Dear Ms Hawkin,

We are writing to you as alumni and parents of alumni of Trinity School.

As supporters of the Black Lives Matter movement, we have all been affected by the events of the last few weeks. We are concerned about the existing status-quo in the UK's education system, which disregards the lives and contributions of the BAME population. We would like to bring your attention to(delete) some of the structural inequalities in the UK, especially pertaining to the national curriculum.

As of June 5th 2020, the organisation Impact of Omission has surveyed over 50,000 people educated in the UK. And(delete) It details only 7.6% of respondents learnt about Britain’s colonisation of Africa, compared to the 86.2% of respondents who were taught about the Tudors.

A lack of education, similar to that demonstrated by the above, leads to ignorance in society and breeds racism. There can be no discussion of modern-day race relations and White Privilege in the UK, without the acknowledgment of historical British crimes. If we teach our children an honest and comprehensive history of British Colonialism, its treatment of people in its colonies (of every continent) and the lasting impacts of these actions, we hope it will better inform current students' actions in their role in eradicating systemic racism.

We believe that Trinity School should take a proactive approach in teaching an accurate and balanced portrayal of British History.

The current KS3 History curriculum is summarised on the school website as:

• The Middle Ages (1066-1500) • Britain 1500 - 1750 (Tudors and Stuarts) • Britain 1750 - 1900 (The Industrial Revolution) • The British Empire and India • The Black Peoples of America • The Great War • The Inter War Years • The Second World War • The Cold War • Terrorism

We ask that Trinity School, as an Academy, expands but does not restrict its curriculum to teachings on: • The role Britain had in establishing and profiting from international slave trade and murder of slaves • Formation of and subsequent crimes of the East India Company • How does the history of the British Empire reflect on society today • The destruction of Ventersburg and Boer concentration camps • British colonisation of Africa and exploitation of its natural resources • Decolonisation and birth of the Commonwealth • The Amristrar Massacre • The injustices enforced in British controlled Kenya resulting in the Mau May uprising • Inclusion of non-white influential historical figures in Britain’s history e.g Mary Seacole, Olaudah Equiano, Princess Sophia Singh Furthermore, we believe it is imperative to ensure these teachings are not white-centric in their perspective. We believe the role of BAME figures throughout history, who opposed and fought against oppression, should be celebrated and revered.

Although this letter primarily calls for a change in the History curriculum of Trinity School, it is worth noting the intersectional nature of these teachings with other subjects. Therefore, we welcome a stronger focus on BAME Literature, Art, and Music in subjects such as English, Drama, Citizenship and PSHE.

We are aware that the classroom demographic may not be entirely representative of any updates to curriculum, however we strongly believe this reinforces the need for change. The teaching of Britain’s diverse history and culture should no longer be left to the parents of ethnic minority children. As former students and parents of alumni, we implore you to take action.

Please update us with any changes you plan to implement in your reply.

Kind regards,