Ark Burlington Danes Academy

Diversity at BDA
Our Vision and Values
“I have come that you may have life, and have ✓ Faith
it in all its fullness.” ✓ Leadership
John 10:10 ✓ Courage
✓ Resilience
✓ Love
At Ark Burlington Danes Academy, we believe ✓ Compassion
that everyone deserves to be accepted, included and ✓ Commitment
empowered to live a life that is purposeful and
fulfilling. Through learning to our fullest potential
and living a life filled with kindness and
thankfulness, we can be the ones to make the world
a better place.
Our Vision and Values
“Those who see all beings in themselves

And themselves in all beings know no fear.

Those who see all beings in themselves

And themselves in all beings know no grief.

How can the multiplicity of life

Delude the one who sees its unity?”

The Isha Upanishad, Yajur Veda, c. 1000 – 500 BCE

At Ark Burlington Danes Academy, we believe that everyone deserves to be accepted, “I have come that you may
included and empowered to live a life that is purposeful and fulfilling. Through have life, and have it in all its
learning to our fullest potential and living a life filled with kindness and fullness.”
thankfulness, we can be the ones to make the world a better place. John 10:10

So our students can Our We empower our

live life in all its Vision children through…
fullness…

Destinations and Outcomes

Our Curriculum
• 45% at RG unis - more than
private schools • Academic
• 10% x2 improvement at GCSE§ • NEC
• Diverse and relevant

We see the We transfer our

impact Assessment knowledge
Teaching and
through… through…
• In-class Learning
• Books • Signature strategies
• Assessment cycles • DT, ICA, IP

We check for
understanding through…
BDA’s Work on Diversity
Diversity Foci
Our diversity group identified three areas for us to focus our work
on.
• Diversifying the academic curriculum (supported by the UCL
diversity framework)
• Diversifying and training staff on delivering the non-examined
curriculum (tutor time and assemblies)
• Re-introducing student leadership and student voice across the
academy post-covid.
Curriculum: Rationale
• All students need a full understanding of history

• School curricula are often designed to build a sense of national

identity, at the expense of a global perspective. However, this does
not always equip children to understand the modern world or have
a balanced view of our place in it. School curricula need to do both.
Curriculum: Rationale

The why:

We have acknowledged that traditional curricula have often been white, male and European
dominated, which provides an alienating learning experience for many of our pupils. Diverse
curricula have demonstrably positive impacts on the outcomes of all learners. Our aim is to
ensure a high-quality inclusive and diverse curriculum framework, geared towards attainment,
that is treated as an ongoing process of quality enhancement. This framework, backwards
engineered from university level, will sit at the core of what we do and inform the culture of
departments, subject teachers and pupils; a culture chiefly concerned with preparing our pupils
to contribute positively to a global and diverse workplace with a sense of pride, authority and
belonging.
Curriculum: Rationale
What a Diversity Curriculum looks like at BDA:

•Leaning is meaningful, relevant and accessible so all students can make progress.

•Departments and subject teachers understand institutional equality and diversity data.

•A diverse range of voices and perspectives is replete across course content including texts, topics of
study and reading lists.

•Subject material contains practical examples which reflects pupils’ backgrounds, identities and
lived experiences.

•Diverse imagery is displayed in school spaces to promote inclusion for both physical and online
spaces.

•Pupils are encouraged to question and challenge inequalities and stereotypes in their subjects
where there are limitations in diversity.
Curriculum: Rationale
UCL Toolkit excerpts:
Diversity and
Curriculum Overview-
Secondary
 Curriculum
• A component of history teaching is present in all subject curricula.
• The study of history within school curricula is a selective choice. A decision is made by
leaders on what to include and omit, which shapes the narrative students are taught.
• The decisions made by government and school leaders can, therefore, institutionalise
a narrative that builds a sense of self-esteem in one group, while making another
group feel inferior
• For example, if we choose to avoid educating children about Empire, the
Commonwealth and post-WWII migration, children grow up without any
understanding of why Britain is a multi-cultural society. In the void left by this, far
right thinking can take hold, as can a sense of profound displacement. This is
damaging for society as a whole.
• Our curriculum must offer a balanced study of history that gives students an
understanding of how our modern society came to be.
• It must give children a sense of pride in who they are.
• It must teach that all human beings are equal.
Diversity topics in the History Curriculum
Year Group Diversity Topics – 2020-2021
7 Iron Bangle Lady
Islamic Empires
Year Group Diversity Topics – 2019 The Silk Road: A New World History
-2020 Crusades
7 Crusades
8 Immigration to England 1330-1550
8 Transatlantic Slave Trade Empire of Mali and importance of Timbuktu
West African Kingdoms of Oyo and Dahomey
Empire
Transatlantic Slave Trade
US Civil Rights
9 The Holocaust Empire and its legacy
10 US Civil Rights
11
British Civil Rights (Claudia Jones)
9 Contribution of Empire to WW1

The Holocaust

Rwandan Genocide

King Leopold’s genocide in the Congo

Our Island Story: Windrush

Green Developed for 2019-20 curriculum
Yellow Developed for 2020-21 curriculum Independence – Caribbean, West and East Africa
Red Being developed for 2021-22 curriculum
History of Somalia
10 Conflict in the Middle East
11 Conflict in the Middle East
Curriculum Overview-
Primary
Diversity topics in the Humanities Curriculum
Autumn 1 Autumn 2 Spring Summer 1 Summer 2
KS1
Year 1 My Local Area Toys in Time Transport & The United Our Seaside:
Travel Kingdom Now & Then
Year 2 Kings & Queens The Great Fire Planet Earth They Made a Life in Kenya
Differences
KS2
Year 3 UK: Settlement & Stone, Bronze & Europe: Climate Zones & Ancient
Land Use Iron Ages Mountains Biomes Greeks
(Italy as a case
study)
Year Roman Roman Britain Amazon: Rivers Maya The USA
4 Invasions & Rainforests Civilization
Year 5 Anglo-Saxons & Vikings Asia: Volcanoes Baghdad & The Victorians &
Scots & Earthquakes Middle East Industrial
Revolution
Year 6 Ancient Global Conflict & Mapping the Making Our
Egyptians Challenges Resolution World Mark
Diversity topics in the Religious Education
Curriculum
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
R Who Made The Wonderful Why is Christmas so important How Did Jesus Rescue What Is So Special About Why Do Christians Believe Who cares for this special
World and Why? for Christians? People? Easter? Jesus Is Special? world?
Y1 What is the story of Noah Nativity Characters: Which What Is It What is Buddhism? Why do Christians make and
really about? character are you? Like To Live As A Jew? What Does It keep promises in front of God?
Why are you important? Mean To Be A Buddhist?

Y2 What are God’s rule for Where is the light of What is the important of How do Easter symbols help us What does it mean to be a What do Sikhs believe?
living? Christmas? Symbols, Beliefs and teaching to understand the meaning of Muslim? What does it mean to be a
Why are saints important to in Hinduism? Easter for Christians? Sikhs?
Christians?
Y3 What is the Bible’s ‘big story’ Why is Remembrance What does it mean to be a How do Christians believe What does it mean to be Who is Jesus
and what does it reveal about important? Jew? following Jesus’ new Buddhist?
having in God? commandments and his 2
greatest commandments make
a difference?
Y4 How did belief in God affect What are the beatitudes and What is the best way for a Do fame and Christian faith go What do Sikhs Believe? Liturgy
the actions of people from the what do they mean to Muslim to show commitment together?
Old Testament? Christians? to God (Allah)? How does Holy Communion Why is liturgy important to
What do Christians mean by build a Christian community? many Christians?
peace at Christmas?
Y5 What do the miracles of Jesus What can we learn from What does it mean to be a What happens in church at What does it mean to be a The contemporary Anglican
teach? wisdom? Sikh? Easter? Hindu? Church

How do art and music convey

Christmas?
Y6 The journey of life and death Remembrance: Storytelling
How would Christians
advertise Christmas to show
what Christmas means today?
How has the Christian message How has the Christian Easter Should every Christian go on a What do the monastic
survived for 2,000 years? Hope? pilgrimage? traditions within Christianity
show us about living in
community?
Reading Curriculum Overview

We have invested in a school

‘canon’ – a project promoting 30
books that we feel every student
should experience in each year at
Burlington Danes Primary
Academy. These books are
available in-class and will be
documented in Reading Records.
These lists reflect the diversity of
our school and our aspirational
nature, taking in a range of
traditional texts, fiction, non
fiction, poetry and a number of
works from contemporary
authors.
Our Broader Work –
Primary
We chose to rebrand our classes to better reflect the diversity of children’s literature available and the
aspirational approach to our curriculum.
6 Tolkien
John Ronald Reuel Tolkien CBE FRSL was an English
writer, poet, philologist, and academic, best known as
the author of the high fantasy works The Hobbit and
The Lord of the Rings.
5 Naidoo
Naidoo began writing while working as a teacher in Britain.
Her first novel, Journey to Jo’burg, was originally banned in
South Africa but opened a window for children elsewhere.
She received the US African Studies Association Children’s
Book Award for No Turning Back, Out of Bounds (short
stories with Foreword by Archbishop Desmond Tutu), Burn
My Heart and Who is King?
6 Blackman
Our Classes
Malorie Blackman is acknowledged as one of today's most
imaginative and convincing writers for young readers. In 2005,
Malorie was honoured with the Eleanor Farjeon Award in
recognition of her distinguished contribution to the world of
children's books. Her children’s books include Noughts & Crosses,
Hacker, Thief! and PigHeart Boy.
5 Zephaniah
Benjamin Zephaniah is a pioneer of the performance poetry
scene. He has recorded albums, written plays for stage, radio and
television, and he writes poetry for children, adults, and novels
for teenagers. His message is one of unity, peace and expression
through creativity. His children’s books include Funky Chickens,
J is for Jamaica, Liam, Refugee Boy.
4 Rowling 4 Pullman

J. K. Rowling is a British author, screenwriter, producer, and
philanthropist. She is best known for writing the Harry Potter
fantasy series, which has won multiple awards and sold more
than 500 million copies, becoming the best-selling book
series in history.
Our Classes
Sir Philip Pullman, CBE, FRSL is an English author of high-
selling books, including the fantasy trilogy His Dark Materials
and a fictionalised biography of Jesus, The Good Man Jesus
and the Scoundrel Christ. In 2008, The Times named Pullman
one of the "50 greatest British writers since 1945“.

3 Hoffman 3 Morpurgo

Mary Lassiter Hoffman (born 1945) is a British writer and critic.

She has had over 90 books published whose audiences range from Sir Michael Andrew Bridge Morpurgo, OBE, FRSL,
children to adults. One of her best known works is the children's book FKC is an English book author, poet, playwright, and
Amazing Grace, which was a New York Times best-seller at 1.5 million librettist who is known best for children's novels
copies and a finalist for the 1991 Kate Greenaway Medal. such as War Horse.
2 King-Smith
Dick King-Smith was a soldier, a farmer, a family man,
a primary school teacher and most memorably to his
millions of fans, a prolific English writer of children's
books. His children’s books include The Sheep Pig, The
Invisible Dog, The Hodgeheg, Martin’s Mice, Sophie’s
Snail
1 Benjamin
Baroness Floella Benjamin, OBE, DL was born in
Trinidad in 1949 and came to England in 1960, aged
10. She is an active advocate for the welfare and
education of children. Floella has written thirty books,
including Coming to England, a Guardian Children’s
Book of the Year 2016.
2 Dahl
Our Classes
Roald Dahl is an author. His fabulously popular
children's books are read by children all over the
world. Some of his better-known works include James
and the Giant Peach, Charlie and the Chocolate
Factory, Fantastic Mr Fox, Matilda, The Witches, and
The BFG.
1 Donaldson
Julia Donaldson is an English writer, playwright and
performer, and the 2011–2013 Children's Laureate. She is
best known for her popular rhyming stories for children,
especially those illustrated by Axel Scheffler, which
include The Gruffalo, Room on the Broom and Stick Man.
R Rosen

Michael Rosen is an English children's author and poet who has written
140 books. He is one of the most popular contemporary poets and
authors of books for children. His titles include We're Going on a Bear

Our Classes
Hunt which was the winner of the Smarties Book Prize), Michael Rosen's
Sad Book and Totally Wonderful Miss Plumberry.

R Bloom
Valerie Bloom is the prize-winning author of poetry for adults and children,
picture books, pre-teen and teenage novels and stories for children. She has
presented poetry programmes for the BBC, among others. Her poetry has
been featured by Poems on the Underground; included on school courses in
the UK, the Caribbean and Malaysia; and published in over 500 anthologies
worldwide.

N Potter
Beatrix Potter was an English writer, illustrator, natural scientist, and
conservationist best known for her children's books featuring animals, such as
those in The Tale of Peter Rabbit
Assemblies
These are some of the topics we have discussed through our assemblies
between January and now:

- Martin Luther King Day

- Holocaust Memorial Day
- International Women’s Day
- Women and Girls in Science
- Fairtrade Fortnight
- Comic Relief Day
- Refugee Week
- Grenfell Remembrance
Black History Month 2020 Special events:
1. Letitia Wright

Assemblies focus;
1. Compassion
2. Important individuals
3. Community

Classroom activities:
1. Daily story times about important
individuals
2. Singing
3. Learning about key historical events
4. PSHE/Circle Times
Our Broader Work –
Secondary
NEC
Monday Tuesday Wednesday Thursday Friday
KS3/4 & 5: 20- -Do Now: Cultural -Do Now: Cultural -Do Now: Cultural -Do Now: Cultural -Do Now: Cultural
min tutor time capital/general capital/general capital/general capital/general capital/general
knowledge knowledge knowledge knowledge knowledge
-Collective worship -Collective worship -Collective worship -Collective worship -Collective worship
-Top news story and -Top news story and -Top news story -Top news story -Top news story
class discussion class discussion and class and class and class
discussion discussion discussion
KS3/4: 40-min Assembly PSHCE Our World Reading for Pastoral/Tutor
tutor time
Pleasure rewards

KS5: 40-min Assembly PSHCE Our World Wider Reading VESPA

tutor time

PSHCE sessions cover:

• Personal, social and health education; sexual and relationship education; and careers education.

Our world sessions cover:

• Global history and politics; general knowledge; social action; and Christian ethos.
Our World Overview

Aut1 Our World in 2021

Aut2 Being a Citizen
Spr1 Black Lives Matter
Spr2 Feminism
Sum1 LGBTQ+
Sum2 Active Citizenship
Diversity events and activities