The title of the Anti-Racist Curriculum Principles, “Breaking the Mould,” was coined by a Black young person and Member of Scottish Youth Parliament who co-designed the principles with anti-racist educators and experts.

“Breaking the mould” is about recognising and challenging aspects of outdated and Eurocentric perspectives in the curriculum and introducing modern, relevant and responsive contexts for learning for all children and young people. The Anti-Racist Curriculum Principles strengthen the opportunities to embrace, celebrate and embed equity, diversity and social justice. Our curriculum can create space to disrupt racism and other forms of discrimination. The Principles help value, respect, recognise and represent the diversity of all children and young people. They also promote global citizenship and a sense of belonging as part of an inclusive learning environment.

The Vision, Values and Call to Action from the National Discussion, has highlighted the importance of a curriculum that advances human rights, equity, inclusivity, and appreciation of diversity to recognise, respect, and represent the unique talents, characteristics, needs, interests, and potential of all learners.  It is recognised that to fully value, respect, and represent the diversity of people in Scotland, it was important that this is reflected in the curriculum. Principles such as anti-racist education were identified as being paramount.

Educators are the key to bringing anti-racist education to life. They are key to “breaking the mould” to create a contemporary curriculum that prepares learners for the modern world. In working towards an anti-racist curriculum, educators will find support from the Scottish Government, Education Scotland, the Scottish Qualifications Authority (and their successor bodies), local authority personnel and other system leaders.

Creating an anti-racist curriculum is a process that requires understanding, reflection and commitment.

Educators, local authorities, schools and early learning and childcare settings can consider how they wish to enact the principles for and with their learners and wider communities. The principles can be used to support professional learning, dialogue and reflection for staff and self-evaluation. They promote the co-design of an anti-racist curriculum with learners.

The Principles should be engaged with and alongside children’s rights and human rights, Sustainable Development Goals, education professional standards, Equality and Inclusion legislation and Scotland’s Curriculum for Excellence.

Improvement questions

• Which aspects of your practice already align with the Anti-Racist Curriculum Principles?
• What could be done differently to enact the Anti-Racist Curriculum Principles?
• What support might you need to feel confident to co-design an anti-racist curriculum?