprisingly lay not within the British Isles but in the Middle East and Africa.

Cheddar Man poses a poignant question for teachers and pupils studying the cultural past and present of the UK: what does it mean to be British? Despite the emphasis given to promoting British values, the UK’s history is a hugely varied tapestry that is woven from people’s experiences, beliefs, and stories from virtually every corner of the world. It is within this framework that the importance of historical diversity lies and the need for children to be empowered to critically analyse the past through a different lens than that of a twenty-first-century citizen.

Why is it important to diversify the primary History curriculum?

Diversifying the History curriculum for primary school pupils is critical to fostering an inclusive education that celebrates the richness of the different cultures, experiences and perspectives that have shaped modern Britain. Embracing a diverse historical narrative not only cultivates empathy and understanding but also empowers pupils to critically engage with the complexities of our past. By broadening the scope of historical teachings beyond traditional perspectives, teachers can lay the foundation for a more inclusive society in which every child sees themselves reflected in the narrative of history.

For primary teachers, education, of course, goes far beyond delivering the national curriculum. British values are integral to nurturing responsible citizens and preparing pupils to engage positively in an increasingly diverse society, more so at a time of heightened tensions: Brexit, developments in the Black Lives Matter movement, international terrorism, the Gaza conflict, and the migrant crisis to name but a few. Tolerance underpins society’s respect for and acceptance of global nations, cultures and religions, and a diversified approach to British and world history can play a powerful role in celebrating, rather than reviling, the rich and varied ingredients of modern society.

Key strategies for creating a more diverse and inclusive History curriculum

When planning primary History, it’s vital that teachers don’t adopt a sticking-plaster-style approach to diversity. Instead, they should infuse teaching and learning with meaningful opportunities that resonate with children and empower them to see and understand the relevance of the makeup of British society today.

So, what strategies can teachers employ to improve the diversity of their school’s History curriculum?

• Make every month a Black History Month

Teaching Black history is crucial to provide children with an understanding of the contributions, struggles and resilience of African communities throughout history, and is an effective way to promote inclusivity, challenge biases and enrich perspectives. 

Exploring Black histories can showcase the African subcontinent’s contributions to the evolution of modern Britain – as well as the struggles and triumphs of Black individuals – from the Neolithic period to the migrations of the twentieth century. 

It is also important to anticipate and challenge children’s misconceptions about the role of Black people in the past: the court of Henry VIII, for example, is almost universally portrayed as a homogeneously white entity, so what does the presence of John Blanke, a royal trumpeter who may have come from North Africa or the Iberian Peninsula, tell us about sixteenth-century attitudes to Black people? In fact, during the Tudor period, there was a growing presence of Africans in Europe, often as a result of trade, diplomatic exchanges, or service in various capacities.

• View history through a different lens

Diversity can be promoted in the teaching of History by moving away from tried-and-tested angles and, instead, shifting perspectives – for example, by integrating varied narratives into every aspect of the subject. 

Moving beyond the Anglo-centric lens enables pupils to encounter a multitude of experiences that highlight the diversity of cultures, traditions and achievements that contribute to our collective history. Consider, for example, the significant contributions of people from minority groups who went against the grain of their time: Ellen Wilkinson, for instance, who was instrumental in securing free secondary education for all and improved workers’ rights at a time when such views were as controversial as the role of women in the political landscape.

• Build enquiries around the achievements of significant individuals

The study of significant historical individuals is a fundamental part of primary History, and children should be encouraged to choose people from the past and justify them on the basis of their achievements. However, instead of focusing on well-worn characters, plan enquiries that focus on lesser-known individuals from minority groups, such as William Tuke or Lily Parr. As well as highlighting their contributions in their own time and the opposition they faced, consider carefully their legacy and the impact on modern society that these people have had – thereby showcasing diverse role models and pioneers across different historical eras.

• Showcase diversity within diversity

Stereotyping is easy for children as they have limited perspectives of the world, but it is important to overcome this to ensure the past is represented more accurately, and complex narratives are not oversimplified. Ensure that children understand that the historical experiences of minority groups are multifaceted by highlighting variations within these communities. For example, consider the leadership of Mary I and Elizabeth I as monarchs on the back of a tidal wave of male domination, or the changing attitudes towards Mary Seacole at a time of significant oppression of West Indian communities.

• Make use of a range of historical sources

Many minority groups are underrepresented in written accounts from the past, so teachers must be prepared to embrace a varied range of sources, including oral histories, artefacts, art, and archaeological findings, to provide a more comprehensive view of history. 

A multifaceted approach allows for a more holistic understanding of historical narratives, especially those that have been marginalised or omitted. Oral histories passed down through generations offer invaluable insights into experiences that might not have been documented, while artefacts and archaeological discoveries shed light on daily life, traditions and customs of diverse communities. By incorporating these varying sources, teachers can ensure a more inclusive and accurate portrayal of history, empowering pupils to appreciate the complexity and diversity of human experiences.

Suggested resources

• The Black Curriculum offers resources and lesson plans focused on Black British history.
• The National Archives’ Black, Asian and Minority Ethnic Histories provide access to a range of hyperlinked resources for teachers seeking to inject diversity into their teaching.
• The Historical Association website contains important guidance for teachers and articles based on achieving greater diversity in History teaching.
• Historic England provides resources to diversify the primary curriculum, offering a range of historical perspectives and inclusive narratives that align with the UK curriculum.

Empowering the next generation through diversity

Diversifying the History curriculum for primary pupils is not only an educational imperative but also a moral one. By embracing diverse narratives and perspectives, teachers will empower children to become more informed, empathetic, and critical thinkers, laying the groundwork for a more inclusive and harmonious society.