The question of what to include is a constant challenge to those given the responsibility of education, whether writing at the level of a national curriculum or the departmental scheme of work. Dan Lyndon and his department have been rethinking inclusion in history. In any school, representative history is essential in communicating a sense of relevance to pupils. Lyndon has taken up the challenge of teaching multi-ethnic history without the tokenism that can be attached. Here he gives a variety of examples on how his department inspires and engages a full range of pupils through black British history, finding that the effects can be far reaching.