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Our Migration Story: The Making of Britain presents the often untold stories of the generations of migrants who came to and shaped the UK.

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A website which celebrates the rich and diverse history of Wales.

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Timeline Of Scientific Discoveries That Changed The World

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Timeline Of Scientific Discoveries That Changed The World

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Timeline of Scientific Discoveries That Changed the World - Easy Mind Maps

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Discover the significant milestones in the timeline of scientific discoveries, from the calendar to blood circulation theories.

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A website which celebrates the rich and diverse history of Wales.

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From Ancient Calculations to Modern Marvels - Smartick’s Data Visualizations

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Smartick's Data Visualizations - Unleashing Data Insights for Smarter Learning

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Timeline of Mathematics: From Ancient Calculations to Modern Marvels - Smartick’s Data Visualizations

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Discover the evolution of mathematics from ancient times to modern research, where brilliant minds and groundbreaking discoveries have shaped our understanding and solved complex problems throughout history.

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Lit in Colour Diversity in Literature - Penguin and Runneymede Trust

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Lit in Colour Diversity in Literature - Penguin and Runneymede Trust

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Cardiff Migration Stories 210x210 20pp v3

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Find Art & Artists from around the World

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Find Art & Artists from around the World

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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.

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External Padlet - Diversifying the Mathematics Curriculum

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External Padlet - Diversifying the Mathematics Curriculum

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Diversifying the curriculum to represent the students you teach, the population of the UK, and the rich global heritage of maths is a crucial part of being a teacher. Mathematics is a discipline which has developed over centuries and across all peoples and cultures. Too often in our specification-driven teaching, it is easy to miss the rich history behind some of the key ideas we use in school mathematics.

Here at the AMSP, we understand that you may lack the time to develop a diverse curriculum. Below, we explore why this is important and provide resources that you can embed into the curriculum.

Why is diversifying the curriculum important?

Diversifying the curriculum is important because it brings in perspectives from historically marginalised people. In maths, this means including mathematicians whose contributions have not previously been shared due to historical prejudices and discrimination. However, this does not mean excluding the great work of the historically dominant mathematicians; instead, it means expanding the curriculum to be inclusive to all those who have contributed to mathematics. Broadening the curriculum can enrich students' understanding by incorporating global sources of knowledge and allow students to feel connected to their cultural traditions.

By including figures from all backgrounds, we can ensure that more students are represented in the mathematics they learn. This can help give students a sense of belonging in the world of maths.

Why should you bring this thinking into your classrooms?

It has been recognised that diversifying the curriculum has an important impact on young people's relationship with maths. The APPG on Diversity and Inclusion in STEM inquiry said:

"STEM education that is more relevant to the lives of all young people"

The report implies that steps should be taken to ensure that all teaching and learning approaches are broad and inclusive in the knowledge and practices they represent and do not reproduce stereotypical ideas of who does STEM.

Click here for the full report: APPG on Diversity and Inclusion in STEM - Inquiry on Equity in STEM education.

By diversifying the curriculum, it can instil a feeling of belonging in mathematics for students who otherwise feel left out. Introducing role models students can see themselves in can lead to students choosing to continue to post-16 maths. Students need to be able to see themselves as mathematicians and mathematicians as more than just academics. Recreational mathematicians are also valuable to highlight that students don't have to be the best at maths to contribute to the field.

Key aims for diversifying the curriculum

Equity and Inclusion: Diversifying the curriculum helps promote equity in education by ensuring that all students, regardless of their background, have access to a maths education that is relevant and inclusive. This is essential for reducing disparities in educational outcomes.

Representation: Including diverse mathematicians, historical perspectives, and mathematical contributions from various cultural and social backgrounds helps students see themselves reflected in the subject.

Motivation and Engagement: A diverse curriculum can make maths more engaging and interesting for a broader range of students. When students see mathematics' real-world applications and relevance to various fields, they are more likely to be motivated to learn.

Global Perspective: In an increasingly interconnected world, understanding the mathematical contributions of various cultures and regions is essential. A diverse curriculum can help students appreciate the global nature of mathematics.

Addressing Stereotypes and Biases:   Maths education can sometimes perpetuate stereotypes and biases. Diversifying the curriculum and pedagogy can help challenge and counteract these biases, making maths more accessible to all.

Skip to content

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Here at the AMSP, we understand that some teachers lack the time to develop a curriculum or resources that reflect their school's population

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Global Storybooks project - Free educational resource that promotes literacy and language learning in homes, schools, and communities. 40 stories from the African Storybook available with text and audio in English and other languages.

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Storybooks UK is designed specifically for teachers, parents, and community members. It makes 40 stories from the African Storybook available in English as well as the major immigrant and refugee languages of the UK, with stories in Arabic, French, German, Italian, Persian, Polish, Portuguese, Punjabi, Spanish, Tagalog, and Urdu, among others.

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Mathigon's innovative courses cover everything from fractions and trigonometry to graph theory, cryptography, prime numbers and fractals.

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Pascal’s Triangle – Sequences and Patterns – Mathigon

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Learn about some of the most fascinating patterns in mathematics, from triangle numbers to the Fibonacci sequence and Pascal’s triangle.

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A list of recommended books for Diverse & Inclusive Children's Books

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Discover our recommended booklist - Diverse & Inclusive Children's Books - with recommended books and quality texts for primary ages and topics.

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A website which celebrates the rich and diverse history of Wales.

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The plan was originally published in June 2022, setting out the actions we are taking to make Wales anti-racist.

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Anti-racist Wales Action Plan: 2024 update [HTML] | GOV.WALES

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An update to our plan to make Wales anti-racist with improvements following a review, including new actions.

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Diversity & Anti-Racism in the Curriculum for Wales: A toolkit for practitioners

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Diversity & Anti-Racism in the Curriculum for Wales: A toolkit for practitioners

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Diversity and Anti-Racism in the Curriculum for Wales: A toolkit for practitioners

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Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism

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There's Room For Me Too (English Subtitles)

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There’s Room for Me Too — Krystal S. Lowe

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There’s Room for Me Too is a bilingual declaration for equity and empowerment in the arts sector; it is the story of many spoken through the voice of two. Through spoken word and movement Krystal S. Lowe and Ffion Campbell-Davies share their vision for the sector, the sector they love.

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How Misty Copeland Made History as a Black Ballerina

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What is Islamic art? | KS2 Art and Design | Primary - BBC Bitesize

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Learn more about the importance and styles of the art made as part of the Muslim religion in this BBC Bitesize Primary Art and Design guide.

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10 Top “Gypsy Roma And Traveller History Month” Teaching Resources curated for

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Instant access to inspirational lesson plans, schemes of work, assessment, interactive activities, resource packs, PowerPoints, teaching ideas at Twinkl!

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Twinkl 74 Top 'Black Artists' teaching resources

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Twinkl 74 Top 'Black Artists' teaching resources

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74 Top “Black Artists” Teaching Resources curated for you

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Instant access to inspirational lesson plans, schemes of work, assessment, interactive activities, resource packs, PowerPoints, teaching ideas at Twinkl!

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Explore the early history of Britain through its peoples and waves of migration. This lesson looks at the earliest settlers of Britain; early peoples, Celts and the Romans, and the resources that led... Read more

Discover the way that invasions have shaped the history of the British people as we look at 1000 years of invading groups from the Angles to the Normans. This is the second lesson in a Social... Read more

These fabulous Britain Migration Display Cards are a fantastic resource to understand the rich cultural heritage of Britain and celebrate the diverse range of people who have migrated to Britain... Read more

Trace the history of migration to Britain throughout the 20th century. The World Wars and establishment of the Commonwealth led to a steady growth of migration to the UK. This lesson is a... Read more

This Britain Migration Display Timeline is a great resource to help spark conversations about migration to Britain. The timeline features information about different time periods from the Beaker... Read more

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22 Top "Migration To Britain" Teaching Resources curated for you

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Instant access to inspirational lesson plans, schemes of work, assessment, interactive activities, resource packs, PowerPoints, teaching ideas at Twinkl!

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Oxfam - Everyone Counts - Maths resource for 8 -12 year olds comparing Young Lives around the world

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Oxfam - Everyone Counts - Maths resource for 8 -12 year olds comparing Young Lives around the world

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Everyone Counts: A maths resource for 8-12 year olds comparing Young Lives around the world - Oxfam Policy & Practice

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Recently updated, Everyone Counts supports key elements of the maths curriculum with real-life statistics and stories. Using data from Young Lives about children living in Ethiopia, India, Peru and Vietnam, learners will develop their skills and understanding of topics such as time and data handling. Use role play to explore children’s lives Convert between miles […]

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AOLE Questions to prompt initial thinking & discussion

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AOLE Questions to prompt initial thinking & discussion

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IMA (Institute of Mathematics and its Applications) in the UK to create a series of posters, a booklet, a worksheet and some bunting to explore this idea of the identity of 'mathematician', using examples from recent history who have been carefully chosen to represent traditionally minoritised and underrepresented identities.

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Inspiring Scientists is a series of resources to help develop students' understanding and awareness of science and the diversity of scientists. The resources showcase the life stories of British scientists with minority ethnic heritage and covers issues such as being a minority in science, influences in their childhoods and the fun and importance of science both to themselves and to the wider community.

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A Scientist Just Like Me is designed to raise awareness of diversity in science-related jobs and to provide illustrated examples of a wide range of science-based careers. It consists of a series of short slideshows, each one 'telling the story' of a particular scientist or person working in a science-related job.

The slideshows are intended to be used as discussion prompts, guided by a teacher. They can be used in different ways and for different purposes, for example:

to show children an example of someone from a particular ethnic background working in a science job

to challenge gender stereotypes about science jobs

as part of a science topic that relates to the work of the scientist

as stand-alone fifteen-minute discussion activities

with a small group or the whole class, or in a whole school assembly

The A Scientist Just Like Me resource was created by PSTT Fellows, Kulvinder Johal, Alison Trew and Ali Eley during 2021.

Acknowledgements
We are extremely grateful to all the scientists featured in this resource; we thank them for their time, for sharing their information, and most of all for the enthusiasm and commitment to the aims of the resource.

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A Scientist Just Like Me - Primary Science Teaching Trust

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Introducing children to a diverse range of scientists and people who work in science-related jobs.

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Abu Othman Amr bin Bahr (776 - 868), generally known by his nickname Al-Jahiz, which means 'goggle eyed", was an Arab scholar of African descent who lived in the 8th and 9th centuries in modern day Iraq. He is widely known for his pioneering work, the Book of Animals.

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Al-Jahiz and the Book of Animals - Google Arts & Culture

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Abu Othman Amr bin Bahr (776 - 868), generally known by his nickname Al-Jahiz, which means 'goggle eyed", was an Arab scholar of African descent who lived in the 8th and 9th centuries in modern day Iraq. He is widely known for his pioneering work, the Book of Animals.

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EMTAS Padlet - Books 2 Refugees & Asylum Seekers

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EMTAS Padlet - Books 2 Refugees & Asylum Seekers

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Into Film | Film in Education | Film Clubs - Into Film

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Into Film puts film at the heart of children and young people’s education, helping to support their academic, cultural, and social development.

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Welcome to This Girl Can, the award-winning campaign launched in 2015 and funded by the National Lottery.

We seek to tell the real stories of women who get active or play sport in the way that's right for them, using images that show what activity really looks like in all its sweaty, jiggly glory.

We never judge and we don't care what other people think.

Women come in all shapes and sizes with all abilities and from all backgrounds. Some of us are expert sportswomen, some of us are a bit rubbish. It doesn't matter.

We're just happy that you're getting active. And if you're still not sure that you can, we're here to help you to figure out the way of getting active that's right for you.

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Homepage for the This Girl Can campaign, created by Sport England and funded by The National Lottery, aiming to help get women active in ways that suit them.

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Rosheen & Eleeza Khan Wales’ first Muslim women referees (Grangetown, Cardiff)

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Rosheen & Eleeza Khan Wales’ first Muslim women referees (Grangetown, Cardiff)

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FAW Commemorates International Women’s Day 2024 - FAW

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International Women’s Day (IWD) is marked annually on the 8 March and aims to support and celebrate the social, economic, cultural and political achievements of women. To commemorate this day the FAW is celebrating the achievements of women from all corners of football who inspire and work tirelessly to make the game a better place for women in Wales.

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Haseebah Abdullah, Birmingham Hometown Heroes

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Haseebah Abdullah, Birmingham Hometown Heroes

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Visit Yusra MARDINI profile and read the full biography, watch videos and read all the latest news. Click here for more.

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guardian and observer charity appeal 2015

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The sporting stars who were once refugees

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Some of the world's top athletes are all the more remarkable given their journeys from war-torn countries to success on the international stage

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Referees

We take a look at the 39-year-old as he made history after taking charge of Crystal Palace v Luton

Referee Sunny Singh Gill is set to make Premier League history this weekend when he takes charge of Crystal Palace v Luton.

He will become the first British South Asian to referee a match in the competition.

Sunny will be the seventh referee outside of PGMOL's (Professional Game Match Officials Limited) Select Group to take charge of a Premier League match this season, following Sam Allison, Sam Barrott, Bobby Madley, Josh Smith, Rebecca Welch and Lewis Smith.

It is another landmark moment for the Singh Gill family.

His father Jarnail remains the first and only English league football referee to wear a turban, officiating 150 matches between 2004 and 2010.

Meanwhile, his brother Bhupinder became the first Sikh-Punjabi to serve as a Premier League assistant referee when he ran the line in the match between Southampton and Nottingham Forest in January 2023.

Sunny told the EFL: "Football has always run in the family. Me and my brother grew up loving the game and like most young kids, we just wanted to play.

"But in our household it was a bit different because when we were going to primary school, we knew our dad was going out to referee on a weekend.

"There were times he was a fourth official in the Premier League and our friends would say they saw him on Match of the Day!"

Sunny took charge of his first Sunday League match aged only 17, and in April 2021 both he and Bhupinder became the first pair of British South Asians to officiate in the same Championship match.

"It's been a lot of hard work training away from the pitch, improving in every department with the help of the PGMOL and my coaches," said Sunny, who had been working as a prison officer while officiating in the EFL, in an interview with Sky Sports last October.

"I now want to set more goals and fulfil my dream of becoming the first South Asian to referee in the Premier League."

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Who is Premier League's first British South Asian referee Sunny Singh Gill?

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We take a look at the 39-year-old as he made history after taking charge of Crystal Palace v Luton

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A website which celebrates the rich and diverse history of Wales.

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What do healthy eating guidelines look like around the world?

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A new report claims decades of dietary advice in England is fuelling an obesity epidemic. So how do other countries advise their citizens to eat?

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BBC Sport Celebrates South Asian Heritage Month by Showcasing Four Trailblazing Athletes

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To mark South Asian Heritage Month, BBC Sport is highlighting four remarkable athletes who are breaking barriers and shattering stereotypes in the world of sports. The month, which runs from July 18 to August 17, is themed ‘Free to be Me,’ reflecting the journeys of these sports stars as they inspire future generations.

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Positive Roma role models - COMPAS.org.uk

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Role Models, 2010Portraits of individual Romanies who because of their outstanding achievements as artists, actors, writers break the stereotypes of a ‘Gypsy’ and act as Role models in their communities. The photographs were taken in subjects’ home environments and together with accompanying written accounts and recorded testimonies show the current situations and concerns of these people and their communities.

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Pioneering scientist from India who overcame tragedy is 'so grateful to Wales'

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Pioneering scientist from India who overcame tragedy is 'so grateful to Wales'.

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Malala's Magic Pencil by Malala Yousafzai / Children's Book Read Aloud

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ack in 2001 William Kamkwamba was a semi-educated 14-year-old Malawian who had been forced to drop out of secondary school when, during a terrible drought, his parents could no longer pay for him to go. This week, he has been in California and Chicago on a whirlwind book tour, hailed as a "genius" and appeared on TV chat shows. He has been the toast of international technology conferences, lauded by Al Gore and environmentalists and shared a stage with Bono and Google co‑founder Larry Page - as well as co-writing a book about his life, with journalist Bryan Mealer.

When Kamkwamba stopped going to school because his family could no longer afford the fees, he went to his local library, read up on his science, found a DIY guide to making a wind generator and set about trying to build it. Using a tractor fan, shock absorbers, PVC pipes, a bicycle frame and anything else he could lay his hands on, he then built a rudimentary wooden tower, plonked his home-made generator on the top, and eventually got one, and then four bulbs to light up. He is now known as "the boy who harnessed the wind" - the title of his book.

"I managed to teach myself about how motors and electricity worked. Another book featured windmills on the cover, and said they were used to pump water and generate power. I was so inspired I began collecting scrap metal and old bicycle and tractor pieces. Many people, including my mother, thought I was crazy," he wrote in his blog this week.

Kamkwamba is presented to the west as the "humble hero", an extraordinary Malawian who has overcome everything to improve his family's situation, but the reality is that most of Africa, India and the developing world depends on equally innovative and inventive people coming up with ways to make a living with no cash and next to no resources.

In Katine, the Ugandan village which the Guardian supports, the weekly market sees Joseph with the bicycle he has adapted to become a knife sharpener; Matthew, who charges batteries with pedal power; and several women who strip plastic sacking to weave strong rope. The shells shot by the Sudanese army into Nuba territory in the late 1980s have all been collected and been beaten into farm tools, as have the tanks and guns handed in by soldiers after the Sierra Leone war in 2002. Mosquito nets throughout Africa now double as fishing nets. Masai villagers have devised a simple water distillation process by placing pipes over volcanic steam vents. Elsewhere in Africa, people make low-cost batteries from aluminium cans and plastic water bottles. Many Malawian and Congolese communities have devised ingenious ways to lift water from rivers and wells for irrigation.

How many British blacksmiths could fashion a tool which makes curved bricks to build round houses, as they do in Kenya? And how many IT managers could set up a DIY Wi-Fi phone network? In Tanzania, groups of women are learning to make and then adapt fireless cookers insulated with old clothes which save cutting down trees and can improve the air quality in their homes.

The Gingira district, just outside Dhaka in Bangladesh, is one of the world's least-known technological hotspots. Here, thousands of untrained people use rudimentary tools in small workshops (which would be condemned in Britain as unsafe) to make and copy everything from sophisticated car parts to watches and high fashion. Markets in Ghana, Senegal and South Africa are full of metal artists who take old pesticide cans and turn them into artworks, toys and gadgets.

Meanwhile, villagers in southern Bangladesh have found how to weave together water hyacinths to make large floating gardens on which they can grow food when their land is flooded. Sudanese innovators have developed what looks like a metal syringe to extract the seed pods from hibiscus plants because the flowers earn more money if the petals are left intact. Nepalese villages have developed gravity-driven rope ways which can move tonnes of produce several miles up and down steep mountainsides without electricity.

William Kamkwamba is the sort of child who would be welcomed to the Barefoot college in India, set up by educationalist Sanjit "Bunker" Roy. This takes some of the poorest, most uneducated people and taps into their traditional knowledge and practical resourcefulness to train them to become water and solar engineers. So far, 15,000 people have learned to become "barefoot" engineers, architects and teachers. "These grassroots technologists have solar-electrified thousands of houses and installed handpumps in places that urban engineers say would not be technically possible. The college has now opened in seven other countries," says Roy.

Kamkwamba shows that innovation and resourcefulness are not lacking in the poorest countries, so much as the financial or physical resources, says Simon Trace, the chief executive of Practical Action, the charity founded by "small is beautiful" development expert Fritz Schumacher. "The technologies are mostly available. The main problem is improving people's access to them," he says.

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'Tilting at windmills: the boy who harnessed the wind'

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ack in 2001 William Kamkwamba was a semi-educated 14-year-old Malawian who had been forced to drop out of secondary school when, during a terrible drought, his parents could no longer pay for him to go. This week, he has been in California and Chicago on a whirlwind book tour, hailed as a "genius" and appeared on TV chat shows.

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FROM ALEPPO TO CARDIFF: MURHAF’S INSPIRATIONAL JOURNEY

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When Murhaf left Syria where he worked as a doctor in a war zone, he was disoriented and isolated. “I was confused when I arrived, I didn’t know anything about the country”.

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Designed for use around the classroom or wherever you’re encouraging learning, these Influential Scientists Posters help students understand how a diverse group of scientists have improved life for those around them through science. With the British Science Week 2020 theme being ‘Our Diverse Planet’ these posters are a great way to tie together learning about the importance of science and scientists as well as the diversity of science. Use as part of your British Science Week display, a focal point to stimulate discussion about science, or as a way to explore the many diverse backgrounds in science. Check out more British Science Week resources here!

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Monthly newsletter

News & information

The British Science Week 2024 taster packs are out now!

What's that coming over the hill? It's British Science Week 2024! Next year's British Science Week is an extra special one - it marks the 30th anniversary of the very first Week way back in 1994! (Hands up if that doesn't feel like 30 years ago.) The Week proper might...

Applications for British Science Week 2024 grants are open!

It's the moment you've been waiting for... British Science Week 2024 Grants are open for applications! Schools and community groups can apply for Kick Start Grants and Community Grants respectively to fund, organise and run their own events and activities during British Science Week, which is taking place on 8-17...

*CLOSED* Win a copy of 'How to Spaghettify Your Dog' for your school!

We're delighted to partner with Bloomsbury Children's Books on a giveaway of their brand new book, 'How To Spaghettify Your Dog: and other science secrets of the universe'! We've got five copies up for grabs, so why not enter and win one for your school library?! 'How to Spaghettify Your...

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British Science Week is a ten-day celebration of science, technology, engineering and maths taking place between 10-19 March 2023!

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Rough Science - A Brief history of Science - PBS

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Rough Science - A Brief history of Science - PBS

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Rough Science . A Brief History of Science | PBS

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The table below sets out the time-scale of some of the major events in Earth history and developments in science and technology. It shows something of the parallel development of human communication and of science and its technological applications, set in the context of Earth history as a whole.

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Guidance and Resources for Schools for Ramadan - Schools of Sanctuary

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As we start the month of Ramadan, it’s important for schools think about how they will support Muslim students and staff and recognise an important month for all Muslims. This post aims to share reflections schools should make to ensure that Ramadan is approached considerately and resources schools can use to engage students (and staff!) […]

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# data[].attributes.attachment_link.description
Search: Location: Warning: in_array() expects parameter 2 to be array, string given in /home/mixedmuseum/public_html/wp-content/themes/mixedmuseum/content-timeline.php on line 141 Warning: in_array() expects parameter 2 to be array, string given in /home/mixedmuseum/public_html/wp-content/themes/mixedmuseum/content-timeline.php on line 141 Warning: in_array() expects parameter 2 to be array, string given in /home/mixedmuseum/public_html/wp-content/themes/mixedmuseum/content-timeline.php on line 141 Warning: in_array() expects

# data[].attributes.headline
320th Barrage Balloon Battalion (1944) CADW

# data[].attributes.subject
320th Barrage Balloon Battalion (1944) CADW

# data[].attributes.attachment_link.title
320th Barrage Balloon Battalion (1944) | Cadw

# data[].attributes.attachment_link.description
In 1944, as part of the preparations for D-Day, the UK saw a vast influx of allied troops assembling for training and in readiness for the landings.

# data[].attributes.attachment_link.description
A website which celebrates the rich and diverse history of Wales.

# data[].attributes.attachment_link.title
Holocaust Memorial Day Trust | The Kindertransport and refugees

# data[].attributes.attachment_link.description
Between 1938 to 1939, 10,000 Jewish children from Nazi territories were given transport to Britain. This rescue operation became known as the Kindertransport (children’s transport). By 1939 Britain was home to 60,000 Jewish refugees.

# data[].attributes.headline
Identity of place - Humanities Geography -age 8-11 - BBC Bitesize

# data[].attributes.subject
Identity of place - Humanities Geography -age 8-11 - BBC Bitesize

# data[].attributes.attachment_link.title
Identity of place - Humanities Geography age 8-11 - BBC Bitesize

# data[].attributes.attachment_link.description
Learn about the history of Tiger Bay in Cardiff, and how where we live can have an effect on our identity.

# data[].attributes.attachment_link.title
Newport ‘blown away’ by Bilbao reaction to Basque refugee kit

# data[].attributes.attachment_link.description
Newport County’s new away kit commemorates the children who fled the Spanish Civil War to Wales.

# data[].attributes.attachment_link.readable_text
Havens East uncovers the forgotten stories of Basque child refugees who sought sanctuary in Cambridge and Norfolk during the Spanish Civil War (1936-1939).

Using rarely seen film footage and original photographs along with the voices of rescuers and refugees, Havens East helps us to better understand how and why East Anglia was a safe haven for many Basque children during the Spanish conflict.

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# data[].attributes.attachment_link.description
Havens East uncovers the forgotten stories of Basque child refugees who sought sanctuary in Cambridge and Norfolk during the Spanish Civil War (1936-1939). Using rarely seen film footage and original photographs along with the voices of rescuers and refugees, Havens East helps us to better understand how and why East Anglia was a safe haven for many Basque children during the Spanish conflict.

# data[].attributes.attachment_link.title
Tiger Bay migration stories - National Library of Wales

# data[].attributes.attachment_link.description
Tiger Bay migration stories- National Library of Wales - The Nation’s Memory - collecting, preserving and giving access to Welsh history and culture.

# data[].attributes.attachment_link.readable_text
Historians can trace the lives of over 200 people of African origin who lived in England during the Tudor period.

These individuals did a variety of jobs and lived in different places, from cities to country villages. Some even lived at the courts of King Henry VIII and Queen Elizabeth I.

People of African origin came to be in England via a range of routes. Some came as traders and ambassadors, some directly from the continent of Africa, while others arrived via the Spanish and Portuguese empires.

Video about African people in Tudor England

Video Transcript Video Transcript

Narrator: During Tudor times, there were hundreds of Black people living and working in England. Many were free members of society who lived in a world where skin colour was less important than religion and class.

John Blanke was employed as a trumpeter in the courts of Henry VII and Henry VIII. There is a painting of John on horseback playing trumpet at a jousting tournament held in celebration of the birth of Henry VIII's son. John also successfully petitioned Henry VIII for a pay rise. And Henry even gave John clothes for his wedding.

This suggests John was held in high regard by the King. Cattelena of Almondsbury lived in a small Gloucestershire village. Sources show that her most valuable possession was a cow, that supplied her with dairy products that she sold to her neighbours. There is further evidence showing she owned many other household items.

Together this suggests that she was a free woman and participated fully in village life. Jacques Francis was an expert diver and swimmer, a skill that was very rare at the time. In 1546, he was employed as part of a team that dived to retrieve cannons from the wreck of the Mary Rose, that had sunk during a battle with the French off the coast near Portsmouth.

Jacques also became the first known African to give evidence in a court of law when his boss was accused of theft. The lives of John, Cattelena and Jacques suggest that Black people lived and worked as accepted members of society in Tudor England.

Game - diversity in Tudor England

Play a History Detectives mission exploring diversity in Tudor England.

Historians such as Imtiaz Habeeb, Onyeka Nubia and Miranda Kaufmann have found evidence to suggest that many people of African origin lived in England during the Tudor period. These historians have discovered information about these people and their lives in letters, legal records and church records of births and deaths.

There is also evidence that people of African origin served in the royal courts of Henry VII, Henry VIII and Elizabeth I.

People of African origin also lived in the homes of the . of African descent lived in the homes of Elizabeth I's favourite courtiers, Robert Dudley, Sir Walter Raleigh, Sir Francis Drake, Sir William Cecil and Sir Robert Cecil.

People of have visited, worked, made lives and had families in Britain since at least AD43, when the Romans arrived. A group of North African soldiers were based at in the north of England. At a similar time, a woman of sub-Saharan African heritage was living at the other end of the country. Analysis shows that she had lived in England since she was a small child. She may have even been born in England.

The 'Ivory Bangle Lady' lived in Roman York in the 4th century. She was buried with expensive items such as earrings and ivory bracelets. Analysis of her skeleton by archaeologists suggests that she was of North African descent.

Historians are uncovering more evidence of people of African heritage who lived in Britain during the medieval era. It seems as though these numbers were much smaller than in Roman Britain or from the Tudor period onwards.

Most people of African heritage in Britain were servants. Many people in Tudor times were servants, and they were of varying status. Some worked for themselves as skilled craftspeople. Reasonable Blackman, who was of African heritage, was a silk weaver who lived in Southwark, London, with his family.
The slave trade in the Tudor period
During the Tudor period there was no law that banned slavery in England, but neither was there a law that officially allowed it. Although some English individuals sold enslaved people in the 1500s, English involvement in the transatlantic slave trade did not begin on a larger scale until the 1600s.

One person who had arrived in England via Spanish and Portuguese slave trading was an 'Ethiopian' man mentioned in a 1587 court case. Though he is described as 'Ethiopian', we cannot know precisely where he was from, as this term was used to refer to people from anywhere in Africa during the Tudor period. He had been brought to England aboard an English ship after being captured from the Spanish in the Americas. He was sold, illegally, to Hector Nunes, a Portuguese doctor who was living in London.

In Portugal, where Nunes had been born, it was legal to keep enslaved people. Nunes brought a court case in which he stated that the unnamed 'Ethiopian' man refused to serve him, though Nunes acknowledged that he had no legal right to force him to do so.

Why did Spain and Portugal have larger populations of people of African origin than England in this period?

Spain and Portugal had developed trading links with West Africa from the fifteenth century. When both nations began to colonise the Americas, from 1492, a transatlantic slave trade developed between Spain, Portugal, Africa and the colonies in the Americas. Britain became involved in the transatlantic slave trade later than Spain and Portugal.

Video Transcript Video Transcript

David: I've come to the National Archives in Kew, to meet an historian whose researched the lives of 200 Black people all of whom lived here in Britain in the 1500s.

Miranda: This image is part of a 60 foot long roll depicting this prestigious event, the Westminster Tournament of 1511 which Henry VIII put on to celebrate the birth of his son.

Here we have the face of John Blanke, an African trumpeter, and you can see the Royal Standard hanging from the trumpet that he's playing. And the trumpeters were really important at tournament, you can imagine they have to herald the arrival of every new jouster on to the field.

Sometimes if you were an ambassador, you would travel around Europe with a trumpeter to announce your important arrival.We have records of him being paid wages. We have a petition from John Blanke asking for a pay rise.

David: So he's writing to the king asking, saying "I want more money"?

Miranda: That's right. He says his wage now is "not sufficient to maintain and keep him to do your grace like service".

David: And does Henry sign it?

Miranda: Yes, right here you can see this faint signature.

David: So this is a professional musician, he's in the courts of the King. Many of the Black people living in Britain who migrated here would have been of much lowlier status. Is that right?

Miranda: Yes. Most of the individuals we have records for are in domestic service.

John Blanke was a Tudor musician. Historians believe that he may have come to England alongside Catherine of Aragon, as part of her household staff. Records tell us that John was employed by Henry VII and Henry VIII; there is evidence to show that he performed at both the funeral of Henry VII and the coronation of Henry VIII.

John also had an important role in the Westminster Joust of 1511. This joust was a grand spectacle to celebrate the birth of Henry and Catherine's son, Henry, who died shortly afterwards. John would have been part of a large group of trumpeters who announced the entrance of the King at the beginning and end of the joust.

John was so valued that he was successful in winning a pay rise from Henry VIII. In 1512, he received a gift of new clothing from the King when he got married. John disappears from the record after this gift. We can infer from this that he may have left royal service at this point, but without written evidence, we cannot know for certain.

Video about Jacques Francis

Video Transcript Video Transcript

David: Tell me about this document and what it tells us.

Miranda: This is another African. In this document, Jack Francis is giving testimony in a court case, in the High Court of Admiralty. His master, a Venetian merchant called Peter Paulo Corsi, has been accused of theft and they're accusing Corsi of stealing tin from a ship called the Saint Mary and Saint Edward.

David: What's the significance of the fact that Jack Francis is clearly giving evidence in court?

Miranda: Not everybody was able to give testimony in a court of law. In England we still have serfs or "villeins", who were a medieval feudal hangover. If you were the lord of the manor, a landowner, that land would come with workers who were tied to the land or tied to you personally as the lord. And they gave their labour without payment, and they were not allowed to testify in the courts of law because they were not free. So this African man was able to testify where various English people would not.

In the late 1540s, Jacques was employed by a Venetian man, Peter Paolo Corsi. Corsi specialised in recovering goods from sunken and wrecked ships. In 1546, Jacques was part of a group of salvage divers and workers hired to recover guns from the Mary Rose for King Henry VIII. The Mary Rose, which was one of Henry VIII's ships, had sunk in 1545 along with most of its crew during a battle with the French off the coast of Portsmouth. Jacques' job was to dive to the ocean bed and tie ropes around objects that would then be pulled up. It was a dangerous job that needed years of practice.

We know about Jacques and his coveted diving skills because he was a witness in a court case in February 1548, between his employer and Italian . Jacques gave evidence when his employer was accused of stealing tin and other materials from the wrecks of two Italian ships, the Sancta Maria and the Sanctus Edmundus. This shows that he was very respected, as not every member of Tudor society was allowed to give evidence in court.

We do not know for certain where Diego came from, or even his full name. We do know, however, that in the 1570s Diego had been for some time by the Spanish in Panama, Central America. While there, he had come to know the , who were Africans who had escaped from slavery. Diego was also aware of the routes taken by Spanish treasure as it travelled across Panama to be taken back to Spain.

150,000 pesos of Spanish silver and gold were captured, and Diego joined Drake's crew permanently. Diego came to Plymouth, Devon, and in 1577 was part of Drake's crew on his circumnavigation of the globe. Diego died of an arrow wound and was buried at sea near the Maluku Islands, in modern-day Indonesia, in 1579.

The historian Miranda Kaufmann proposes that the Drake Jewel, given by Elizabeth I to Sir Francis Drake, was a gift to celebrate Drake's alliance with Diego and the Cimarron. The jewel is a locket with a portrait of Elizabeth I inside. On the outside are two figures carved in a precious stone called sardonyx. The brown and white layers of the stone were carefully carved to show a black and white figure, which symbolise the unity of the English and Africans against the common enemy of Spain.

Mary Fillis came to England as a young child. She was born in 1577, the daughter of a Moroccan basket weaver and shovel maker. She may not have remembered much of her childhood in Morocco, or the Muslim faith she was likely born into.

Mary arrived in England in the early 1580s. As a young woman she worked for a merchant called John Barker as a servant; Barker's trading connections could explain how Mary arrived in England. She worked with other young servants of African heritage in his household, and it's likely she would have seen other people with the same heritage in her local area.

In the 1580s, a deep connection between England and Morocco was developing, fuelled by trade and a mutual alliance against their joint enemy of Spain. In 1589, a Moroccan ambassador came to England to have trade talks and offer Elizabeth I military assistance in the event of conflict with Spain on behalf of the ruler of Morocco, Ahmad al-Mansur. In 1600, more ambassadors from Morocco came to London on a six-month visit to the court of Elizabeth I. They hoped that, together, Morocco and England would defeat Spain.

When Mary was slightly older, she became an assistant to a dressmaker. It is possible that she was keen to learn a trade and become more independent. While she was there, she learnt the basics of Christianity, such as the Lord's Prayer.

Her story has survived because it was written down as part of a record when she was baptised as a Christian. She was baptised in June 1597, during the reign of Elizabeth I, at St Botolph's Aldgate Church, London.

Cattelena lived in the village of Almondsbury, seven miles north of Bristol, in the west of England. Her Hispanic-sounding name suggests that she may have arrived in England via Spain, Portugal or their colonies. What is known about Cattelena comes from a list of the goods that she owned, which was created after her death.

From this inventory, we know that Cattelena was of African origin, that she died in 1625 and that she was an 'independent singlewoman'. This meant that she had no husband or family, but looked after herself by earning a living. Around 30% of Tudor women did not get married. From her inventory, it appears that Cattelena made her living from her most expensive possession: a cow.

Cattelena probably kept her cow on the common opposite the village church. It would have grazed there, and she'd have milked it in the evenings. Cattelena made money by selling spare milk, or cheese and butter, to her neighbours.

Cattelena was not very wealthy. She lived in a shared home and on her death owned her cow, a bed, pillows, a set of sheets, a quilt, a pewter candlestick, a tin bottle and twelve spoons, among other items.

The inventory of Cattelena's possessions gives us an insight into what an ordinary Tudor woman might own. It also gives us a window into the lives of people of African origin living in the west of England, and in rural areas.

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You'd be forgiven, then, for assuming the watershed moment would have inspired a whole new generation of young female talent. The reality? Not according to research from Football Beyond Borders, which suggests it's had little effect on engagement - only one in five teenage girls plays for a club. And sadly, these statistics drop even further within ethnic communities.

While there are a whole host of reasons this might be the case, from socioeconomic factors to barriers to entry, last year's tournament raised questions about the limited representation of diversity in the squad. Only three black players, Jess Carter, Demi Stokes and Nikita Parris, formed part of the team, with the Professional Footballers Association noting that under 10% in the elite women's game come from diverse backgrounds, a stark comparison to 43% of male players in the Premier League.

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So, what needs to happen in order to level the playing field and ensure everyone is offered the same sporting opportunities? Here, Marie Claire UK chats to three women of colour about the obstacles they faced pursuing sporting careers, plus explores the issue of lack of diversity in sport.

Back in April, the FA hosted their first event celebrating the Sikh festival, Vaisakhi, along with female players from South Asian heritage. Among them was Derby County football striker, Kira Rai.

"As a Punjabi-Sikh, it was so nice to be in a room full of everyone involved in the game in different aspects, all on the same page," she shares exclusively with MC UK.

Growing up in Derbyshire, it was a "dream come true" when Kira was asked to play for her National League home side. It wasn't until she was called into the first team that she knew something was wrong. "I was still the only brown girl - [there was] maybe one other that I played against."

She reflects that she found this hard to wrap her head around, given that Office for National Statistics research shows that 9.6% of the English population identify as Asian, or Asian British.

"When you look at South Asians in terms of the proportion in society, we make such a big percentage of it," she continues. "You'd assume that would be reflected in sport, but it isn't. What's gone wrong?".

So, how did Rai make it professionally when others didn't? Good question. For her, the community played a large part and has been one of the biggest influences in encouraging her to stick to her sporting dreams. Noting her appreciation of the Derby County fan group, Punjabi Rams, she's also using her religion as a guiding encouragement to break barriers within the sport.

"Some people may think that because I'm brown or Sikh, I shouldn't play football," she reflects. "I just use that as motivation, I'm going to prove myself and change the stereotype at the same time."

It's these deep-rooted stereotypes, however, that often deter other aspiring athletes from pursuing careers. Take Lipa Nessa, for example, a semi-professional footballer from Bedfordshire, who wants to "change the world with a hijab on her head and a football at her feet."

Yet sadly, it hasn't all been straightforward. Having made the decision to wear her headscarf during games (she shares that she wanted to feel closer to her Muslim faith), Nessa started to notice microaggressions and discriminatory behaviour from spectators and even coaches.

"I got a lot of Islamophobic comments as a teenager," she reflects. "In my first game, the opposition's parents made aeroplane noises. I tried to block it out, but unfortunately, it affected the way I played and psychologically I was out for months."

(Image credit: Lipa Nessa)

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One of the hardest parts has been convincing parents to let their children give sports a go, she shares. "It was a cultural barrier, for my generation at least," she admits. "But they're becoming more open to the prospect of their children working in the industry" - partly thanks to role models like Nessa paving the way.

So yes, in her opinion, progress is being made - slowly but surely. "I can see the progress being made by governing bodies and charities," she shares. That said, sadly, she doesn't feel it's translated in the media or in the way brands represent communities. How do we change this? Talking more about the issue and educating each other on the issues athletes of colour face, in her opinion, is key.

"Geographically, it can be really challenging."

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