Provision to develop pupils’ understanding of histories, stories and contributions of black, Asian and minority ethnic people
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Information about the school
Fitzalan High School is a large English-medium secondary school serving pupils aged 11-18 in south Cardiff. The school serves a highly diverse community with a significant number of pupils from Black, Asian and Minority Ethnic backgrounds and over 70 different languages spoken. Around 37% of all pupils are eligible for free school meals. In September 2023, the school moved to a new state of the art building.
Context and background to the effective or innovative practice
In 2021, the Welsh Government made the study of Black, Asian, and Minority Ethnic histories and experiences a mandatory part of the Curriculum for Wales. This commitment to a more representative curriculum aims to ensure that all pupils see themselves and their experiences reflected in what they are taught. Equally, the curriculum must help pupils understand their place within modern Wales, fostering a sense of identity and belonging in a diverse and evolving society.
Against this backdrop, Fitzalan reviewed its curriculum to ensure that it is both representative of its pupils and meaningfully integrated into global history. The school aimed to embed Black, Asian, and Minority Ethnic history within the curriculum as an essential and interconnected component, rather than as an isolated topic or supplementary theme.
Description of the nature of the strategy or activity
It was a priority for leaders and teachers to engage with pupils and the wider community, listening to their perspectives while drawing on the expertise of the school’s own staff. Each department has undertaken a thorough review of its curriculum, identifying meaningful opportunities to integrate the histories and experiences of Black, Asian, and Minority Ethnic communities. For example, in history, learners explore the Silk Road and the Ottoman Empire, alongside units in other areas of the curriculum on Islamophobia, Black Lives Matter, multi-faith Britain, and the experiences of refugees. The curriculum plays a vital role in shaping pupils’ understanding of what is valued in society. Given the school’s diverse community, it is essential that the curriculum reflects both Welsh heritage and broader global narratives, ensuring that all pupils see themselves represented in what they study.
The school also reviewed its library to assess the range of books available to pupils. This led to significant investment in new titles that better reflect the backgrounds and experiences of Fitzalan’s pupils. The community was actively involved in this process, with members invited to select and donate books. During form time, tutors read a class reader with their learners, selecting books that reflect a broad range of voices and perspectives. Additionally, the English department, with support from external experts, has reviewed and updated its curriculum to enhance inclusivity. For example, it has introduced Winsome Pinnock’s play Leave Taking as part of the new GCSE syllabus. This powerful work explores the experiences of the Windrush generation and the challenges of identity, migration, and belonging.
The school’s Project curriculum—an interdisciplinary subject designed to develop critical thinking, key skills and powerful knowledge—has been designed with a global outlook. Topics such as democracy and ancient civilizations, including the Fertile Crescent, are explored in ways that connect meaningfully to pupils’ experiences and backgrounds.
In modern languages, efforts have been made to ensure that reading, writing, and listening materials represent the full breadth of the French and Spanish-speaking world, further reinforcing the school’s commitment to a curriculum that is both inclusive and globally relevant. The Welsh curriculum includes a local study of Cardiff and considers the richness of modern Welsh identity.
What impact has this work had on provision and learners’ standards?
The curriculum changes at Fitzalan have begun to foster a more inclusive and globally reflective learning environment. By embedding the histories and experiences of Black, Asian, and Minority Ethnic communities throughout the curriculum, rather than treating them as separate or supplementary topics, the school has taken meaningful steps toward greater representation.
Early indications suggest that these efforts are having a positive impact. Many pupils have expressed appreciation for seeing their own histories and cultures reflected in the curriculum, with some describing a deeper sense of connection to their learning. Others have noted that the inclusion of diverse narratives has made their studies more engaging and relevant to the world they see around them.
This is an ongoing process. True inclusivity requires continuous reflection, refinement, and responsiveness to the needs and experiences of all pupils. While the initial feedback has been encouraging, the school remains committed to further developing and deepening this work, ensuring that representation is meaningful, embedded, and reflective of the diverse perspectives that shape both Wales and the wider world.