Following the events of summer 2020 and the Black Lives Matter movement, the Welsh Government launched a review to take account of Welsh and wider Black, Asian and Minority Ethnic history, identity and culture. This Estyn report includes evidence on the standards, provision and leadership of the teaching of Welsh and Black, Asian and Minority Ethnic history and culture in primary, secondary, special schools and pupil referral units.
In most schools, pupils have a limited knowledge and understanding of the histories of Black, Asian and Minority Ethnic peoples and communities. Many pupils can name individuals from international history but in general have limited understanding of their historical significance.
Most pupils do not know about the history of Black, Asian and Minority Ethnic individuals and communities in Wales. In a very few schools, where Black, Asian and Minority Ethnic history is prioritised and well planned, pupils develop an extensive understanding of history from multiple perspectives.
Very few schools teach pupils about the contribution of Black, Asian and Minority Ethnic individuals and communities to the history of Wales. Overall, provision is strongest in schools in multicultural and diverse areas of Wales.
How much Welsh and Black, Asian and Minority Ethnic history is studied by pupils at GCSE and A level is still too dependent on the subjects chosen by pupils and the topics chosen from the range offered by the examination board. The disparity in how much Welsh and Black, Asian and Minority Ethnic history is included within topics makes it difficult to assess and compare pupils’ knowledge and understanding of Welsh and Black, Asian and Minority Ethnic history.