The national curriculum for history for key stages 1 to 3 includes references to the British Empire and gives teachers and schools the flexibility to use specific examples to teach pupils about the history of Britain and the wider world.

The British Empire could be taught across the three key stages. At key stage 1, pupils should be taught about changes within living memory, events beyond living memory that are significant nationally or globally, and the lives of significant individuals in the past who have contributed to national and international achievements. At key stage 2, when teaching about the concept of empire and teaching about other empires, further foundations can be developed for the teaching of the British Empire.

Teaching about the British Empire can take place across the time periods and themes at key stage 3. Within the statutory themes of ‘the development of Church, state and society in Britain 1509-1745’, ‘ideas, political power, industry and empire: Britain, 1745-1901’, ‘challenges for Britain, Europe and the wider world 1901 to the present day’, there are non-statutory examples of what children might be taught about the British Empire. The British Empire could also be taught within the requirement for the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 and within local history across the three key stages.

As part of the flexibility all schools have in teaching the national curriculum, schools and teachers are able to determine which examples, topics and resources to use to stimulate and challenge pupils and reflect key points in history.

The department announced a Curriculum and Assessment Review last year. The review’s interim report is due to be published in early 2025, with a final report later in the year.

DCMS has no plans to commemorate the 100th year anniversary of the 1924 British Empire Exhibition.

There are no such plans.

Racism in all its forms is abhorrent and has no place in our society. Schools play a significant role in teaching children about the importance of having respect and tolerance for all cultures. The Department is committed to an inclusive education system which recognises and embraces diversity and supports all students to tackle racism and have the knowledge and tools to do so.

The national curriculum is a framework setting out the content of what the Department expects schools to cover in each subject. The curriculum does not set out how curriculum subjects, or topics within the subjects, should be taught. The Department believes teachers should be able to use their own knowledge and expertise to determine how they teach their students, and to make choices about what they teach and the resources they use, this also includes textbooks. The development and content of textbooks is a matter for individual publishers rather than the Department. The Department has not made an assessment of the impact of the National Curriculum on any specific group.

As part of a broad and balanced curriculum, students should be taught about different societies, and how different groups have contributed to the development of Britain, and this can include the voices and experiences of Black and minority ethnic people. The flexibility within the history curriculum means that there is the opportunity for teachers to teach about Black and minority ethnic history across the spectrum of themes and eras set out in the curriculum.

There is scope to include Black and minority ethnic history and experience in other curriculums, such as in:

• Citizenship: At Key Stage 4, students should be taught about the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding.

• PSHE: Schools have flexibility to teach topics such as Black history as part of their Personal, Social, Health and Economic education (PSHE) programme and through the introduction of Relationships Education, Relationships and Sex Education and Health Education students will be taught the importance of respectful relationships in particular how stereotypes, based on sex, gender, race, religion, sexual orientation or disability, can cause damage.

The terms of reference will be announced in due course.

The history curriculum gives teachers and schools the freedom and flexibility to use specific examples from history to teach pupils about the history of Britain and the wider world. This can include the topic of the British Empire. Schools and teachers are able to determine which examples, topics and resources to use to stimulate and challenge pupils, as well as reflect key points in history. A high quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past, and that of the wider world.

The Department does not estimate the numbers of pupils being taught specific topics within the curriculum. Entries to history GCSE have increased by 7% from 2018, and there has been a 5% increase to A level history this year, meaning that history A level entries are now at a higher level than in 2010.

The Department sets out the subject content for GCSE and A level history. Within this framework, exam boards have the flexibility to offer a greater focus on particular knowledge areas within the scope of the subject content, including, if they choose, the British Empire. Exam boards can only award GCSEs and A levels once the Office for Qualifications and Examinations regulation (Ofqual) accredits them. Ofqual accredits qualifications when it is confident that the exam board can comply with the requirements for the qualification on an ongoing basis.

Although the subject content does not specifically require teaching on the British Empire, both GCSE and A level history must include a substantial element of British history and/or the history of England, Scotland, Ireland or Wales. The new GCSE subject content requires a minimum of 40% British history, and the new A level subject content requires a minimum of 20% British history.

The history curriculum gives teachers and schools the freedom and flexibility to use specific examples from history to teach pupils about the history of Britain and the wider world. This can include the topic of the British Empire. Schools and teachers are able to determine which examples, topics and resources to use to stimulate and challenge pupils, as well as reflect key points in history. A high quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past, and that of the wider world.

The Department does not estimate the numbers of pupils being taught specific topics within the curriculum. Entries to history GCSE have increased by 7% from 2018, and there has been a 5% increase to A level history this year, meaning that history A level entries are now at a higher level than in 2010.

The Department sets out the subject content for GCSE and A level history. Within this framework, exam boards have the flexibility to offer a greater focus on particular knowledge areas within the scope of the subject content, including, if they choose, the British Empire. Exam boards can only award GCSEs and A levels once the Office for Qualifications and Examinations regulation (Ofqual) accredits them. Ofqual accredits qualifications when it is confident that the exam board can comply with the requirements for the qualification on an ongoing basis.

Although the subject content does not specifically require teaching on the British Empire, both GCSE and A level history must include a substantial element of British history and/or the history of England, Scotland, Ireland or Wales. The new GCSE subject content requires a minimum of 40% British history, and the new A level subject content requires a minimum of 20% British history.

Following searches, no information relating to war service gratuity payments made to service personnel drawn from the British dominions and colonies at the end of the First and Second World Wars can be found.

Publicly available files held at The National Archives that originated from a number of government departments (including the Treasury, War Office, Foreign and Colonial Offices) contain potentially relevant information about First and Second World War service gratuity payments.

The Ministry of Defence is investigating what, if any, information is held by the Department. This process will take time to complete and I will write to the hon. Member in due course.